Scooter Boards


UDL 4.1

Scooter Boards are physical supports with four wheels attached to a narrow board in which students sit or lay on to move in order to improve strength, balance, coordination, and reflexes while simultaneously experiencing sensory stimulation. Scooter Boards should have wheel shields to prevent clothing or hair from tangling in the wheels. Scooter Boards are often incorporated into the physical education setting (e.g., at least once per week, after daily warm-ups, for at least 30 minutes). Service providers, such as an Occupational Therapist (OT), might also use Scooter Boards to support students with gross motor needs. In the classroom setting, Scooter Boards can support learners that require sensory stimulation (e.g., allowing a student to sit and lightly roll on a Scooter Board during class to relieve signs of stress and anxiety, or to improve focus and stimulate learning). Incorporating movement and coordination through the use of Scooter Boards strengthens muscles and promotes better alignment of the body, which can lead to improved physical body responses.

Implementation Tips

Selecting Equipment
Select Scooter Boards in a variety of colors to distinguish teams if desired. Scooter Boards can be used individually or groups of 2-4 students can share one board (e.g., relay races). Scooter Boards should also contain wheel shields for safety (e.g., prevent clothing or hair from becoming tangled).
Scooter Board Activities
Plan for students to use Scooter Boards with a variety of movements, such as requiring students to use different positions during each round of a relay race (e.g., round one: belly down, round two: pushing with feet and propelling backwards). Click [[ | here ]] for additional fun Scooter Board activity ideas.

Additional Scooter Board Activities:
--Body Bowling: Set up bowling pins on one end of the room and have a student ride the Scooter Board to knock down the pins
--Fishing: Place magnetic fish on the ground and have students scoot while seated use fishing poles with magnets to catch fish
--Obstacle Course: Set up cones for students to navigate around while on Scooter Boards
--Superman catch: Students are in belly down position, facing a partner, throwing and catching a light ball or plush toy
Modeling Activities
Model how to perform each movement prior to having students participate with Scooter Boards (e.g., lay belly down on Scooter Board with arms out to the side of the board, applying force to the floor to propel forward, with feet raised off the floor). Describe each action to clarify expectations for students.
Providing Reminders
Provide reminders for how to properly use Scooter Boards before students participate in a selected activity (e.g., “Remember that first you will lay on your bellies, and then you will sit on the board.” / “Tie your hair back if it can reach the wheels!” / “Place all equipment in its designated area after the activity.”).
Incorporating Student Input and Choice
Invite students to suggest ideas for how to use Scooter Boards for upcoming physical activities. Students can also be invited to choose their favorite Scooter Board activity during a free-choice segment of PE class or as a reward (e.g., to reinforce positive behaviors or effort).
Providing Intervention Supports
Use Scooter Boards in the classroom as an intervention support to help relieve a student’s anxiety, stress, or to support refocusing through sensory stimulation (e.g., allowing a student to lightly roll back and forth on a Scooter Board as needed). This will provide sensory input with minimal classroom disruption.
Modifying Movements
Modify Scooter Board movements based on individual student needs. For example, a student that does not possess the upper extremity strength to propel with arms while lying down on the belly to move the Scooter Board, can be allowed to sit and propel with feet until proper strength can be attained.


Strengthening Coordination, Balance, and Reflexes
To support students working on increasing coordination, balance, and reflexes, a teacher uses Scooter Boards in the PE setting once per week after daily warm-ups. After explaining expectations and demonstrating the use of Scooter Boards for this specific activity (e.g., belly down, seated position), the teacher conducts a grocery shopping game where teams of two alternate scooting around the gym finding play food items from a list and returning those items to a grocery bag. The students scoot on the boards using a variety of methods as directed by the teacher (e.g., “Find fruit items in the belly down position and vegetables in the seated position!”).
Sensory Stimulation In The Classroom
Throughout the school day, a first grade teacher notices that a student demonstrates signs of anxiety, stress, and a lack of focus (e.g., becomes disruptive or agitated). To help the student regulate these emotions and peak the student’s awareness during lessons/activities, the teacher invites the student to roll back and forth with small movements on a Scooter Board to re-engage and refocus the student’s attention. The teacher explains, “When you feel anxious or are having a hard time concentrating, this quick activity will help you keep your cool. You’ll only use this item in the quiet corner.” Overtime, the student independently accesses the Scooter Board to self-soothe as needed.

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