Document Type

Presentation

Publication Date

Spring 4-20-2026

Faculty Mentor

Nadine Hanner

Abstract

Adaptive recreation programs promote physical participation, confidence, and overall positive well-being; however, research indicates that social and communication challenges often persist when social skills are not intentionally taught (Crespo‑Eguílaz et al., 2024). Additionally, many community recreation settings lack consistent social skills programming to support meaningful social inclusion (Ristevski et al., 2024). This project aimed to address these gaps by integrating social skills instruction into adaptive recreation programming at a community-based recreational facility serving individuals with disabilities. The primary purpose of the project was to strengthen and enhance athletes’ social participation and success by embedding clear social skills modules into existing adaptive recreational events and programs. Project goals included the development of structured social skills modules focused on communication, teamwork, confidence in social settings, and sportsmanship. These modules were incorporated into educational materials designed to educate staff on the importance of social skills integration and to provide practical strategies for facilitating social skill practice. An additional goal was to plan and host a Unified Field Day that included social skills instruction in recreational activities while fostering an inclusive environment for participants of all abilities. Project outcomes included the successful integration of structured social skills modules into ongoing recreational events, providing athletes with consistent opportunities for guided social practice. Educational materials increased staff knowledge and confidence in facilitating social interactions during programming. The Unified Field Day promoted inclusive participation by creating recreational experiences that emphasized collaboration, communication, and social engagement across all ability levels. Overall, this project demonstrated that intentional social skills instruction embedded within adaptive recreation can enhance social participation, improve peer interactions, and support inclusive community engagement.

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