rebound therapy for sen

REBOUND THERAPY FOR SEN
CODE OF PRACTICE
All centres should develop their own Code of Practice for the use of the trampoline with
adaptations linked to their own Health and Safety “best practice” and the Local Authority
regulations. All staff with responsibility for Rebound Therapy are encouraged to read and adhere
to these guidelines before undertaking any trampolining activities. The following document offers
one model which may be helpful to consider when writing / adapting your own individual policies.
The authors disclaim responsibility for any adverse effects resulting directly or indirectly from
the suggested information or advice, from any undetected errors or from the reader’s
misinterpretation of the text.
After successfully completing the thirty hour accredited Open College Rebound Therapy for SEN
course learners will be deemed as competent and responsible for overseeing individualized
programmes for a wide variety of students with special needs. In order to do so, great care must
be taken with the safe management of the trampoline and with its use as a therapeutic teaching
resource. We would encourage those learners new to Rebound Therapy to work alongside
confident teaching staff, physiotherapists and knowledgeable adults to embed their skills and
practice.
Safety is the paramount concern and all policies must begin with a Risk Assessment of the
potential hazards involved, the significant risks to health and safety and the preventative and
protective measures taken to reduce risks to an acceptable level [or avoid them all together].
TYPICAL ACTIVITIES WITH HAZARD POTENTIAL
There can be no Rebound Therapy coaching above the level of training achieved on the accredited
course [ This is a Level Two course]. This course does not qualify the coach to teach front or
back somersaults or back drops with any combination of movements. No Rebound Therapy should
be undertaken without a suitably qualified member of staff present.
Staff undertaking Rebound Therapy should have an awareness of Health and Safety requirements
for the centre including the location of the First Aid kit and the named First Aiders.
It is the certified Rebound Therapy Tutor's responsibility to check for contra indications and to
ensure that permission has been granted for Rebound Therapy by parents / carers before any
activity is undertaken by students.
SIGNIFICANT RISKS TO HEALTH AND SAFETY
Moving, unfolding, and folding the trampoline:
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THE TRAMPOLINE IS HEAVY - OVER 250KGS. MAKE SURE THAT NO HEAVY PART SUCH
AS THE FRAME ENDS OR THE WHOLE TRAMPOLINE IS ALLOWED TO DEVELOP A
HIGH MOMENTUM. (Incorrect folding procedures could cause it to topple over and
seriously injure someone).
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This task should be carried out wearing shoes / trainers, only by trained staff or under the
direct supervision of trained staff.
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The trampoline should be unfolded and refolded by a minimum of TWO trained suitably
sized persons. It is better if FOUR trained suitably sized persons carry out this task
unless using a trampoline trolley lifter
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During use place the roller stands well away from the trampoline so that no one can fall over
or on to them, preferably in the PE store cupboard.
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After use put the locked up trampoline in a store cupboard or in a safe location. If left in a
shared space ensure that it is securely locked to prevent unauthorized use.
PREVENTATIVE AND PROTECTIVE MEASURES TO REDUCE RISK
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The space ideally should be at least 5m / 16ft-high for Rebound Therapy.
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The trampoline should be sited away from fire exits or walls and overhead or protruding
structures which could cause injury if struck.
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The lighting should be bright and even.
whilst bouncing.
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The trampoline area should be protected from stray balls or projectiles by full height
netting. Do not carry out any trampoline / rebound activities alongside games activities.
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Noise levels should be low enough for students to hear all instructions.
