Wheelchair Rugby Schools Program

TEACHER RESOURCE Elementary and Middle Schools

A LEGACY INITIATIVE OF THE 2010 WORLD WHEELCHAIR RUGBY CHAMPIONSHIPS Copyright © 2012 BC Wheelchair Sports Association. All rights reserved.

Permission is granted to not-for-profit agencies to reproduce worksheets in this resource for the purpose of enhancing education and awareness of physical activity for all.

ISBN 978-0-9866389-0-9

ACKNOWLEDGEMENTS

Financial Support Province of BC

Writers Photos Laurel Crosby Kevin Bogetti-Smith Munjeet Booton Jan Mansfield Sally Christie Tim Braund Debbie Tobin

BC Wheelchair Sports Design and Production Association (BCWSA) JW Sporta Limited Kathy Newman Shannon MacDonald Arley McNeney

FOR MORE COPIES CONTACT:

BCWSA 780 SW Marine Drive Vancouver BC V6P 5Y7 p 604.333.3520 [email protected] www.bcwheelchairsports.com Contents

5 World Wheelchair Rugby 67 Lesson 9 Schools Program Flat Flags

7 Wheelchair Rugby — 70 Lesson 10 Its Beginnings The Growth of Wheelchair Rugby 13 Lesson 1 A Day in the Life of a 71 Lesson 11 Wheelchair Athlete Travel Distances

14 Lesson 2 72 Lesson 12 What is a Disability? Time Zones

22 Lesson 3 73 Lesson 13 Understanding the Spine Scooter Rugby

26 Lesson 4 76 Learning Outcomes The Classification System 81 Glossary 33 Lesson 5 84 Contacts Wheelchair Rugby Chairs

41 Lesson 6 Wheelchair Rugby Murderball – The Game

58 Lesson 7 Wheelchair Rugby Sport Trading Cards

65 Lesson 8 Mapping

World Wheelchair Rugby Schools Program

In September of 2010, the athletes competing Though the 2010 WWRC is over, the Wheelchair for gold at the 2010 World Wheelchair Rugby Rugby Teacher’s Resource Package remains a legacy Championships (WWRC) were cheered on by of the event and is offered free to teachers around hundreds of school children from across the the world to educate students about the sport of Lower Mainland. Thanks to BC Wheelchair Sports wheelchair rugby. By framing disability through the Association’s (BCWSA) Wheelchair Rugby Schools perspective of sport, this resource seeks to raise Program Teacher Resource — which was developed awareness of accessibility and equality issues and by teachers for teachers — and the support of the encourages both able-bodied and disabled persons Wheelchair Rugby Demo Team, these young fans to be physically active. were more knowledgeable than most of the adults in the gym.

PROGRAM GOALS

To increase To educate students and teachers To educate and and about the sport of wheelchair encourage friends, sustain rugby so they will be enthusiastic family and interest in the and knowledgeable fans communities to sport of wheelchair become interested rugby beyond in legacy events of the 2010 To foster positive attitudinal the 2010 WWRC, WWRC changes toward including more such as persons with disabilities in physical Canada activity on and off the playground Cup To provide a resource provincially, nationally and To promote independence, To engage students internationally motivation, and inspiration in in an international as a legacy individuals with and experience through of the without disabilities web-based technology 2010 throughout the classroom initiatives WWRC school system

WHEELCHAIR RUGBY SCHOOLS PROGRAM 5 PROGRAM LEGACY

Inclusion does not happen alone. Everyone The Lesson Plans included have been designed needs to take a part in creating a more inclusive for intermediate grades however they can be easily society and education is the key. As a teacher, this modified for grades K to 10. Prescribed Learning resource is a valuable educational tool to develop Outcomes for Grade 5 (see p 76) have been a practical yet comprehensive unit on wheelchair provided as an example of the extensive rugby, inclusion and accessibility issues, and the curriculum connections. need to focus on persons with abilities rather than disabilities.

“Through leadership and awareness, BCWSA provides exceptional wheelchair sport programs and services that promote healthy living and the pursuit of excellence.”

6 www.wcrugbyschools.com Wheelchair Rugby — Its Beginnings

DUNCAN’S STORY Duncan Campbell never dreamed when he exercise his whole body for overall health and headed off with his friends for a day of swimming strength. After nine months, Duncan was released at the lake that his life would change forever. from rehab. His parents’ home had been modified to accommodate his wheelchair and Duncan was Duncan was born and raised in Winnipeg, happy to be at home with family and friends. Manitoba. He loved sports, especially hockey, and was a rink rat until the age of 15 when he While Duncan was at the rehabilitation centre, chose to quit organized sports. He became involved a wheelchair athlete came to talk to him about with a different group of friends who were more wheelchair sport opportunities available to him. interested in hanging out than participating in He wasn’t very interested at first but then became sports. One day when Duncan was 17 years old, involved with wheelchair sports in 1975 with some he and his buddies headed to the local swimming other quadriplegics. Duncan started training at hole. They decided it would be fun to do skim the rehabilitation centre for wheelchair racing dives from a tree stump into the water, which was and field events. Among other things, the training about 1m deep. On Duncan’s sixth dive, he hit the involved working with weighted pulleys. Because bottom of the lake head first. He lay underwater of the limitations in their arms, they needed a for a minute or so, unable to move, until one of his volunteer to help them with the pulleys during the friends who was a lifeguard realized that something workout. One night, the volunteer couldn’t make was wrong and dove in to pull him out. Duncan it, so Duncan and his friends headed to the gym was rushed to the hospital, where he was told he for some exercise. They began wheeling around had broken his neck at C7 and was a quadriplegic. the gym, throwing a volleyball back and forth The year was 1973. trying to score by throwing the ball into a garbage can. Because Duncan spent four weeks in acute care at the of the limited mobility in their hospital and then was transferred to the Manitoba arms, however, nobody could Rehabilitation Centre, where he would re-learn the get the ball out of the can, so life skills necessary to become independent again. they decided that wheeling over Being a quadriplegic and having no feeling from the end line between two pylons the bottom of his arms and down, he found that would work better as a means many of the basic skills he used to do easily now of scoring. This new game, which was originally needed to be done in different ways. At the called Murderball, was created that night. rehabilitation centre he was taught things such as how to wheel his wheelchair, transfer in and Duncan and his friends continued to play this out of his chair, dress himself, exercise his hands new game, encouraging some of their able-bodied and arms to make them as strong as possible, and friends to join them. They were convinced that

WHEELCHAIR RUGBY SCHOOLS PROGRAM 7 this great new game needed to be promoted Wheelchair rugby is played indoors on a hardwood beyond Manitoba, so Duncan went to the multi- basketball court by teams of four players and up sport/multi-disability games in Edmonton in to eight substitutes. The players are classified 1975 and convinced a number of other provinces according to their functional ability and are assigned to form teams for a Murderball demonstration. a point value from 0.5 to 3.5 points. The four In 1976, the first demonstration event was held players on the court cannot exceed 8.0 points. in Newfoundland at the Canadian Games for The object of the game is to move a ball down the Physically Disabled. It was a huge success the length of the court and score a goal by carrying and the beginning of the National Wheelchair it across the opposing team’s goal line. Goals are Rugby Championships. located at each end of the court, span eight metres Now, thousands of athletes around the world play in length, and are designated by two cones. When this great sport. There are teams already formed an offensive player has possession of the ball and in 24 countries and 8 more countries are starting any two wheels cross the goal line, a goal is scored teams. Athletes can be of any age, though they and 1 point is awarded to the team. At the end are most commonly between 18 and 40 years old. of regulation time, the team with the most points One interesting fact about wheelchair rugby is wins. The ball may be passed, thrown, batted, that, unlike most wheelchair sports, men and rolled, dribbled or carried. The ball must be women play together. This is because only 20% bounced at least once every ten seconds. Each of quadriplegics are female, so it would be difficult game consists of four, eight-minute quarters. to find enough athletes to make up a full team. Setting a pick occurs when one athlete holds another athlete with the wheelchair in order to The Name prevent him/her from becoming a part of the play. Although the game was originally called Murderball, This is both acceptable and encouraged. the name was changed to Wheelchair Rugby What’s unique about wheelchair rugby? in 1981 for a broader acceptance and funding • Wheelchair rugby is played on a hardwood court. purposes. Wheelchair Rugby is known as a • Wheelchair rugby encourages wheelchair contact. Heritage Sport because it was a game that was created in Canada. In the United States, the Canada is Hot! game is called Quad Rugby. Canada boasts one of the top teams in the world and BC has one of the top teams in Canada. THE GAME Wheelchair rugby is an intense, physical team For more about the Game and Rules see Lesson 6. sport for male and female athletes who have a physical disability that affects both their upper and lower body. It has its roots in wheelchair basketball, hockey, handball and rugby. In order to play wheelchair rugby, an individual must have some form of permanent mobility related impairment in at least three limbs.

8 www.wcrugbyschools.com EVOLUTION OF WHEELCHAIR RUGBY

1979 1979 First Canadian National First appearance outside Championships. Canada at a demonstration 1981 event in the United First team was formed in States of America (USA). the USA.

1980s 1982 Other local and national First international tournaments occurred in tournament, teams from 1989 various countries. the USA and Canada only. First international tournament, in Toronto, with teams from Canada, USA, Great Britain, and Australia 1990 1993 First appearance at the — a breakthrough for Officially recognized as an World Wheelchair Games developing international international sport for as an exhibition event. competition and cooperation. athletes with a disability and the International Wheelchair Rugby Federation (IWRF) was established as a sport 1994 1993 section of the International Officially recognized by Included in the 1993 Stoke Mandeville Wheelchair the International Stoke Mandeville World Sports Federation (ISMWSF). Paralympic Committee Wheelchair Games in Fifteen countries as a Paralympic sport. England. participating.

1995 1996 First Wheelchair Rugby Included as a 1997 World Championships in demonstration sport Duncan Campbell selected Switzerland. Eight teams in the Atlanta as Team Manager for the competing. Paralympic Games. Canadian National Team.

2000 1998 2004 First inclusion in Paralympic World Championships Canada Cup International Games competition program in Toronto. Wheelchair Rugby as a full medal sport in Sydney Tournament created in BC. Summer Paralympic Games.

Wheelchair Rugby is now played in 26 countries with 17 more under development.

LESSON PLANS

LESSON 1 A Day in the Life of a Timing: 2–3 x 45 Wheelchair Athlete minute blocks

CROSS-CURRICULAR: Language Arts, Physical Education

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson examines leadership attributes in wheelchair rugby athletes while developing an appreciation of the daily challenges they might face. CURRICULUM SKILLS / KNOWLEDGE / VALUES: Teaching Students will: • learn about the personality traits and attributes Activities that have contributed to the wheelchair athletes’ leadership roles on their team With the class, brainstorm some • learn how these athletes cope with the of the issues and challenges that challenges of daily living and traveling wheelchair athletes might face in their for games and tournaments everyday lives, traveling and in competition • learn how playing wheelchair rugby has (e.g. clothing, special chair, attendant, changed their lives wheelchair accessibility, air travel). TEACHING MATERIALS: Individually, have the students research • computer and printer access; two wheelchair rugby athletes and digital projector share the findings with the class focusing • websites for researching athletes: on the attributes that make these athletes – www.canadacupwcrugby.com strong leaders. – www.paralympic.org – www.iwrf.com View the video clips suggested • video clips (youtube) about the challenges and jigsaw the class to share what of daily living of featured athletes: they learned and what they found most – Wheel Blacks Documentary series interesting. on Attitude TV New Zealand • – New Zealand Winter Paralympic Relate what was learned to current Games 2009 (youtube) international events, such as the Canada Cup International Wheelchair Rugby Tournament.

WHEELCHAIR RUGBY SCHOOLS PROGRAM 13 LESSON 2

Timing: 2–5 x 45 What is a Disability? minute blocks

CROSS-CURRICULAR: Language Arts, Sciences

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson focuses on developing an understanding of the different types of disabilities.

CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: • identify and understand three general categories of disabilities: intellectual, physical and sensory • develop an in-depth understanding of some of the different types of physical disabilities

TEACHING MATERIALS: • computer and internet access • website to view athletes with disabilities: Petro Canada Schools Program Teaching – www.paralympiceducation.ca • website to view supporting web links Activities and video: – www.canadacupwcrugby.com With the class, explain there are • Disability Worksheet (photocopy three general categories of disabilities: 1 per student) and Answer Key intellectual, physical and sensory. Brainstorm • Disability Word Search (photocopy examples of all of them. Hand out and have the 1 per student) and Answer Key students complete the Disability Worksheet, which • Disability Crossword Puzzle involves identifying and listing intellectual, physical (photocopy 1 per student) and sensory disabilities. and Answer Key • Glossary (see p 81) — In partners or small groups review the Petro Canada refer to as needed Paralympic Schools Program. Click on the “People with Disabilities” icon. In this section, view the multimedia lesson on Specific Disabilities. This highlights athletes with physical disabilities, visual impairments and intellectual disabilities and shows them involved in sport.

14 www.wcrugbyschools.com Individually have the students complete the Disability Word Search and Disability Crossword Puzzle.

Choose one of the following topics to research and represent through a variety of mediums (e.g. oral: presentation, live interview; video; print: report, written report, brochure, newspaper article, comic book; visual/fine arts: poster; drama etc): • one intellectual, physical or sensory disability • life with a disability. Choose a disability and think about what things would be different in your life. In what sports would you choose to compete? Why? • the sports in which athletes with a disability can play and compete • the first World Stoke Mandeville Wheelchair Games, founded by Sir Ludwig Guttman, in England, in 1948 • the Paralympic Games • an athlete with a disability. Interview an athlete and make sure you have some knowledge of who your athlete is and prepare your questions prior to the interview (see Teaching Materials for website). Share your interview.

TEACHER BACKGROUNDER

DISABILITIES Canadian Association for Athletes mobility including upper There are three general with an Intellectual Disability is and lower limb impairment, categories of disabilities: an organization that represents manual dexterity limitations intellectual, physical and elite athletes with an intellectual or coordination problems. sensory (see Glossary p 81). disability at events such as the A Sensory Disability is when an Paralympic Games. There is a individual is unable to accurately Intellectual Disabilities include very significant difference between interpret an outside stimulus. developmental disabilities and both of these organizations and This may be in a form of blind- brain trauma. Mental illness is the athletes they represent. another kind of disability often ness, deafness, severe vision categorized under psychological The most common Physical impairment or severe hearing disabilities. Special Olympics Disabilities include: spinal cord impairment. Athletes with vision is an organization that provides injuries (paraplegia, quadriplegia impairments may participate in athletes with an intellectual and hemiplegia), amputation, the Paralympic Games. There disability an opportunity to cerebral palsy, multiple sclerosis, are also disability-specific games enhance their lives and celebrate muscular dystrophy, spina bifida like the Deaflympics for athletes personal achievements through and polio. A physical disability with hearing impairments. positive sport experiences. The is anything that limits a person’s

WHEELCHAIR RUGBY SCHOOLS PROGRAM 15 Disability Worksheet List as many disabilities as possible under each category.

PHYSICAL DISABILITIES

INTELLECTUAL SENSORY DISABILITIES DISABILITIES

16 www.wcrugbyschools.com Word Search

WYPKETNGHEOWL JWPTKTGLHSGXRWPXERDE WRHEARINGIMPAIREDNRECENKJPJFOPAKQ VKEPSDAFCBMWJMAHZCOKNGCKSQWTDJAUS JQLAOCEQCI JGASPXDXQWBXHI XJ JUSFLRI XHKRRRGRLI JLICWUTSTUOSSVXIVOJMEAY LNIAUBTZIHGSSFXETSYDNOOQSJNOIGKTY RPSPTGESMANECQWAEEKTRXNDBDPELKAZF WKOLEHBTYRP I LCBTEWEETDZUYANQLEVSB TZHEDNLYRDBMKPLGLFLFKIGIGBDYMOTOC QZTGMPAEHERZISIAICSOSCGVARDOZJGLV FQRIQEQBTSVAPYIMSTKEOWHAEAJNBNOMB VIOCCGUP(EEILNLEESHDACJBKIBYNSMMJ NCPWS I EWVANHXULLPHIQKWL I XNVKMDGQU I A SQH I GNQA BWC P CWAD I F K Z E L J T I F Z UR S J RFMXTENELPOL IONSUUFX INC I ARC I XKCPA EYOFQRECLBBTEXCTUGSYZCPTLABNFSNI I FGYQMROLAPL JE–VRLML I YAAYPUSWUHONY J VYDXRRWCUI RHNBDNJ SDVHJ TRMTHVSTAN I RWNDKVGMHRRMFEOGWWQPZ JNI ATARCCBG PNYYRUDTAMABDCSBDTOWVKCRGOFXXDL I T DWPQGDNJJHXIIAIXAIRFKLOTTCNZLQTFP GXWXSYVIKQVPRQUYECEREBRALPALSYBIH XRRPSCIPMYLARAPQUGEDI SABI L I TYXGDO NRAURWBQUEBMCGWYFRUW) KPRRNPQT JHAW UBGRBRUD J DVWB J VRGHHMI SONKT T T I OAO I

AB (able-bodied) Hearing Impaired Rugby Ability Hemiplegic Spina Bifida Amputee Multiple Sclerosis Spinal Cord Athlete Muscular Dystrophy Sport Brain Trauma Paralympics Vertebrae Cerebral Palsy Paraplegic Visually Impaired Classification Polio Wheelchair Disability Quadriplegic

WHEELCHAIR RUGBY SCHOOLS PROGRAM 17 Crossword

1

2

3

4

5

6 78

9

10 11

12

13

14

15

16 17

ACROSS DOWN 2 missing a limb or part of a limb 1 name of the international games for athletes 4 team sport played by quadriplegics with disabilities 6 slowly progressing disease of the brain, 3 an individual bone or group of bones that spinal cord and optic nerves make up the backbone 10 a non progressive disorder of movement or 4 mode of transportation for most paraplegics/ posture due to damage to the brain before, quadriplegics during or shortly after birth 5 original site of the Wheelchair Games 12 hearing impairment 7 curvature of the spine 13 original name for Wheelchair Rugby 8 cord within the vertebrae 14 system used to divide athletes into 9 visually impaired groups for competition 11 acquired injury to the brain caused by 15 a term used to describe persons who external force, resulting in the impairment do not have a physical disability of some functional abilities of the brain 16 manufactured artificial limb 17 various degrees of paralysis of the legs and trunk

18 www.wcrugbyschools.com ANSWER KEY

Disability Worksheet

PHYSICAL DISABILITIES INTELLECTUAL SENSORY DISABILITIES DISABILITIES Amputation

Cerebral Palsy (CP) Brain Blindness Trauma Multiple Sclerosis (MS)

Muscular Dystrophy (MD) Deafness Developmental Poliomyelitis Disabilities (Polio)

Severe Scoliosis Hearing Impairment

Spina Bifida

Severe Spinal Cord Vision Injuries Impairment – Paraplegia – Quadriplegia – Hemiplegia

WHEELCHAIR RUGBY SCHOOLS PROGRAM 19 ANSWER KEY

Word Search

W Y PKETNGHEOWL JWPTKTGLHSGXRWPXERDE WRHEARINGIMPAIREDNRECENK J P J FOPAKQ VKEPS D AFCBMWJM AHZCOKNGCKS QWT D J A U S JQLAOC E Q C IJGASP XDXQWBXHI XJJUSFLRI XHKRRRG R L I JLICWU TSTUOSS VXIVOJMEAY LNIAUBT Z I H G SSFXET SYDNO OQS J NO I GK T Y RPSPTGESM A N E CQWAEE KTR XNDBDPELKAZF WKOL E HBTYR P I LCBTEWEETDZUYANQLEVSB TZHE DNLYRDB M K PLGLFL FKIGIGB DYMOTOC QZTGMPAEH ERZ ISIAI C SOSCGVAR DOZ J GL V FQRIQEQBTS VAPY I MS TKEOWHA E A JNBNOMB VIOCCGUP (EE ILN LEESHDAC J B K I BYNSMMJ NCPWS I EWVANHXULLP HIQKWL I X N VKMDGQU IAS Q H I G NQABWCPCW A DIF KZEL J T IFZURS J RFMXTE N ELPOLION S U U FXI NC I A R CIXKCP A EYOFQRECLBBTEXCTU G S YZC P T L A BNFSNI I FGYQMROLA PLJE– VRLM L I YAAYP U SWUHON Y J VYDXR RWCUI RHNB DN J SDV HJT R M THVSTA N IRWND KVGMH R R MF EO GWWQ P Z J N IATARCCB G PNYYRUDTAMA B D CSBD TOWVKCRGO FXXDLI T DWP QGDN J J H X I I A IXAI RFKLOTTCN ZLQTF P GXWXSYV I KQVPR Q U YECEREBRALPALSYB I H XRRPSCIPMYLARAPQUGEDISABILITYXGD O NRAURWBQUEBMCGWYFRUW)KPRRNPQT JHA W UBGRBRUD J DVWB J VRGHHMI SONKT T T I OAO I

20 www.wcrugbyschools.com ANSWER KEY

Crossword

1P 2A M P U T E E R 3 V A 4W H E E L C H A I R R U G B Y 5S H R Y T E T 6M U L T I P L E S C L E R O 78S I S O E E P C P K L B I 9B O I E C R 10C E R E 11B R A L P A L S Y L N M H A S R I I A A A E A N O L N I I 12D E A F N E S S C 13M U R D E R B A L L N I O E T S R V R D I 14C L A S S I F I C A T I O N 15A B L E B O D I E D U L M 16P R O S T H E S I S 17P A R A P L E G I A

WHEELCHAIR RUGBY SCHOOLS PROGRAM 21 LESSON 3 Understanding Timing: the Spine 2 x 45 minute blocks

CROSS-CURRICULAR: Sciences, Fine Arts, Health and Career Education

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson examines the spinal cord, related injuries and how these injuries occur.

CURRICULUM SKILLS / KNOWLEDGE / VALUES: Teaching Students will: • study the spine and learn how an Activities injury at certain levels of the spine results in specific disabilities With the class, share and discuss the • learn how some spinal injuries occur diagram of the spine on an overhead. Hand out the Spinal Cord Worksheet for the TEACHING MATERIALS: students to complete. • Spinal Cord Worksheet (photocopy 1 per student and With the class, brainstorm how spinal make a transparency) and Answer Key cord injuries can occur. Discuss the • Spinal Cord Injuries (see Teacher difference between a paraplegic and a Backgrounder) quadriplegic. • Glossary (see p 81) — refer to as needed With the class, discuss how we can • website for prevention of participate in activities safely and spinal cord injuries: what students can do to prevent spinal – www.thinkfirst.ca cord injuries (e.g. seat belts, not diving in shallow water).

In small groups or individually, create a safety poster/brochure that demonstrates an understanding of at least one of the safety aspects discussed. 22 www.wcrugbyschools.com TEACHER BACKGROUNDER

SPINAL CORD INJURIES have movement or sensation supports the weight of the head The diagram of the spinal cord below their injury. People with and protects the nerves that carry and vertebrae locates the point incomplete spinal injuries, how- sensory and motor information of injury (or break) and then ever, often retain some movement from the brain down to the rest describes the disabilities and or sensation below their break. of the body. Review the remaining abilities associated with that C6 relates to Cervical 6 of the thoracic, lumbar and sacral areas level of injury. There are two neck and refers to the section of of the spine and note the differ- types of spinal injuries: complete the human spine comprised of ence between a quadriplegic and and incomplete. People with seven bony segments, typically a paraplegic. complete spinal injuries do not referred to as C1 to C8. The neck

1 Quadriplegic – C6 and above – Cannot grip Cervical (C) – Requires support to sit 2 Quadriplegic – C7 and above – Can lift arms above head against resistance 1 2 – May be able to grip 3 – Requires support to sit Thoracic (T) 3 Quadriplegic – C8-T1 – Can lift arms above head against resistance 4 – Can grip firmly – Needs support to sit 4 Paraplegic – T1-T5 – Can sit freely, inclusive balance is poor 5 – Full use of arms 5 Paraplegic – T5-T10 Lumbar (L) – Can sit freely and inclusive keep balance, but will lose balance if pushed 6 6 Paraplegic – L1-L3 – Can sit freely inclusive with reasonable balance – Lacking full use of trunk muscles Sacral (S) 7 Paraplegic L3-S2 7 – Can sit freely, has good balance – Full use of trunk muscles

THE INJURED men between the ages of 16 and more high-risk behaviours and Most spinal cord injuries occur 30. The average age for a spinal are therefore more likely to be from either motor vehicle cord injured person is 31. injured. Because there are so few accidents (37%) or violence female quadriplegics (and even (28%). Falls such as diving Interestingly, 82% of people fewer female quadriplegics who accidents (21%) or sports who sustain spinal cord injuries are interested in playing such a injuries (7%) are the other two are male. No one knows why high-contact sport), wheelchair leading causes of spinal cord this is, but some researchers rugby is a co-ed sport. injuries. Most injuries occur to suspect that men engage in

WHEELCHAIR RUGBY SCHOOLS PROGRAM 23 Spinal Cord Worksheet

1 2 3

4

5

6

7

24 www.wcrugbyschools.com ANSWER KEY

Spinal Cord Worksheet

Cervical (C)

Quadriplegic 1 Quadriplegic 2 Quadriplegic 3 Thoracic (T)

Paraplegic 4

Paraplegic 5

Lumbar (L) Paraplegic 6

Sacral (S) Paraplegic 7

WHEELCHAIR RUGBY SCHOOLS PROGRAM 25 LESSON 4 The Classification Timing: System 1 x 45 minute block

CROSS-CURRICULAR: Mathematics, Sciences

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson explores the wheelchair rugby game classification system and its purpose.

CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: • learn that only athletes who have a Teaching combination of upper and lower extremity impairments can play Activities wheelchair rugby • recognize the challenge wheelchair With the class, discuss the rugby coaches face in organizing classification process and clarify their shifts of players the necessary vocabulary (e.g. abduction, internal rotation, trapping the ball, wrist TEACHING MATERIALS: extensors, etc.). • International Athlete Profiles used for players (photocopy 1 team per student Form pairs and hand out a copy of the and have them cut them out and place Wheelchair Rugby Game Board and each country in an envelope) international team athlete player profiles. • Envelopes (1 per student) Cut out the player cards and put the teams • Wheelchair Rugby Game Board in separate envelopes labelled with their (photocopy 1 per pair) countries. The students then assume the • Classification Process role of the coach, choose a team, and (see Teacher Backgrounder) arrange their players so that their points • For extra players use Canadian and add up to 8.0 per shift. Organize a few Other Nations Profiles (see Lesson 7) different shifts (4 players per shift) and • Glossary (see p 81) — refer to when practise with various teams. needed

26 www.wcrugbyschools.com TEACHER BACKGROUNDER

THE CLASSIFICATION PLAYER CLASSIFICATION 1.5/2.5/3.5 PROCESS The following is a general guide • these classes were created for Wheelchair rugby athletes are used to classify wheelchair rugby individuals whose movement most often quadriplegics, athletes: abilities “fall between” whole amputees, and cerebral palsy point classes because they and polio participants. POINTS GENERAL display asymmetrical or varied DESCRIPTION upper extremity function and/or Review the terms abduction, trunk function for example: internal rotation, trapping the 0.5 • forward head with bob when • – asymmetrical push; ball, wrist extensors, rims the asymmetrical arm function ball (see Glossary p 81). pushing • unopposed biceps-push with • – one-sided ball handling skills Classification is a unique and abduction and internal rotation • – turns toward weak side with integral part of sport for athletes at shoulder more skill, strength and speed with disabilities. The purpose • uses back quarter of wheel than toward strong side of classification is to ensure fair to stop, start and turn and equitable competition at all • catches direct passes on lap TEAM POINT TOTALS levels of sport and to allow by trapping the ball A team consists of no more than athletes to compete at the highest • sits low in wheelchair 12 players with a maximum of 4 level, regardless of individual players on the court at any time. differences in physical function. 1.0 A maximum total of 8.0 points Each sport for athletes with a • triceps-push with longer contact are allowed on the floor during disability has its own system of on wheel (forearm or fist catch) play and this must include all 4 classification. • may use wrist extensors to hook players. However, if a female ath- under rim when pushing lete is on court, teams can have Wheelchair rugby players (both an additional 0.5 in points. Refer men and women) are carefully 2.0 to Sample Team Roster below. classified according to their func- • rims the ball; effective chest pass tional ability by specially trained • dribbles open-handed with TEAM MEMBER NAME CLASS classifiers who assign a point scoop bilaterally value from 0.5 to 3.5 for a total • scoops ball into lap when Norm McCaffrey 0.5 of seven classification divisions. catching Mike Jacobsen 0.5 Some skills considered include: • control and distance in – balance ability (while sitting overhead pass is limited Byron Green 1.0 still and moving) and ball Trevor Hirschfield 1.0 control 3.0 – throwing, passing (bounced, • uses wrists/finger flexion in Al Chartrand 2.0 overhead, chest pass, etc.) and flip pass rimming the ball, Travis Murao 2.0 catching (forearm, side and stabilizing with opposite arms overhead catch) to allow greater reach Say Luangkhamdeng 2.0 – dribbling (to the side of the • can dribble one-handed with Ian Chan 3.0 chair and/or away from the control back of the chair) • grips wheelchair rim when Garett Hickling 3.5 – grasp and release of the push pushing to increase speed Adam Frost Coach rims (during turns, when starting • retrieves ball from the floor Steve Campbell Equipment and stopping, against resistance) without use of the rim

WHEELCHAIR RUGBY SCHOOLS PROGRAM 27 INTERNATIONAL ATHLETES

0.5 1.0 1.0 2.0 REGIER, Jason LYDUCH, Norm HOGSETT, Scott KIRKLAND, Bryan #7 #5 #8 #4

UNITED STATES UNITED STATES UNITED STATES UNITED STATES

2.0 2.0 2.0 2.0 GROULX, Will COHN, Andy SPRINGER, Nick MCBRIDE, Seth #10 #11 #9 #2

UNITED STATES UNITED STATES UNITED STATES UNITED STATES

3.0 3.0 3.5 ZUPAN, Mark SUMNER, Chance WILMOTH, Joel #3 #1 #6

UNITED STATES UNITED STATES UNITED STATES

0.5 1.0 1.0 1.5 COGGAN, Jonathan HUSSAIN, Bulbul SHAW, Paul PALMER, Steve #2 #5 #11 #3

GREAT BRITAIN GREAT BRITAIN GREAT BRITAIN GREAT BRITAIN

1.5 1.5 2.0 2.0 PEARSON, Josie ROBERTS, Jason ASH, Alan BARROW, Andy #4 #7 #1 #10

GREAT BRITAIN GREAT BRITAIN GREAT BRITAIN GREAT BRITAIN

2.0 2.5 2.5 2.5 FRISHBERG, Justin COLLINS, Troye MORRISON, Ross SEHMI, Mandip #9 #8 #6 #12

GREAT BRITAIN GREAT BRITAIN GREAT BRITAIN GREAT BRITAIN

28 www.wcrugbyschools.com INTERNATIONAL ATHLETES

0.5 0.5 1.0 1.5 PARADIS, Daniel FUNK, Jared HIRSCHFIELD, Trevor CRONE, Jason #1 #13 #10 #2

CANADA CANADA CANADA CANADA

1.5 1.5 2.0 2.0 SCHMÜTZ, Erika SIMARD, Patrice LUANGKHAMDENG, Say WILLSIE, David #4 #15 #9 #14

CANADA CANADA CANADA CANADA

3.0 3.0 3.0 3.5 CHAN, Ian LAVOIE, Fabien WHITEHEAD, Mike HICKLING, Garett #6 #11 #8 #5

CANADA CANADA CANADA CANADA

0.5 0.5 1.5 2.0 ERDEM, Nazim SCOTT, Ryan BRAND, Shane ALMAN, Bryce #2 #11 #5 #8

AUSTRALIA AUSTRALIA AUSTRALIA AUSTRALIA

2.0 2.0 2.0 2.5 CARR, Cameron SMITH, Greg VITALE, Scott BOXALL, Grant #4 #13 #6 #7

AUSTRALIA AUSTRALIA AUSTRALIA AUSTRALIA

2.5 3.0 3.5 PORTER, Steve HUCKS, George BATT, Ryley #12 #1 #3

AUSTRALIA AUSTRALIA AUSTRALIA

WHEELCHAIR RUGBY SCHOOLS PROGRAM 29 INTERNATIONAL ATHLETES

0.5 1.0 1.5 2.0 TAKAHASHI, Yoshinobu OGINO, Koichi KAWANO, Shunsuke MISAKA, Hiroyuki #1 #5 #12 #8

JAPAN JAPAN JAPAN JAPAN

2.0 2.0 2.5 2.5 MUROHASHI, Takuo SATO, Yoshito NAKAZATO, Shin TAMURA, Manabu #6 #10 #11 #9

JAPAN JAPAN JAPAN JAPAN

3.0 3.0 3.0 FUJISHIMA, Shingo NAGAYASU, Yu SHIMAKAWA, Shinichi #7 #3 #4

JAPAN JAPAN JAPAN

0.5 1.0 1.0 2.0 SCHMITT, Wolfgang GÖTZE, Christian WIESCHENDORF, Dirk LEHMANN, Stefan #12 #3 #7 #10

GERMANY GERMANY GERMANY GERMANY

2.0 2.0 2.5 2.5 MENEZLA, Nacer WERNER, Christoph HOLZEM, Jörg MAYER, Wolfgang #13 #1 #14 #4

GERMANY GERMANY GERMANY GERMANY

2.5 3.0 3.0 3.0 SCHLÜTER, Micael BAUMANN, Maik PICHT, Oliver SELMANAJ, Artan #5 #15 #8 #2

GERMANY GERMANY GERMANY GERMANY

30 www.wcrugbyschools.com INTERNATIONAL ATHLETES

0.5 0.5 1.0 1.0 TAO, Zhenfeng XIA, Junfeng SHAO, Dequan YU, Zhongtao #10 #11 #12 #9

CHINA CHINA CHINA CHINA

1.5 2.0 2.0 2.0 ZHANG, Wenli CHENG, Shuangmiao CUI, Maosheng TIAN, Shilin #15 #6 #7 #8

CHINA CHINA CHINA CHINA

2.5 3.0 3.5 3.5 CHEN, Jun HAN, Guifei PAN, Zilin WANG, Sheng #2 #3 #1 #5

CHINA CHINA CHINA CHINA

1.0 1.0 1.5 2.0 WAITE, Jai WAKEFORD, Adam KLINKHAMER, David JOHNSON, Tim #5 #14 #11 #7

NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND

2.0 2.0 2.5 3.0 TAYLOR, Sholto TINKER, Geremy PALMER, Curtis BUCKINGHAM, Dan #4 #6 #2 #13

NEW ZEALAND NEW ZEALAND NEW ZEALAND NEW ZEALAND

WHEELCHAIR RUGBY SCHOOLS PROGRAM 31 Wheelchair Rugby Game Board LESSON 5 Wheelchair Timing: 2 x 45 Rugby Chairs minute blocks

CROSS-CURRICULAR: Sciences

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson develops an understanding of the design and purpose of the two types of wheelchair rugby wheelchairs and how they Teaching differ from the day wheelchair. Activities CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: • learn about the structural differences With the class, review the Day amongst various wheelchairs Wheelchair Worksheet on an overhead • learn about and understand the role transparency. Review the components of this of the offensive and defensive rugby wheelchair as listed, provide information wheelchairs about the components and together complete the worksheet on the overhead. TEACHING MATERIALS: With the class, review the photographs • Day Wheelchair Worksheet of the wheelchairs on an overhead (make an overhead transparency) transparency. Review the components of all and Answer Key three wheelchairs. Discuss each part of the • Wheelchair Comparison Worksheet wheelchair and describe the function of each (photocopy 1 per student and make component. an overhead transparency) • Wheelchair Parts Description Chart – Individually or in pairs, complete a Day Wheelchair and Rugby Wheelchair Wheelchair Venn Diagram (comparison (see Teacher Backgrounder) chart) which compares the wheelchair rugby • Wheelchair Venn Diagram/Answer Key chair with the day chair. The parts of the chairs that are similar should go in the section where the two circles overlap; parts that are different go in either the rugby circle or the day circle.

WHEELCHAIR RUGBY SCHOOLS PROGRAM 33 Research the evolution of the wheelchair over the past 30 years. Present findings in a brief written or verbal report or through a series of illustrations of the wheelchair. Describe how the change in sport wheelchairs over the years has impacted athletes and their sports. Research and illustrate a specific sport wheelchair: basketball, racing, throwing, tennis. Wheelchairs have changed over the years. Design, illustrate and label a futuristic wheelchair. Explain why it will be more efficient and effective than the traditional current wheelchairs.

