The TREE model is a practical tool designed to support teachers and coaches to adapt and modify an activity to be more inclusive of students with a range of abilities. Each Sports Ability card includes a range of suggested methods that can assist in the implementation of inclusive sport experiences, and supports the development of your new ideas. The TREE acronym stands for:

Teaching Style Communication and delivery strategies/ideas to assist students achieve success.
Rules Simplifying or changing rules, then re-introduce as skill levels increase.
Equipment Using different sizes, shapes, colours, textures and/or weights of equipment.
Environment Varying the length, height, zones, floor, and seating/standing conditions of a playing area.

Teaching style refers to the way the game is communicated to the students. The delivery to a group can have a significant impact on how inclusive it is. Using a combination of strategies will help ensure communication is effective and appropriate. Examples include:

• Keep instructions simple and concise
• Use visual aids, demonstrations and whistles
• Encourage participation, team work and problem solving
• Use questioning to check student understanding.

Some students may have difficulty understanding and following the rules of a game. Rules can be simplified or changed as needed, and then re-introduced as their skill levels increase. To support students you can:

• Begin activities with only few of the rules (easy to remember)
• Gradually introduce the rules (one at a time) once students understand the pattern or flow of the activity
• Try to minimise the time between giving instructions and starting the activity
• Begin teaching the activities in slow-motion e.g. using a slower moving ball or restricting player movements.

In most cases there are suggestions for alternative equipment included on each of the activity cards. Some examples include:

When planning activities remember to consider whether or not the playing area is suitable for the mobility levels of all students. It is important to ensure:

• The floor surface allows smooth running of wheelchairs or other mobility aids
• Benches or chairs are located at specific areas and can be used by students who have difficulty standing for extended periods
• Students that experience difficulty standing or walking can participate in activities from the floor e.g. from a sitting, kneeling, or side-lying position
• You create playing areas that have more space to negotiate tasks and make them achievable e.g. increase the size of the goals to improve the chances of scoring.