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Trampolines should be stored away from the working area.
unauthorised use, the frames should be chained and locked.
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Multi- trampoline set ups: The most suitable arrangement for this is with trampolines end
to end, with a safety mat placed between the ends of the adjacent trampolines. Where
trampolines are placed side by side they should be separated by at least two metres OR be
directly touching.
Avoid direct sunlight getting in students eyes
Alternatively, to prevent
EQUIPMENT SAFETY CHECK
A safety check must be carried out before use by the responsible authority, this must include:
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the roller stands for freely running and swivelling castors wheels and hooks. If you have
more than one trampoline please check the colour codes and match the correct roller
stands to the correct trampolines.
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the security of the leg braces (allan keys tight, rivets secure, T joint fully in place)
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the chains for security and even adjustment
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all joints for wear with the frame level all round and not bowed
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where applicable check the stability and secure attachment of the end decks
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the security of all six frame pads (either standard pads, wide pads for safety sides or coverall
pads). It is even better if safety landing mattresses (10' x 5' x 8") are used supported on
specially manufactured end decks.
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the pads for tears, loose or missing clips or straps or soft areas at the joints where little
protection would be given to anyone landing on that area
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ensure that the extra spring is under the comer of coverall pads to prevent anyone falling
through.
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the anchor bars on both the frame and the bed for excessive wear from the movement of the
hooks on the springs or cables.
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the springs or cables to ensure that they are all in place with the hooks pointing downwards and
arranged so that there is an even tension on the bed. Stretched springs or frayed cables need
replacing.
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the bed for tears and areas which have obviously worn thin on solid beds.
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loose stitching or breaks in the webbing on webbed beds which might allow toes to be caught or
uneven landings to be made.
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uneven tension shown by the centre or metre box red lines not being straight. This is caused
by springs being of uneven length or missing or broken anchor bars on the edge of the bed.
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high tension caused by excessive shrinkage of the bed.
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ALL damage MUST be reported to the Health and Safety Coordinator. If necessary, the
trampoline should not be used until repaired by the manufacturer or an approved agent and
declared safe.
1. THE TEACHER / COACH.
They should never allow: anyone to take part:
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UNLESS THEY HAVE BEEN WARNED OF THE INHERENT POTENTIAL DANGER OF
TRAMPOLINING.
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After illness / injury or absence due to illness without first checking the evidence that the
student is fit to meet the demands of performance.
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Any jumping on the trampoline without suitable non-slip footwear. Trampoline shoes or non slip
socks (not shiny nylon or thin hard cotton) are recommended if there is a foreseeable danger
of toes going through the holes of a webbed bed.
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Any jumping without the presence of an adequate number of attentive spotters of suitable size
and weight who have been instructed in and understand their duties. End decks with safety
mattresses can replace spotters at the ends.
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Any continuous jumping for long periods, 1 min -1 min 30secs, 4/5 attempts at a skill or two
routines are recommended.