TEACHER BACKGROUNDER

The width of the wheelchair The guard is metal, and extends Defensive Chairs: Lower point is determined by the size of the the length of the footplate. This players typically use defensive player, but no part of the wheel- guard is rounded to ensure there wheelchairs. These wheelchairs chair may extend beyond the is nothing a defensive player have a large bumper on the front push rim. could hook. In addition, most of the footplate to pick other offensive wheelchairs have a players’ chairs. Unlike offensive The wheelchair should not exceed metal plate called a wing that chairs, defensive chairs do not 116cm in length from the back of extends from the bumper to the have wings. the wheel to the front-most part front of the main wheel so there of the wheelchair. Not all rugby wheelchairs are is not a place for a defensive exactly the same, and most can be Offensive Chairs: Higher point wheelchair to pick. The offensive adjusted to suit each individual’s players typically use offensive wheelchair usually also has a comfort and safety needs. wheelchairs. Most offensive spoke guard connected to the wheelchairs have a small bumper push rim so a defensive player on the front to protect the feet. cannot hook into the wheel.

Day Offensive Defensive

34 www.wcrugbyschools.com Wheelchair Parts

WHEELCHAIR RUGBY DAY COMPONENTS WHEELCHAIR WHEELCHAIR DESCRIPTION anti-tip wheels Yes No – prevent the athlete from falling backwards – a safety device that is MANDATORY in rugby axle Yes Yes – slides into the hub of the wheel camber bar Yes No – stabilizes the chair and prevents a player from tipping over if hit from the side – allows a player to turn the chair faster – prevents the pinching of hands between the wheels – 15 to 20 degrees for rugby defensive bumpers Yes No – allow defensive players to slow down offensive players by hooking on the or opposition chair frame offensive wings – allow offensive players to easily deflect the defensive picking action folding No Yes – located on the back of the chair and has backrest – alternate heights depending on the level of spinal cord injury – with a folding backrest the wheelchair can be completely collapsed for easier storage and transportation footrest Yes Yes – the place where the feet rest frame Yes Yes – the structure of the chair front caster Yes Yes – the two small wheels at the front of wheels – the wheelchair large rear wheels Yes Yes – provides mobility spoke guards Yes No – protect the spokes on the rear wheels as – well as players’ hands push rim Yes Yes – the part of the wheel used to propel the wheelchair – located close to the wheel to prevent ‘picking’ from other players

WHEELCHAIR RUGBY SCHOOLS PROGRAM 35 Day Wheelchair Worksheet

axle frame large rear wheels footrest folding backrest front caster wheels push rim

36 www.wcrugbyschools.com Wheelchair Comparison Worksheet

WHEELCHAIR RUGBY SCHOOLS PROGRAM 37 Wheelchair Venn Diagram

y Rugb Da y

38 www.wcrugbyschools.com ANSWER KEY

Day Wheelchair Worksheet

folding backrest large rear axle wheels

frame

push rim footrest front caster wheels

WHEELCHAIR RUGBY SCHOOLS PROGRAM 39 ANSWER KEY

Wheelchair Venn Diagram

y Rugb Da y defensive bumpers large rear wheels offensive wings axle folding footrest spoke backrest frame guards anti-tip front caster wheels wheels camber push rim bar

backrest

40 www.wcrugbyschools.com LESSON 6 Wheelchair Rugby Timing: 2 x 45 (Murderball) — The Game minute blocks

CROSS-CURRICULAR: Sciences, Physical Education

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson focuses on how the game of wheelchair rugby is played.

CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: Teaching • learn how the game of wheelchair rugby is played • expand their knowledge about wheelchair rugby Activities TEACHING MATERIALS: • computer and internet access View the wheelchair rugby • website to view supporting web links and video: games video clips and facilitate – www.canadacupwcrugby.com discussion around what students learned • Wheelchair Rugby: The Basic Rules and what they found most interesting. (see Teacher Backgrounder) • Wheelchair Rugby Trivia Game With the class, explain and discuss Questions and Answer Key the Game of Wheelchair Rugby and • Wheelchair Rugby Trivia Game Basic Rules. Cards (50) (photocopy one set) and Blank Templates Play Wheelchair Rugby Trivia. There are a number of ways to play: • have the students cut the questions from the answers and do a matching activity in partners or teams, or match the questions with answers that are posted around the classroom. • or play a team or group trivia live game show using any of the provided Trivia Questions and Answers. • or have students create more questions and answers to add to the trivia card set by filling in the blank templates.

WHEELCHAIR RUGBY SCHOOLS PROGRAM 41 TEACHER BACKGROUNDER

WHEELCHAIR RUGBY Classification points of the four player can only stay in the key Basic Rules players on the court must total no area for 10 seconds; otherwise, more than 8.0 points at one time a penalty will be assessed. The COURT: Regulation-sized, hard- (plus 0.5 additional points for offense or defence is allowed to wood basketball court each female player). Wheelchair make wheelchair contact with any EQUIPMENT: Soft volleyball, gator rugby is played on a regulation- opposing player at any time after ball, playground ball sized basketball court with some the referee has signalled the play • A team has 12 seconds to minor modifications (see diagram). to begin. advance the ball over centre During the games, team players A player is penalized if the wheel- into the opponent’s half-court. pass a ball back and forth while chair contact is considered to be • Fouls are assessed and penalties advancing into the opponents’ unsafe, usually resulting from a can include awarding of a goal, half-court. A goal is scored when charge, (taking too many pushes a timed penalty, a turnover or a a player in possession of the ball before making contact) or a spin yellow or red card. manoeuvres any two wheels of (making contact in the back her or his wheelchair across the • A player with the ball has part of the wheels). The game is goal line. unrestricted pushes but must separated into four quarters; each pass or dribble, pass or score, While the offense is trying to quarter is eight minutes in length the ball every 10 seconds or a advance the ball, the defence is with the play stopping and start- turnover is awarded. trying to take it away and keep ing at the referee’s whistle. Each • A goal must be scored before the opposing team from scoring. team is allowed four 30-second the 40-second clock expires. Only three defensive players are timeouts that may be taken at any allowed in the key. If a fourth time during the game, as long as The Game enters, a penalty can be assessed that team is in possession of the Four players from each team are or a goal awarded. Another ball, and two 60-second timeouts allowed on the court at a time. restriction is that an offensive called on a deadball.

SUBSTITUTE TABLE SUBSTITUTE TEAM A BENCH OFFICIALS TEAM B BENCH WAITING AREA WAITING AREA 1m 5m 5m m 5 1 8m KEY KEY END LINE A RE L LINE L POSTS A A A O O G G

3.6m

1.75m

28m 1m

PENALT Y PENALT Y PENALT Y BOX A OFFICIAL BOX B 42 www.wcrugbyschools.com Wheelchair Rugby Trivia Questions

Q1 All wheelchair athletes, Q19 How many timeouts can a Q37 What is the term used to regardless of their disability, can team call in a game? describe persons who do not have play wheelchair rugby. (T/F) Q20 On what size court is wheel- a physical disability? Q2 How many classifications are chair rugby played on? Q38 What part of the wheelchair there in wheelchair rugby? Q21 What was the original name is designed to provide stability and Q3 A 3.5 classification has the for wheelchair rugby? allows the athlete to turn the wheel- chair faster? least amount of function. (T/F) Q22 Who created the game of Q4 Only men can play wheelchair wheelchair rugby? Q39 What is a chronic, hereditary rugby. (T/F) condition characterized by progressive Q23 The definition of a quadriple- muscular weakness and atrophy of Q5 How many seconds does a gic is impairment in four limbs. (T/F) team have to advance the ball over the muscle fibres called? Q24 What is the name of the the centre line? Q40 What is a viral infection of the non-progressive disorder of move- motor cells in the spinal cord that Q6 A player with the ball must ment or posture due to damage to leads to muscular paralysis, atrophy bounce it after two pushes. (T/F) the brain before, during or shortly or both called? Q7 How many seconds does a after birth? Q41 What is an acquired injury player have to pass, dribble or score Q25 What are the names of the to the brain caused by an external before the ball is awarded to the two types of rugby wheelchairs? other team? physical force, resulting in total or Q26 What is the name of the Q8 How many seconds does a partial functional disability or slowly progressing disease of the psychosocial impairment called? team have to score before the goal brain, spinal cord and optic nerves? clock expires? Q42 What is the name of the Q27 What is the name of the Q9 What is the maximum number activity that Duncan Campbell was international games for athletes of players allowed on a wheelchair doing when he was injured? with a disability that occurs every rugby team according to IWRF rules? Q43 What age was Duncan four years? Q10 How many players from each Campbell when he was injured? Q28 Where was the original site team are allowed on the court at a Q44 What is the part of the of the Wheelchair Games? time? wheel the athlete uses to propel Q29 What is the name for an Q11 To what must the classifications the wheelchair called? individual who is missing a limb or of the players on the court add up to Q45 What is the part of the wheel- part of a limb? when it is an all-male shift? chair that prevents the wheelchair Q30 Q12 The classification total changes What is the name given when from falling over backwards? an individual has various degrees of when a woman is on the court? (T/F) Q46 What are the two small paralysis to his/her legs and trunk? Q13 All four wheels of a player’s wheels at the front of the wheelchair chair must pass the goal line to score Q31 Name the three types of called? disabilities. a goal. (T/F) Q47 What part of the wheelchair is Q14 How many defensive players Q32 What is the name given to designed to protect the spokes and are allowed in the key at one time? paralysis on one side of the body? the athletes’ hands called? Q15 How many seconds can an Q33 What is the group of bones Q48 What part of the wheelchair offensive player remain in the key? which make up the spine? is designed to have the athletes rest Q16 Give one example of a penalty Q34 What is the name for an their feet on called? for an unsafe contact. artificial limb? Q49 What part of the wheelchair Q17 A wheelchair rugby game is Q35 What is the sideways is designed to stop the defensive separated into four quarters. (T/F) curvature of the spine called? bars from ‘picking’ into the wheels Q18 What is the total number of Q36 What is the name given to of the offensive wheelchair called? minutes played in a wheelchair wheelchair rugby in the United Q50 What is the body of the rugby game? States of America? wheelchair called? WHEELCHAIR RUGBY SCHOOLS PROGRAM 43 ANSWER KEY

Wheelchair Rugby Trivia Answers

A1 False A18 32 minutes A34 Prosthesis

A2 7 classifications A19 Four 30 second time A35 Scoliosis outs and two 60 second A3 False time outs A36 Quad Rugby

A4 False A20 A regulation-sized A37 Able-bodied basketball court A5 12 seconds A38 Camber A21 Murderball A6 False A39 Muscular Dystrophy A22 Duncan Campbell and his friends A7 10 seconds A40 Polio

A23 True A8 40 seconds A41 Brain Trauma

A24 Cerebral Palsy A9 12 players A42 Diving

A25 Offensive and Defensive A10 4 players A43 17 years old

A26 Multiple Sclerosis A11 8.0 points A44 Push Rim

A27 Paralympic Games A12 True A45 Anti-tip Wheels

A28 Stoke Mandeville, England A13 False A46 Front Caster Wheels

A29 A14 3 defensive players Amputee A47 Spoke Guard

A15 10 seconds A30 Paraplegic A48 Footrest

A16 A charge (taking too many A31 Intellectual, Physical and A49 Offensive Chair Wings pushes before contact) or a Sensory spin (making contact with A50 Frame the back part of the wheels) A32 Hemiplegia

A17 True A33 Vertebrae

44 www.wcrugbyschools.com TRIVIA GAME CARDS

Q1

All wheelchair athletes, regardless of their disability, can play wheelchair rugby. false (t/f) A

Q2

How many classifications are there in wheelchair seven rugby? classifications A

Q3

A 3.5 classification has the least amount of function. false (t/f) A

Q4

Only men can play wheelchair rugby. (t/f) false A

WHEELCHAIR RUGBY SCHOOLS PROGRAM 45 TRIVIA GAME CARDS

Q5

How many seconds does a team have to advance the twelve ball over the centre line? seconds A

Q6

A player with the ball must bounce it after two pushes. (t/f) false A

Q7

How many seconds does a player have to pass, dribble or ten score before the ball is awarded seconds to the other team? A

Q8

How many seconds does a team have to score before forty the goal clock expires? seconds A

46 www.wcrugbyschools.com TRIVIA GAME CARDS

Q9

What is the maximum number of players allowed on a twelve wheelchair rugby team players according to IWRF rules? A

Q10

How many players from each team are allowed four on the court at a time? players A

