Welcome to the world of adaptive sports! Throughout this course, we’ll delve into a diverse array of disciplines such as goalball, wheelchair basketball, adaptive pickleball, sitting volleyball, and adaptive climbing. Through theoretical study, practical application, and experiential learning, we will explore the unique challenges, strategies, and joys inherent in these inclusive athletic pursuits. Join us as we uncover the transformative power of adaptive sports and their impact on individuals, communities, and society.

This course offers a comprehensive examination of adaptive sports, encompassing their history, rules, and contemporary applications. Students will develop a deep understanding of goalball, wheelchair basketball, adaptive pickleball, sitting volleyball, and adaptive climbing including relevant game skills and strategies. Active participation, reading assignments, quizzes and guest speakers–both in-class and remote–will facilitate learning. Content will progressively advance each week, leading to full-speed game action.

Our format includes succinct lectures, discussions, and practical applications of acquired skills. Students will attend one weekly session, actively participating in game activities. Pre-class comprehension of rules and regulations. Furthermore, students will attend an inclusive/adaptive recreation event and submit two reflection papers– one at the beginning of the semester and one at the end.

Students will be required to do reading assignments nearly every week while reflecting on guided reading questions and/or keywords to watch out for.
Examples of what students can expect to learn and do in this course:

● Research within the field of disability sports.
● Interact, participate, and build camaraderie with athletes of all abilities.
● Learn skills and strategies to play and compete in live game action.
● Learn about the philosophy of disability and incorporate this understanding into the
framework of American sports culture.
● Participate in community events such as BORP tournaments and practices and attend Disabled Students Union meetings.

Learning Objectives
After completing the course students will:
● Have full comprehension of rules and regulations to specific adaptive sports.
● Practice and apply Goalball, wheelchair basketball, and adaptive pickleball physical
techniques and strategies learned.
● Have a better understanding of disabilities in sport
● Gain awareness of UC Berkeley students with disabilities and the city of Berkeley's
disabled community
● Understand the importance of exercise and physical activity for physical and mental
well-being.

Course Requirements & Grading
*No prior knowledge or experience is required for this class. Equipment will be provided at no additional cost.
Attendance / Participation 55%
First Reflection Paper 10%
Community Involvement 5%
Final Reflection Paper 30% Reading Assignments 15%

Note: PBHLTH 198 is graded on a P/NP basis. Students will receive a Pass for the satisfactory completion of the components outlined above. Students cannot pass without a final reflection paper turned in.

Attendance / Participation (55%)
Active participation in this class is crucial for its success; we rely on your consistent attendance and punctuality. This entails completing all assigned readings before each class, actively participating in discussions, and engaging in in-class activities and exercises. Since this course involves community engagement, each class session offers a unique and open environment for students to reflect on and share their on-site experiences.
Each student is allowed one unexcused absence. Any additional absences must be communicated to either the student facilitator or faculty for approval. Exceeding the limit of unexcused absences will result in an automatic 'NP' (No Pass). If you anticipate scheduling conflicts, please reach out to Ashmita Reddy via email or in person to discuss further.

Introduction: Reflection Paper (10%)
Submission Deadline: First Reflection Paper due 11:59 pm Sunday, September 22nd.
Where to Submit: bCourses
The reflection paper is designed for you to reflect on the first class answering the following questions found below. This assignment is mandatory and enrollment in the course is not possible without this first essay being complete. Please answer the questions below in a minimum of 2 pages.
● Why do you want to take the course?
● What topics around disabilities interest you?
● What knowledge do you have of adaptive sports and what knowledge are you hoping to walk away with at the end of the semester?
● What about adaptive sports interests you?
● What benefits do you see in having inclusive programs on college campuses?

Community Involvement (5%):
Requirements for community involvement can be met in many ways: assisting/participating at disability focused sports activities/events, attending a DSP meeting, or attending instructor approved community events.

Final Reflection Paper (30%)
Submission Deadline: 11:59 PM on Change Date, before the start of Reading/Review/Recitation Week (RRR) week.
Where to Submit: bCourses
Assignment Overview:
As we approach the end of our Adaptive sports journey, students are asked to pen a 3-5 page reflection that delves deep into their personal experiences with the sport, complemented by insights from course readings. This paper should not merely be an account, but a thoughtful examination of how your understanding and feelings about adaptive sports have evolved over time.
Paper Structure and Considerations:
Adaptive Sports Experience: Narrate your personal journey through the games, practices, and challenges. What did you feel? What were the memorable moments, and why?

Course Readings: Integrate insights and key lessons from the readings. How did they align or conflict with your in-game experiences? Did any particular reading significantly shape or alter your perspective?
Reflection Comparison: Revisit your initial reflection paper. Compare your early impressions and expectations with your current stance. This comparison will serve as a
lens to track your growth and any shifts in understanding. Were there any unexpected revelations?

The primary objective of this assignment is to provide you with a platform to synthesize your practical and theoretical knowledge, offering a holistic review of your time in the course.

Reading Assignments (15%)
There will be reading assignments based on the required reading materials for the class. Additional media may be assigned as necessary such as videos, blogs based on class interests.

For information on campus options, please email Marvin Floyd II: mfloydii@berkeley.edu