Q11

To what must the classifications of the players eight on the court add up to when points it is an all-male shift? A

Q12

The classification total changes when a woman is on the court? true (t/f) A

WHEELCHAIR RUGBY SCHOOLS PROGRAM 47 TRIVIA GAME CARDS

Q13

All four wheels of a player’s chair must pass the goal line to score a goal. false (t/f) A

Q14

How many defensive players are allowed in the three defensive key at one time? players A

Q15

How many seconds can an offensive player remain ten in the key? seconds A

Q16

Give one example A charge (taking too of a penalty for an many pushes before unsafe contact. contact) or a spin (making contact with the A back part of the wheels)

48 www.wcrugbyschools.com TRIVIA GAME CARDS

Q17

A wheelchair rugby game is separated into four quarters. true (t/f) A

Q18

What is the total number of minutes played thirty-two in a wheelchair rugby minutes game? A

Q19

How many timeouts can a team call four 30 second in a game? time outs and two 60 second time outs A

Q20

On what size court is wheelchair rugby played on? A regulation-sized basketball court A

WHEELCHAIR RUGBY SCHOOLS PROGRAM 49 TRIVIA GAME CARDS

Q21

What was the original name for wheelchair rugby? Murderball A

Q22

Who created the game of wheelchair rugby? Duncan Campbell and his friends A

Q23

The definition of a quadriplegic is impairment in four limbs. true (t/f) A

Q24

What is the name of the non-progressive disorder of movement or posture due to damage to the brain cerebral palsy before, during or shortly after birth? A

50 www.wcrugbyschools.com TRIVIA GAME CARDS

Q25

What are the names of the two types of rugby wheelchairs? offensive and defensive A

Q26

What is the name of the slowly progressing multiple disease of the brain, spinal sclerosis cord and optic nerves? A

Q27

What is the name of the international games for athletes Paralympic with a disability that occurs Games every four years? A

Q28

Where was the original site of the Wheelchair Games? Stoke Mandeville, England A

WHEELCHAIR RUGBY SCHOOLS PROGRAM 51 TRIVIA GAME CARDS

Q29

What is the name for an individual who is missing a limb or part of a limb? amputee A

Q30

What is the name given when an individual has various degrees of paralysis to paraplegic his/her legs and trunk? A

Q31

Name the three types of disabilities. intellectual, physical and sensory A

Q32

What is the name given to paralysis on one side of the body? hemiplegia A

52 www.wcrugbyschools.com TRIVIA GAME CARDS

Q33

What is the group of bones which make up the spine? vertebrae A

Q34

What is the name for an artificial limb? prosthesis A

Q35

What is the sideways curvature of the spine called? scoliosis A

Q36

What is the name given to wheelchair rugby in the United States of America? quad rugby A

WHEELCHAIR RUGBY SCHOOLS PROGRAM 53 TRIVIA GAME CARDS

Q37

What is the term used to describe persons who do not have a physical disability? able-bodied A

Q38

What part of the wheelchair is designed to provide stability and allows the athlete to turn camber the wheelchair faster? A

Q39

What is a chronic, hereditary condition characterized by progressive muscular muscular weakness and atrophy of dystrophy the muscle fibres called? A

Q40

What is a viral infection of the motor cells in the spinal cord that leads to muscular paralysis, polio atrophy or both called? A

54 www.wcrugbyschools.com TRIVIA GAME CARDS

Q41

What is an acquired injury to the brain caused by an external physical force, resulting in total or brain trauma partial functional disability or psychosocial impairment called? A

Q42

What is the name of the activity that Duncan Campbell was diving doing when he was injured? A

Q43

What age was Duncan Campbell when he was injured? 17 years old A

Q44

What is the part of the wheel the athlete uses to propel the wheelchair called? push rim A

WHEELCHAIR RUGBY SCHOOLS PROGRAM 55 TRIVIA GAME CARDS

Q45

What is the part of the wheelchair that prevents the wheelchair from falling anti-tip wheels over backwards? A

Q46

What are the two small wheels at the front of the wheelchair called? front caster wheels A

Q47

What part of the wheelchair is designed to protect the spokes and the athletes’ spoke guard hands called? A

Q48

What part of the wheelchair is designed to have the athletes rest their feet on called? footrest A

56 www.wcrugbyschools.com TRIVIA GAME CARDS

Q49

What part of the wheelchair is designed to stop the defensive bars from ‘picking’ into the wheels offensive of the offensive wheelchair called? chair wings A

Q50

What is the body of the wheelchair called? frame A

Q

A

Q

A

WHEELCHAIR RUGBY SCHOOLS PROGRAM 57 LESSON 7 Wheelchair Rugby Timing: Sport Trading Cards 2 (5 x 45) minute blocks

CROSS-CURRICULAR: Language Arts, Social Studies, Core French

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson focuses on developing the understanding and appreciation of the athletes who play national level wheelchair rugby.

CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: • learn about the athletes who play wheelchair rugby • create images that convey a knowledge of the sport and the values of the wheelchair rugby movement • analyze individual visual elements and principles of art and design • demonstrate respect for their own work and that of others • communicate effectively

TEACHING MATERIALS: • computer and internet access • website for supporting web links and video: – www.canadacupwcrugby.com • Athlete Profiles (make 1 set of photocopies per small group) – for the most current athlete profiles search www.canadacupwcrugby.com • craft supplies — pencils, pencil crayons, felt pens, water colour pencils, pastels, scissors, glue etc. • cardstock paper — manilla tag or construction paper • Athlete Trading Card examples: hockey or baseball trading cards (ask students to bring in some cards for examples) • Athlete Trading Card Sample Templates: Primary and Intermediate Grade Samples

58 www.wcrugbyschools.com Teaching Activities

View the videos or share some of the Athlete Profiles (one per lesson). Engage the students in a discussion about wheelchair rugby athletes from a variety of countries and include: • a brainstorm about what athletes need to participate in the sport (e.g. special chair, clothing, attendant etc.) • a discussion about where wheelchair rugby takes place, how long the athletes train, and explain how the sport is played

Individually, have the students create a set of five athlete trading cards from various countries. Share the examples of hockey or baseball trading cards brought in by the students. Inform the students that once they have completed all the cards they will be trading them with students in the class or the school. Encourage students to choose a variety of players from different countries to gain a better understanding of all the athletes. To create the trading cards: • hand out blank paper for rough drafts then manilla tag for final copies (enough for 5 cards — 3-4 cards per sheet). • hand out a set of the athlete profiles for each group • discuss the appropriate use of line, colour, background, layout and design • explain how to use the different types of media that can be used to create the cards • have the students create an image on the front of the card that represents the athlete including her/his name, the country (or flag), the player’s position on the team (e.g. offensive or defensive player) and anything else students want • have the students provide details (that they have researched) about their athletes on the back of the trading card which may include: age or birthdate, how long the athletes have played, who they have played for, what position they have played, their home town, coach’s name and a fun fact

If the students want, they can trade the cards. Explain they may want to keep one or more of their own cards and then begin trading the others for a set amount of time.

WHEELCHAIR RUGBY SCHOOLS PROGRAM 59 ATHLETE PROFILES

IAN FABIEN CHAN LAVOIE

BIRTHDATE: July 2, 1981 BIRTHDATE: May 8, 1977 FROM: Quebec, QC FROM: Richmond, BC CLASS: 3.0 CLASS: 3.0 TEAMS: Canadian National Team, TEAMS: Canadian National Team, Quebec Impact BC A Team, Portland. FUN FACTS: FUN FACTS: • Also enjoys wheelchair racing. • Shares the team captain position with • Is considered one of the fastest on David Willsie the team.

PATRICE ERICKA SIMARD SCHMUTZ

BIRTHDATE: Jan 19, 1979 BIRTHDATE: Feb 21, 1972 FROM: Quebec City, QC FROM: Whitby, ON CLASS: 1.5 CLASS: 1.5 TEAMS: Canadian National Team, Quebec TEAMS: Canadian National Team, Toronto, Impact Ontario Lightning FUN FACTS: FUN FACTS: • His goal is to become a key member of • The first woman to compete for Canada the national team for years to come. at the Paralympics.

TRAVIS MIKE MURAO WHITEHEAD

BIRTHDATE: Nov 25, 1975 BIRTHDATE: Jan 12, 1983 FROM: Windsor, ON FROM: Richmond, BC CLASS: 3.0 CLASS: 2.0 TEAMS: Canadian National Team, TEAMS: Canadian National Team, BC Annihilators, Ontario Thunder, Hov. “A” team, University of Arizona Wildcats Gunners FUN FACTS: FUN FACTS: • Enjoys reading, working out and poker. • His nickname is “Shake & Quake.” • Coached a Can-Am team at the past two • Set a record for becoming the quickest editions of the International Defi Sportif athlete to make the national team after Competition. his injury.

60 www.wcrugbyschools.com ATHLETE PROFILES

PATRICE TREVOR DAGENAIS HIRSCHFIELD

BIRTHDATE: Dec 21, 1983 FROM: Richmond, BC

BIRTHDATE: October 4, 1984 CLASS: 1.0 FROM: Embrun, ON TEAMS: Canadian National Team, BC “A” team, BC Bandits CLASS: 1.0 FUN FACTS: TEAMS: Ontario Thunder, Team Canada • His nicknames are “T-Bone” and FUN FACTS: “Franchise.” • Nickname is Pico • His motto is “Suffer in silence. Pain is • Degree in Business Marketing temporary. Glory is forever!”

GARETT DAVID HICKLING WILLSIE

BIRTHDATE: March 23, 1968 BIRTHDATE: Sept 18, 1970 FROM: London, ON FROM: Vancouver, BC CLASS: 2.0 CLASS: 3.5 TEAMS: Canadian National Team, TEAMS: Canadian National Team, BC Annihilators, Ontario Thunder, North. Kings, “A” team. California Quake FUN FACTS: FUN FACTS: • Won nine Canadian National • Before he was injured, David played Championships in a row from 1993-2001. semi-professional baseball. • His nickname is “G.” • Is co-captain of the team with Ian Chan.

JARED JASON FUNK CRONE

BIRTHDATE: July 23, 1987 FROM: Owen Sound, ON BIRTHDATE: Jan 30, 1974 CLASS: 1.5 FROM: Niverville, MB TEAMS: Canadian National Team, CLASS: 0.5 Annihilators, Ontario Thunder TEAMS: Canadian National Team, FUN FACTS: Manitoba • Lit the 2010 Olympic Torch when it passed FUN FACTS: through Owen Sound. • Before becoming injured, Jared played • Before his injury, his 2003 minor midget hockey, football and volleyball. He was a AA hockey team won the provincial provincial all-star volleyball player. championships. He also played lacrosse.

WHEELCHAIR RUGBY SCHOOLS PROGRAM 61 ATHLETE PROFILES

JASON SCOTT REGIER HOGSETT

FROM: Denver, Colorado CLASS: 0.5 TEAMS: U.S. National Team, Denver BIRTHDATE: Oct 16, 1972 Harlequins FROM: Phoenix, AZ FUN FACTS: CLASS: 1.0 • Everyone has trouble pronouncing his last name. It sounds like “Re-gear.” TEAMS: U.S. National Team, Phoenix Heat • Favourite memory in wheelchair rugby FUN FACTS: is winning the gold medal in Beijing • Works as a motivational speaker. in 2008 and winning a national • Was featured in the documentary championship in 2007. “Murderball.”

BRYCE NAZIM ALMAN ERDEM

FROM: Melbourne, Australia CLASS: 0.5 TEAMS: Australian national team, Spoke Busters, Vikings, Redbacks, Victoria state team. BIRTHDATE: Jan 19, 1976 FUN FACTS: FROM: Glen Waverly, Victoria, AUS • Enjoys AFL football, boxing and motor CLASS: 2.0 sports, which sometimes gets him into trouble. TEAMS: Australian National Team • Favourite memory was winning silver at FUN FACTS: the 2000 Sydney Paralympic Games, since • Starred in the “Save Your Neck This it was the first time wheelchair rugby was Summer” campaign in Australia. an official Paralympic sport.

CURTIS PALMER DAN BUCKINGHAM

FROM: Kingsland, Auckland, NZ CLASS: 2.5

TEAMS: New Zealand Wheelblacks, FROM: Invercargill, NZ Atlanta Rolling Thunder, Houston Hurricanes, Super Sonic (Japan), East CLASS: 3.0 Midland Marauders (UK), New South Wales TEAMS: New Zealand Wheelblacks, Cockroaches (Australia), Auckland Rhinos, Canterbury, Auckland, Victoria, Denver, and too many to mention. Lakeshore, Quebec. FUN FACTS: FUN FACTS: • Works as a television reporter and a • His favourite movie in Pulp Fiction. researcher. • His favourite wheelchair rugby memory is • Loves tattoos. going out on tour with teammate Jai Waite.

62 www.wcrugbyschools.com ATHLETE PROFILES

ANNA LEEVI PASANEN YLONEN

BIRTHDATE: Nov 19, 1985 BIRTHDATE: Feb 21, 1982 FROM: Helsinki, Finland FROM: Helsinki, Finland CLASS: 3.0 CLASS: 0.5 TEAMS: Finland national team, Espoo TEAMS: Finland national team, Espoo Mosquitos, Helsinki Roosters Mosquitos, Helsinki Roosters FUN FACTS: FUN FACTS: • He is one of the smallest players around, • I tend to be late everywhere. I was once but it allows him to fit into small spaces 24 hours late for a rugby camp! and move fast. • I have a hyperactive assistance dog who • His most memorable moment was when tries to take me swimming every time Team Finland got a spot at the 2010 World she sees water. Wheelchair Rugby Championships!

SHIN SHINICHI NAKAZATO SHIMAKAWA

BIRTHDATE: Jan 29, 1975 FROM: Kumamoto, Japan BIRTHDATE: April 6, 1977 CLASS: 3.0 FROM: Okinawa, Japan TEAMS: Japan national team, Blitz, Texas CLASS: 2.5 Stampede TEAMS: Japan national team, Okinawa FUN FACTS: Hurricanes • Is sponsored by Melrose Kiwi Concept FUN FACTS: Chairs. • He also plays wheelchair basketball. • Won the 2006 USQRA Athlete of the • His goal is to play in America. Year Award.

ANDY LARS BARROW MERTENS

BIRTHDATE: Aug 20, 1979 FROM: Overpelt, Belgium FROM: London, England CLASS: 3.5 CLASS: 2.0 TEAMS: Belgium national team, TEAMS: Great Britain National Team, Marouders, and the Flemish Lions London Wheelchair Rugby Club FUN FACTS: FUN FACTS: • He always forgets something when he’s • Is the captain of the Great Britain going to practice and once forgot to take National team. his wheelchair! • Broke his neck while playing rugby. • He can walk.

WHEELCHAIR RUGBY SCHOOLS PROGRAM 63 ATHLETE TRADING CARD SAMPLES

Primary — Front Intermediate — Front

picture of picture of athlete athlete Name Name

Position Position

country country flag flag

Primary — Back Intermediate — Back

Athlete Profile Athlete Profile

From: Birthdate: From: Class: Birthdate: Position: Class: Teams Played: Position: TIme Playing Rugby: Coach: Teams Played: # of Paralympic/World Championships Played: Fun Facts: # of Years on the National Team: • Fun Facts: • • • •

64 www.wcrugbyschools.com LESSON 8

Timing: Mapping 3 x 45 minute blocks

CROSS-CURRICULAR: Language Arts, Social Studies, Fine Arts

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson, using geography and multiculturalism, involves mapping countries that have participated in the most current World Championships or Paralympic Games and compares them with historical involvement.*

* This complements Lesson 10 — The Growth of Wheelchair Rugby and Lesson 7 — Wheelchair Rugby Sport Trading Cards.

CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: • share family origins to appreciate their own multiculturalism • research countries participating in the most current World Championships or Paralympic Games and locate and label on maps • compare recent international participation with the earlier years (see Extension Activities) • research a specific country participating in the most current World Championships or Paralympic Games (see Extension Activities)

TEACHING MATERIALS: • computer and internet access • website for large world map for the classroom: – www.geology.com/world/ • website for individual-sized world maps for students: – http://www.eduplace.com/ss/maps/pdf/world_country.pdf • website for International Wheelchair Rugby Federation: – www.iwrf.com • globes and atlases • pencils, pencil crayons, fine liner pens, rulers, paper • string or coloured wool

WHEELCHAIR RUGBY SCHOOLS PROGRAM 65 Teaching Activities

With the class, request information about the country of origin of their parents, grandparents or other family members. Through this discussion, students will gain an appreciation of the multicultural aspect of Canada. This will lead into an appreciation of the increasingly international aspect of wheelchair rugby. Following the discussion, the teacher can choose from Option 1 or 2, which will provide background information for the next activities. • Option 1 — Working in small groups, have students research the countries participating in major international competitions (past and present) using internet access. • Option 2 — Working in small groups, provide students with a list of countries that are participating in the most current World Championships or Paralympics. Within Extension each group, have students responsible for a certain aspect of the task (e.g. labeling the country and attaching string or coloured wool between the Activities country of origin and the host city on the wall map). In pairs or small groups, have students choose one particular aspect of growth TOP 10 IWRF RANKED in wheelchair rugby since 1995 and present COUNTRIES (2011) (i.e. written, oral, poster display) that information to the class (e.g. explore the number of teams 1. United States 6. Great Britain participating since 1995). Students should note 2. Australia 7. Belgium the popularity of wheelchair rugby is growing and 3. Japan 8. France new teams continue to be added to international 4. Sweden 9. New Zealand competition. Refer to Lesson 10 — The Growth of 5. Canada 10. Poland Wheelchair Rugby, which includes all of the data. Individually, have students choose a specific This activity can include the country participating in a major international top 26 ranked teams on the competition to research and develop a small brochure. IWRF website (www.iwrf.com). This could include the name of the country, capital city, flag, language, food, geography and/or a cultural highlight.

66 www.wcrugbyschools.com LESSON 9 Flat Flags — Well Wishes for the Athletes from Timing: Around the World 3-4 x 45 minute blocks

CROSS-CURRICULAR: Language Arts, Fine Arts, Social Studies

LEARNING OUTCOMES: Sample Grade 5, see p 76 OVERVIEW: This lesson will educate students and teachers about the international aspects Teaching of wheelchair rugby while fostering positive attitudes about how to include more persons Activities with disabilities in physical activity and resulting in being knowledgeable fans. Read the Flat Stanley story and/or share Duncan Campbell’s Story (see p 7). CURRICULUM SKILLS / KNOWLEDGE / VALUES: Brainstorm ways in which the students can Students will: offer support to wheelchair rugby athletes. • create a replica of one of the flags of competing countries of the most current Create Flat Flag postcards with the class. World Championships or Paralympic Games Share the pictures of the competing • write a postcard to a Wheelchair Rugby countries’ flags (list provided in Lesson 8). athlete wishing them good luck and letting Explain they will be creating a postcard, writing them know that children and youth are on one side and re-creating the flag of one supporting them from all around the world of the competing countries on the other (see sample). Have the students draft a rough TEACHING MATERIALS: copy of their postcard by hand drawing in • Flat Stanley by Jeff Brown — from library the required elements of each of the flags. • Duncan Campbell’s Story (see p 7) The flag image then can be decorated by • cardstock, paper (e.g. manila tag), choosing a variety of materials provided. (8.5” x 11”) cut in half width wise resulting in an 8.5 x 5.5 size Students can either mail these cards • Flat Flag Postcard Sample to the athletes or use them to decorate • coloured construction paper, fabric pieces, the venue of a local competition. crepe paper, tissue paper, recycled magazines etc. • scissors and glue

WHEELCHAIR RUGBY SCHOOLS PROGRAM 67 Extension Activities Create a giant flag that everyone in the class or school signs and sends to the venue where the event is taking place.

FLAT FLAGS

This flag was created using torn paper.

This flag was created using real tile.

68 www.wcrugbyschools.com POSTCARD SAMPLE

Front

Back

Dear special stamp

From:

School:

WHEELCHAIR RUGBY SCHOOLS PROGRAM 69 LESSON 10 The Growth of Timing: Wheelchair Rugby 2-3 x 45 minute blocks

CROSS-CURRICULAR: Mathematics, Social Studies

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson includes the interpretation of data regarding participating countries at international level games and demonstrates a means of showing the incredible growth of Teaching wheelchair rugby as a world-class sport. Activities CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: In pairs or small groups, have the • read and interpret the information provided students read and interpret the regarding the growth of Wheelchair Rugby information provided regarding the history from the 1990’s to the present of the sport, the numbers of countries parti- • learn different means of graphic cipating, their standing in world competitions representation to illustrate the trends such as the World Championships and the • be able to read and interpret student- Paralympics, and the overall growth of wheel- generated graphs chair rugby as a world-recognized sport. Discuss their findings and discuss possible TEACHING MATERIALS: ways of representing their findings graphically • computer and printer access (e.g. line or bar graphs). • pencils, pencil crayons, graph paper • websites for wheelchair rugby summary Examine the possible ways of representing of countries participating per World information graphically (e.g. line graphs, Championships and Paralympic Games, bar graphs, pictographs, charts, percentage the medal standings per games, historical increase/decrease etc.). Engage the students results database, and rankings: in completing the following: – www.canadacupwcrugby.com • a graph showing the change over time of – www.iwrf.com the number of countries participating at the – www.paralympic.org world level. • Review Duncan Campbell’s Story (see p 7) • a graph showing the change over time for timeline. of the number of emerging teams. • a graph showing the change over time in the wheelchair rugby world standings.

70 www.wcrugbyschools.com LESSON 11

Timing: Travel Distances 1 x 45 minute block

CROSS-CURRICULAR: Mathematics, Social Studies

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson examines the distances traveled by athletes through the mathematical process of estimation.

CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: • read and interpret the information provided on a world map • demonstrate an understanding of the distance from the countries of origin to the host city • be able to give concrete examples of Teaching approximate distances travelled by athletes Activities

TEACHING MATERIALS: Think of reasons why an appreciation • computer and printer access for overall distances may be required • pencils, pens, grid paper (e.g. travel time, training, judging time needed • websites for researching geographic data: for completing an event). – www.paralympiceducation.ca – www.paralympic.org Have the students estimate the – www.canadacupwcrugby.com perimeter of the classroom, gymnasium – www.iwrf.com or field and then verify their results using a measuring device. Explore how those distances would be represented on a scaled drawing.

Have students estimate the distances traveled by teams from the countries used in Lesson 8.

WHEELCHAIR RUGBY SCHOOLS PROGRAM 71 LESSON 12

Timing: 1 x 45 Time Zones minute blocks

CROSS-CURRICULAR: Mathematics, Social Studies

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson explores time zones and how it impacts travelling around the world.

CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: Teaching • read and interpret the information provided on a world map outlining time zones Activities • be able to give concrete examples of what With the class, brainstorm situations time of day it would be in the home where knowledge of time zones would country compared to a specific time be required (e.g. catching a plane, phoning at the present host city for an another country, watching the Wheelchair international event such as a World Rugby Championships on television or in the Championships or Paralympic Games. home country). TEACHING MATERIALS: Discuss the time zones in Canada and locate • computer and printer access the International Date Line on the world map. • pencils, pens, paper Talk about a time when travelling that students (or • websites for world maps: their parents) arrived at their destination and had to – www.geology.com/world/ change their watches or noticed they had lost or • websites for maps with time zones: gained a whole day. – www.worldtimezones.com In small groups, have students calculate the time in competing countries based on a specific time in British Columbia, Canada. In small groups, have students make up 5 quiz cards for classmates; e.g. “What time will it be in (country of origin) ______when the (team’s name) ______are playing in the current World Championships or Paralympic Games?” or “How many time zones did (team’s name) ______travel to get to the host city?”

72 www.wcrugbyschools.com LESSON 13

Timing: Scooter Rugby 3-4 x 45 minute blocks

CROSS-CURRICULAR: Physical Education, Career and Personal Planning

LEARNING OUTCOMES: Sample Grade 5, see p 76

OVERVIEW: This lesson provides a hands-on opportunity to learn about the game of wheelchair rugby while demonstrating sporting spirit and teamwork during simulated Wheelchair Rugby games.

CURRICULUM SKILLS / KNOWLEDGE / VALUES: Students will: • learn how to play a simulated game modeled after wheelchair rugby, which is a combination of basketball and rugby • develop skills in passing, checking and teamwork while experiencing what it might be like to play a game that requires coping with limited mobility Teaching TEACHING MATERIALS: Activities • gymnasium • 8 scooters (4 per team*) Share the game of scooter rugby • 1 soft neon volleyball, soft regular before going to the gymnasium. volleyball, gator ball, or playground ball Discuss what it means to have limited • 4 traffic cones, benches mobility. • painter’s tape • At the gymnasium demonstrate and • Scooter Rugby Rules (see Teacher have the students practise some scooter Backgrounder) skills (e.g. mobility, handling the ball) as

* if the students are younger, 16 scooters would outlined in the Teacher Backgrounder. allow for 2 games to be played at the same time Play the game as outlined in the on the half court Scooter Rugby Rules in the Teacher Backgrounder.

WHEELCHAIR RUGBY SCHOOLS PROGRAM 73 TEACHER BACKGROUNDER

SCOOTER RUGBY Handling the Ball players. There is a 1-minute break between quarters with a The game is a modified version • picking up the ball while 2 minute break at half-time. of wheelchair rugby and is played on the scooter; one handed on either a full-sized or half-sized pick-up (pressing against • Only the feet may be used to basketball court. There are two the edge of the scooter), two- propel the scooter. teams of four players. A goal is handed pick-up • Only the hands and arms may scored when a player in posses- • passing and catching the ball be used with the ball. sion of the ball is able to touch • dribbling, batting or rolling • Once a player has possession or cross the opponent’s goal line. the ball of the ball in the front court, The ball can be carried, rolled, • carrying the ball in the lap s/he may not return to the back dribbled, batted or, passed in any while on the scooter court while still in possession way with the hands only. Both of the ball; a violation will • blocking another player ends of the court have an end result in a loss of possession zone or ‘key’ and a goal line. The • intercepting a pass and a throw-in from the centre circle is for the starting • batting the ball away from sideline. tip-off. a player • There is a 5-second rule for carrying the ball in the lap; a Mobility Rules violation will result in a loss of • manoeuvring the scooter while • The game begins with a tip-off possession and a throw-in from seated using feet only; moving at centre circle. the sideline. backwards, turning/pivoting, • There are four quarters to each • There is a 5-second rule moving forwards game. The quarters may be 3 regarding time in the key; • starting and stopping on the to 5 minutes each depending no offensive player may be in scooter (no hands) upon the age and skill of the the opponents’ key for more

SUBSTITUTE TABLE SUBSTITUTE TEAM A BENCH OFFICIALS TEAM B BENCH WAITING AREA WAITING AREA 1m 5m 5m m 5 1 8m KEY KEY END LINE A RE L LINE L POSTS A A A O O G G

3.6m

1.75m

28m 1m

PENALT Y PENALT Y PENALT Y BOX A OFFICIAL BOX B

74 www.wcrugbyschools.com than 5 seconds; a violation will Scoring be slightly modified for students. result in a loss of possession and A goal (1 point) is scored when Each end of the goal line should a throw-in from the sideline. the player in possession of the be marked by a traffic cone. • Only 3 defensive players may ball crosses the opponent’s goal Teams be in the key at any one time. line. To be in possession of the A team may have only 4 players • Aggressive or rough play will ball means the player is carrying on the floor at any time. Depend- result in a 1-minute penalty the ball in the lap or with the ing upon the age of the students, and the team will play with 1 hands so it is not in contact with this number could be adjusted to fewer player. Rough play can be the floor. 6 or 8 to increase the activity on determined by the official or the floor. Other team members teacher but examples would The Court may be on the stage playing pass include deliberately hitting or The court is essentially the same ball waiting for substitutions. smashing into another player. as a basketball court, with side Other ideas to keep waiting lines, end lines and a centre Variations: players busy includes: line as well as a centre circle (see • limit dexterity by using masking diagram). The key and goal line • couch refereeing: with a tape to loosely wrap players’ can be marked with painter’s tape partner take note of rule fingers so all 4 fingers are taped and cones. For the full court, the violation. Share orally or list together “mitt-style” goal line is the centre 4m of the on paper. • players use only less dominant end line and the key is a rectangle • sport broadcasting: to a partner hand for passing of 8m x 1.75m. If desired, two who is blindfolded — colour • have players “push” their games could be played side by commentary describing the partner on the scooter from side by dividing the court in half play and action. behind — hands on shoulders. in which case the goal area could

WHEELCHAIR RUGBY SCHOOLS PROGRAM 75 Learning Outcomes Sample for Grade 5 by Lesson

LESSON 1 — A DAY IN THE LIFE OF A WHEELCHAIR ATHLETE

LANGUAGE ARTS – explaining and supporting a – exploring new ideas (e.g., Oral Language viewpoint expressing an unfamiliar viewpoint) (Speaking and Listening) Reading and Viewing Purposes Purposes PHYSICAL EDUCATION A2 use speaking to explore, express, B4 view and demonstrate Active Living and present a range of ideas, infor- comprehension of visual texts Knowledge mation, and feelings for different (e.g., signs, cartoons, illustrations, purposes and audiences, by: newspapers, diagrams, posters, A1 describe the personal physical – staying on topic in a focussed videos, advertising) and emotional health benefits of discussion regular participation in physical – recounting experiences in a logical Writing and Representing activity (e.g., increased confidence, order Thinking increased overall energy, a fun way – using an effective introduction and C9 use writing and representing to to meet new friends) conclusion extend thinking, by: – using effective details, evidence, or – developing explanations examples to enhance meaning – expressing alternative opinions or perspectives

LESSON 2 — WHAT IS A DISABILITY?

LANGUAGE ARTS Writing and Representing – an organization that includes a Oral Language Purposes purposeful introduction, followed (Speaking and Listening) C2 write a variety of clear, focussed by a well-developed and logical Thinking informational writing for a range of sequence of details, with a conclusion that summarizes A9 use speaking and listening to purposes and audiences, featuring: the details improve and extend thinking, by: – clearly developed ideas by using – questioning and speculating interesting supporting details and SCIENCES – acquiring new ideas explanations – analysing and evaluating ideas – sentence fluency through clear, Life Science – developing explanations well-constructed sentences that Human Body – considering alternative viewpoints demonstrate a variety of sentence – explain how the different body – problem solving lengths and patterns, with an systems are interconnected increasingly fluid style Reading and Viewing – effective word choice through the Purposes use of new words, words selected B4 view and demonstrate for specificity, and powerful comprehension of visual texts adverbs and verbs (e.g., signs, cartoons, illustrations, – a voice demonstrating an newspapers, diagrams, posters, appreciation of, and interest in, videos, advertising) the topic

76 www.wcrugbyschools.com LESSON 3 — UNDERSTANDING THE SPINE

SCIENCES FINE ARTS HEALTH AND CAREER EDUCATION Life Science Context Goals and Decisions Human Body Creating/Communicating A1 describe how various factors – describe the basic structure and – demonstrate the ability to (e.g., access to accurate and relevant functions of the human respiratory, collaborate to develop a group information, media and social digestive, circulatory, skeletal, display for the school or influences) affect decision making muscular, and nervous systems community Health – explain how the different body Safety and Injury Prevention systems are interconnected C9 demonstrate strategies for responding to social pressures that can contribute to risk taking (e.g., state an opinion assertively, make an excuse to leave)

LESSON 4 — THE CLASSIFICATION SYSTEM

MATHEMATICS SCIENCES Number Life Science A11 demonstrate an understanding Human Body of addition and subtraction of – describe the basic structure and decimals (limited to thousandths) functions of the human respiratory, [C, CN, PS, R, V] digestive, circulatory, skeletal, muscular, and nervous systems – explain how the different body systems are interconnected

LESSON 5 — WHEELCHAIR RUGBY CHAIRS

SCIENCES – demonstrate mechanical – describe applications of simple Physical Science advantage of simple machines, and compound machines used in Forces and Simple Machines including lever, wedge, pulley, daily life in BC communities – demonstrate how various forces ramp, screw, and wheel can affect the movement of objects – design a compound machine

LESSON 6 — WHEELCHAIR RUGBY — THE GAME

SCIENCES PHYSICAL EDUCATION A2 define the components of Physical Science Active Living fitness as being muscular strength Forces and Simple Machines Knowledge and endurance, cardiovascular endurance, and flexibility – demonstrate how various forces A1 describe the personal physical can affect the movement of and emotional health benefits of objects regular participation in physical activity (e.g., increased confidence, increased overall energy, a fun way to meet new friends)

WHEELCHAIR RUGBY SCHOOLS PROGRAM 77 LESSON 7 — WHEELCHAIR RUGBY SPORT TRADING CARDS

LANGUAGE ARTS – effective word choice through the SOCIAL STUDIES Writing and Representing use of new words, words selected Skills and Processes for specificity, and powerful Purposes A3 gather a body of information adverbs and verbs C2 write a variety of clear, focussed from a variety of primary and – a voice demonstrating an informational writing for a range of secondary sources appreciation of, and interest in, purposes and audiences, featuring: the topic – clearly developed ideas by using CORE FRENCH – an organization that includes a interesting supporting details and purposeful introduction, followed Acquiring Information explanations by a well-developed and logical – identify specific information from – sentence fluency through clear, sequence of details, with a French-language resources to well-constructed sentences that conclusion that summarizes the complete authentic tasks: demonstrate a variety of sentence details • express acquired information lengths and patterns, with an in oral and visual forms increasingly fluid style

LESSON 8 — MAPPING

LANGUAGE ARTS Writing and Representing SOCIAL STUDIES Oral Language Purposes Skills and Processes (Speaking and Listening) C2 write a variety of clear, focussed A3 gather a body of information Purposes informational writing for a range of from a variety of primary and A2 use speaking to explore, express, purposes and audiences, featuring: secondary sources and present a range of ideas, infor- – clearly developed ideas by using A4 create a presentation on a mation, and feelings for different interesting supporting details and selected topic purposes and audiences, by: explanations – staying on topic in a focussed – sentence fluency through clear, Identity, Society and Culture well-constructed sentences that discussion B3 describe the contributions demonstrate a variety of sentence – recounting experiences in a of significant individuals to the lengths and patterns, with an logical order development of Canada’s identity – using an effective introduction increasingly fluid style – effective word choice through the and conclusion FINE ARTS – using effective details, evidence, use of new words, words selected Context or examples to enhance meaning for specificity, and powerful Perceiving and Responding – explaining and supporting a adverbs and verbs viewpoint – a voice demonstrating an – demonstrate respect for the work appreciation of, and interest in, of self and others A3 listen purposefully to understand the topic Creating/Communicating ideas and information, by: – an organization that includes a – summarizing and synthesizing purposeful introduction, followed – create images: main ideas and supporting details by a well-developed and logical • that express personal identity – generating questions sequence of details, with a • that reflect aspects of art from a – visualizing and sharing conclusion that summarizes variety of historical and cultural – making inferences and drawing the details contexts conclusions – demonstrate the ability to collabo- – interpreting the speaker’s verbal rate to develop a group display for and nonverbal messages the school or community – ignoring distractions

78 www.wcrugbyschools.com LESSON 9 — FLAT FLAGS

LANGUAGE ARTS • effective word choice by using a – make 2-D and 3-D images: Writing and Representing greater number of new, powerful, • using a variety of design Purposes and more precise words strategies, including selection • an emerging and honest voice in various styles C1 write a variety of clear, focussed • an organization that is • to communicate ideas that personal writing for a range of meaningful, logical, and engage more than one of the purposes and audiences that: effective, and showcases a senses – demonstrates connections to central idea or theme personal experiences, ideas, and SOCIAL STUDIES opinions, featuring: FINE ARTS • clearly developed ideas by using Skills and Processes effective supporting details, Image-Development A3 gather a body of information explanations, and comparisons and Design Strategies from a variety of primary and • sentence fluency through Creating/Communicating secondary sources sentence variety and lengths, – draft ideas for images using with increasing rhythm and feelings, observation, memory, flow and imagination

LESSON 10 — THE GROWTH OF WHEELCHAIR RUGBY

MATHEMATICS SOCIAL STUDIES A3 gather a body of information Statistics and Probability Skills and Processes from a variety of primary and secondary sources Data Analysis A1 apply critical thinking skills — D1 differentiate between first-hand including hypothesizing, comparing, A4 create a presentation on a and second-hand data [C, R, T, V] imagining, inferring, identifying selected topic patterns, and summarizing — to D2 construct and interpret double a range of problems and issues bar graphs to draw conclusions [C, PS, R, T, V]

LESSON 11 — TRAVEL DISTANCES

MATHEMATICS – modelling and describing the A3 gather a body of information from Shape and Space relationship between mm and cm a variety of primary and secondary Measurement units, and between mm and m sources units [C, CN, ME, PS, R, V] C1 design and construct different A4 create a presentation on a rectangles given either perimeter or selected topic SOCIAL STUDIES area, or both (whole numbers) and draw conclusions [C, CN, PS, R, V] Skills and Processes A1 apply critical thinking skills — C2 demonstrate an understanding including hypothesizing, comparing, of measuring length (mm) by: imagining, inferring, identifying – selecting and justifying referents patterns, and summarizing — to a for the unit mm range of problems and issues

WHEELCHAIR RUGBY SCHOOLS PROGRAM 79 LESSON 12 — TIME ZONES

MATHEMATICS SOCIAL STUDIES A3 gather a body of information from Patterns and Relations Skills and Processes a variety of primary and secondary sources Variables and Equations A1 apply critical thinking skills — B2 solve problems involving including hypothesizing, comparing, A4 create a presentation on a single-variable, one-step equations imagining, inferring, identifying selected topic with whole number coefficients patterns, and summarizing — to Human and Physical and whole number solutions a range of problems and issues Environment [C, CN, PS, R] A2 use maps and timelines to locate, E1 describe the major physical interpret, and represent major regions of Canada physical, political, and economic features of BC and Canada

LESSON 13 — SCOOTER RUGBY

PHYSICAL EDUCATION B3 demonstrate proper technique to CAREER AND PERSONAL PLANNING Movement Skills receive (e.g., catch) an object while Health Games adjusting to varying speeds and Healthy Living different levels B1 demonstrate preparation C1 identify factors that influence (ready position), movement, and Safety, Fair Play and attitudes and decisions regarding follow-through phases of a selected Leadership healthy lifestyles (e.g., family, peer, activity C1 demonstrate safe use of media) B2 demonstrate proper technique equipment and facilities to avoid C2 describe strategies for contribut- to send an object (e.g., kick, strike, putting self and others at risk ing to a healthy, balanced lifestyle, throw) at varying distances in C3 demonstrate fair play in including healthy eating, integrating predictable settings physical activity regular physical activity, and maintaining emotional health

80 www.wcrugbyschools.com Glossary

Abduction: The movement of a more involved in physical activity to availability of sport and limb away from the midline of programs. recreation opportunities. the body. Amputee is a person who has lost Camber is the bar on a wheelchair Ability is the level of or capacity a limb as the result of an injury that allows the wheels to be to perform a task. or disease. mounted on an angle, increasing Able-bodied (AB) is a term used to Athlete is any person who stabilization and turning ability. describe persons who do not have participates in a sport. Cerebral Palsy is a non-progressive a physical disability. Athletics refers to track and field disorder of movement or posture Accessibility is the promotion events and road racing. due to damage to the brain before, during, or shortly after of the functional independence Basic Movement Skills are the of individuals through the birth. While sensory or language foundation of human movement disabilities may occur as a result elimination, to the greatest broken into locomotor skills, extent possible, of disadvantages of such brain damage, “cerebral stability skills, and manipulative palsy” refers only to movement resulting from a disability skills. (United Nations, 1992). and posture disorders. Basketball see Wheelchair Cervical (as it relates to the Active Living encourages Basketball. individuals to value regular neck) refers to the portion of the BCWSA physical activity and integrate is the British Columbia human spine comprised of seven it into their daily lives. Active Wheelchair Sports Association bony segments, typically referred living encourages individuals who provides services and to as C1 to C8, with cartilaginous to ensure that the social and programs for wheelchair athletes discs between each vertebral physical environment supports throughout BC. body. The neck supports the healthy and enriching personal Boccia is a sport that requires weight of the head and protects choices. placing a ball closer to the white the nerves that carry sensory and jack ball than the opposition on a motor information from the brain Adaptation involves making down to the rest of the body. circumstances more suitable 12.5 by 6 metre court. The game Classification through change. has been modified to include is a term used in participants in wheelchairs. wheelchair sports to determine Amputation is the removal of all Body Image refers to an the level at which an athlete is or part of a limb due to injury or to be ranked based on their disease. Amputations can affect individual’s mental picture or conception of the physical functional ability level and the an individual’s balance and loco- degree of their injury. motion. Prosthesis for upper parts of the body and their Curling and lower limb amputations relationship to one another. see Wheelchair Curling. help enhance mobility and limb Bridging the Gap is a BCWSA Deaflympics is an international functioning. With prosthesis, program aimed to introduce event recognized by the IOC. some individuals can become individuals with disabilities Participating athletes must have

WHEELCHAIR RUGBY SCHOOLS PROGRAM 81 a hearing loss in their better ear Manipulative Movements involve ized by progressive muscle weak- of more than 55 decibels. moving an object or receiving/ ness, obesity, and muscle atrophy. controlling an object (usually Demo Team is a group of Paralympics are the games for with the hands or feet) including wheelchair athletes who create athletes with disabilities that run throwing, catching, kicking, awareness about wheelchair sports parallel to the Olympic Games. bouncing, carrying, and pushing. through school presentations Paraplegia refers to the varying focused on safety, ability rather Intellectual Disabilities: degrees of paralysis to the legs and than disability and the promotion – brain trauma refers to acquired the trunk. Arms are unaffected in of wheelchair sports. injury to the brain caused by an this category. The ability to propel external force, resulting in the Equity is the process of being fair the wheelchair is affected by impairment of total or partial and providing everyone with a trunk balance and stability. The physical, psychosocial and/or full range of opportunities and major factor between the classes cognitive functional abilities. benefits. of paraplegics is the evaluation of Brain trauma may affect areas the abdominal and spinal muscles. Hand cycling is arm-powered such as cognition, language, Physical Activity cycling in which athletes use memory and motor abilities. has four physical their arms to peddle instead of – developmental disability is an components: cardio respiratory their legs. intellectual, physical or sensory endurance, muscular endurance, strength, and flexibility that Hearing Impaired refers to impairment resulting in severe limitations in three of the follow- combine to make up good health individuals with any degree of practices. hearing loss. Deafness refers to ing: self-care, speaking, learning, profound hearing loss with little mobility, living independently, Points on the Floor refers to the or no residual hearing. comprehension, decision making total number of classification and financial independence. points that are allowed on the Hemiplegia refers to paralysis of – mental illness is another kind of floor at a time during an athletic one side of the body. disability often categorized under event. Hockey see Wheelchair Hockey psychological disabilities. Poliomyelitis (Polio) is a viral and Sledge Hockey. Mobility refers to the capacity, infection of the motor cells in Impairment refers to anatomic or readiness, and facility to move the spinal cord that leads to functional loss. An impairment and to move within one’s muscular paralysis, atrophy or may or may not result in a environment. both. The severity of the infection determines the extent of the disability. Multiple Sclerosis (MS) is a chronic, neural damage and paralysis. slowly progressing disease of the Inclusion is the act of including Some muscles are completely brain, spinal cord, and optic persons with a disability in hindered, while others are only nerves. environments or activities with weakened. able-bodied persons. Murderball was the original name Powersoccer is a sport played by Internal Rotation: A joint rotation for the sport of Wheelchair Rugby. athletes in electric wheelchairs towards the centre of the body. Muscular Dystrophy is a chronic, where the object is to manipulate Locomotor Movements are those hereditary condition characterized a ball into the opponent’s goal. in which the body’s location by progressive muscular weakness Prosthesis is a manufactured changes relative to fixed points and atrophy of the muscle fibres. artificial limb. on the ground. These movements Duchenne muscular dystrophy, Quad Rugby include wheeling, walking, the most common type, is a see Wheelchair Rugby. running, hopping, jumping, gender-linked recessive disorder Quadriplegia refers to paralysis skipping, sliding, and climbing. that affects only males character- of all the leg and trunk muscles,

82 www.wcrugbyschools.com and some of the arm muscles. athletes propel themselves across lap by “trapping” the ball with The ability to propel the wheel- the ice using modified hockey his/her arms. chair is based on the degree of sticks that have picks on one end. Vertebrae is an individual bone or arm muscle strength, especially Soccer see Powersoccer. group of bones that make up the that of the triceps. Special Olympics is an organization spine. Reverse Integration refers to providing individuals with Visually Impaired refers to able-bodied participants playing an intellectual disability the individuals with an impairment wheelchair sports. opportunity to enhance their life in sight (both partially sighted Rugby see Wheelchair Rugby. and celebrate personal achieve- and blind) which adversely ments through positive sport affects performance. Scoliosis is a sideways curvature of experiences. the spine. In more serious cases, Wheelchair is a tool that allows a rod is surgically inserted into Spin is when a wheelchair rugby persons with disabilities the the back. Scoliosis results when athlete strikes an opponent’s ability to be more mobile, by the spine is misaligned, in part by wheelchair at the back part of hand-pushing or motor. the wheel causing it to spin the relative strength and flexibility Wheelchair Basketball is similar to horizontally or vertically. The of the back muscles. It is one of stand-up basketball except that athlete will be penalized for three alignment disabilities. provisions are made within the unsafe contact. Segregation refers to separating rules to allow for a wheelchair. Spina Bifida is a buckling of the persons with a disability from Wheelchair Curling is a mixed- spine in which one or more of others during some activities. gender sport that can be played the vertebrae fail to completely by individuals of all ages and who Sensory Disability is a when an close leaving an opening in the usually require a wheelchair for individual is unable to accurately spine that leads to nerve damage. daily mobility. interpret an outside stimulus. Spina bifida usually occurs early, This may be in a form of blind- before birth. Wheelchair Hockey is played ness, deafness, severe vision by wheelchair athletes using Spinal Cord Injuries typically impairment or severe hearing customized hockey sticks in a originate in accidents. The degree impairment. gymnasium, an arena without ice, of disability from a spinal-cord or roller hockey/lacrosse box. Sitski is a specially designed injury depends on where the ski that allows athletes with a injury occurred along the spinal Wheelchair Rugby is a sport disability to ski. cord. In general, the higher the originally created for quadri- Sledge is the piece of equipment injury is on the cord, the less plegics and now allows athletes (like a toboggan) that athletes function there is afterward. with only three limbs affected to play competitively. The game is with a disability sit on when Target Sports involve shooting played in a gymnasium and the playing sledge hockey. handguns, air pistols and air object is to carry a ball over an rifles at a target. Target shooting Sledge Hockey was developed by opponent’s goal line. Swedish national hockey players is a BCWSA sport. Wrist Extensor: A group of muscles who after being injured in a Tennis see Wheelchair Tennis. plane crash, were determined to in the forearm that serve to lift or Therapeutic Riding is horseback extend the wrist. make some modifications to the riding for persons with disabilities. game of hockey that allowed Wheelchair Tennis is a sport them to still play. The game is Transfers are movements from the identical to stand-up tennis similar to ice hockey, with some wheelchair to some other location, except that the ball is able to equipment and rule modifications. usually another seat or the floor. bounce twice before being hit. Players are seated on a sledge Trapping the Ball: When a player with skate blades under it. The catches a direct pass on his/her

WHEELCHAIR RUGBY SCHOOLS PROGRAM 83 Contacts

BC: CANADA: BC Wheelchair Basketball Maritime Wheelchair Wheelchair Basketball Canada [email protected] Basketball Association [email protected] www.bcwbs.ca www.mwba.ca www.wheelchairbasketball.ca

BC Wheelchair Sports New Brunswick Wheelchair Canadian Wheelchair Association Sports Association Sports Association [email protected] p 506.674.1205 [email protected] www.bcwheelchairsports.com www.cwsa.ca Ontario Wheelchair Action Schools! BC/ Sports Association Active Living Alliance For Premier’s Sport Awards [email protected] Canadians with a Disability Program (p.s.a.p.) www.ontwheelchairsports.org [email protected] [email protected] www.ala.ca www.psap.jwsporta.ca ParaSport and Canadian Paralympic Sport BC Recreation PEI Committee [email protected] [email protected] www.paralympic.ca www.sportbc.com www.parasportpei.ca Saskatchewan Wheelchair OTHER PROVINCES/TERRITORIES: Sports Association INTERNATIONAL: www.swsa.ca Association québecoise des International Paralympic sports en fauteil roulant Wheelchair Sports Alberta Committee [email protected] [email protected] [email protected] www.aqsfr.qc.ca www.abwheelchairsport.ca www.paralympic.org

Manitoba Wheelchair Wheelchair Sports International Wheelchair Sports Association Association of Newfoundland Rugby Federation [email protected] and Labrador [email protected] www.mwsa.ca [email protected] www.iwrf.com

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