Any double bouncing (both approx. the same weight and experience) or kipping without prior
training and permission.
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Any horse play or fooling around.
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Any eating or drinking in the immediate vicinity of the trampoline.

Any wearing of jewellery, watches, chains, rings, body piercing, tongue studs, bands,
unsecured long hair, untrimmed long nails or anything which could catch on the bed, distract
or harm the trampolinist or a spotter.
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Any participation without suitable sports clothing. Pockets should be emptied.

Anyone other than the coach (for coaching purposes) to stand or sit on the end decks or
frame pads or anyone, especially small children, to go underneath the trampoline whilst it is in
use.

Any jumping other than the centre of the bed.

Any NEW SKILLS without checking the readiness of the student, i.e. ability and confidence,
without using recommended progressive practices and supports, without using trained
supporters of suitable size.

Any use of more powerful beds without warning the performers of the extra power and
rebound and insisting on a period of acclimatisation.

Any use by young children who are too small to act as spotters unless there are crash mats
(not unsecured chairs) on the floor alongside the trampoline to avoid injury if any child should
fall off.
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Two gym benches secured side by side and covered with gym mats are also suitable. Two
thicknesses of safety mattress should be sufficient for most children to climb on and off
safely. Make sure that when small children get off they do so with the stomach towards the
frame. Very small children will need to be helped on and off. All children should be
encouraged to step up the trestle steps, sit on the side of the trampoline, swing their legs
over onto the bed and sit in the middle of the trampoline awaiting instructions.
2. THE TRAMPOLINIST STUDENT:
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Where appropriate, should always inform the Teacher / Coach of any medical condition or
medication which might affect performance. Or staff should make the coach aware of any
contra indications, Risk Assessments relevant to the student.
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Where appropriate should always inform the Teacher / Coach of any accident in the last six
months which resulted in unconsciousness from a blow to the head.
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Should never attempt to unfold / fold the trampoline.
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Should never go or swing under the trampoline or end decks.
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Should never jump without non slip footwear if there is a foreseeable danger of toes going
through the holes in the bed, and in particular when using a parachute or slippery material on
the trampoline bed.
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Should never use the trampoline unless the Teacher / Coach is present and has given
specific permission for specific skills.
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Should never attempt difficult skills without progressive training and the specific
permission of the Teacher / Coach.
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Should never get involved in "TESTS OF DARING" with others who may be far more
capable.
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Should, when spotting for others, always pay attention and be ready to help and
understand their role.
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Should always pay attention to the instructions of the Teacher / Coach.
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Should mount and dismount safely in a sitting position on the long side of the trampoline.
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Should never place their fingers through the webbing or around springs.
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ALL ACCIDENTS MUST BE REPORTED TO THE HEALTH AND SAFETY
CO-ORDINATOR AND LOGGED FOLLOWING NORMAL ACCIDENT PROCEDURES.

Adults transferring disabled children onto the trampoline must adhere to "Moving and
Handling Guidelines" and refer to individual students moving and handling risk
assessments. Whenever possible use the hoist.
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REBOUND THERAPY FOR SEN
Glossary
Abduction
Movement of limbs away from midline
Adduction
Movement of limbs towards midline
Bed
The surface of the trampoline for work, ie canvas or webbing
Bilateral
coordination
The ability to use both sides of the body together in a smooth, simultaneous and
coordinated manner.
Bounce
Movement initiated in any position where the effect results in upward motion.
Cardio-respiratory An increase in the respiratory rate and subsequently the heart rate, the
increase in constant muscle work required to maintain position and balance
increases the demand for oxygen.
Contracture
Permanently tight muscles and joints
Contra-indications Assessment of risk for potential rebound candidates including epilepsy,
cardio, atlantoaxial instability.
Cradling
Support position given in sitting or lying position, giving maximum support to
the individual.
Crossing the
midline
The ability to use one side or part of the body (hand, foot or eye) in the
space of the other side of the body.
Dampening the bed Absorbing the energy of the bed to stillness. This is achieved by taking up
some of the energy of the bed through flexed hips and knees.
Diplegia
Form of Cerebral Palsy involving four limbs with the legs more affected than
the arms.
Dismounting
Safe exit from the trampoline
Drumming
An approach where the trampoline bed is vibrated from the side or whilst on
the bed to check the child's responses, reactions or for fun.
Dyspraxia
Dysfunction in praxis: difficulty in conceiving of, planning and carrying out a
novel motor action or series of motor actions. Can be defined as motor difficulties caused by perceptual problems, especially visual-motor and
kinaesthetic-motor difficulties
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Engine
The person(s) providing the energy for moving the trampoline bed
Extensor
A muscle that serves to extend a limb or other body part
Flexion
Movement of the muscles around a joint to pull a body part towards its front or
centre; bending
Hanging
A position whilst bouncing in the upright position with arms above the head, still,
and remaining still on landing
Hemiplegia
Form of Cerebral Palsy where one side of the body is affected.
High Kneeling
A position on the bed which shows right angle at knees-remainder of the body in
an upright position, head in mid-line
Kinaesthesia
The conscious awareness of the movement of body parts, such as knowing where
to place one’s feet when climbing stairs, without looking. Sometimes called
‘conscious proprioception’
Kipping / Popping
A method of controlling the bed to initiate a bounce in a controlled manner.
Lateralisation
The process of establishing preference of one side of the brain for directing
skilled motor function on the opposite side of the body, while the opposite is
used for stabilisation; necessary for establishing hand preference and crossing
the body midline
Long sitting
A position on bed in sitting where the legs are straight in front of the body,
where possible arms by side
Low muscle tone
The lack of supportive muscle tone, usually associated with increased mobility at
the joints; the person with low muscle tone may appear ‘loose and floppy’ or may
have fluctuating muscle tone.
Monoplegia
Form of Cerebral Palsy where one limb is affected
Mounting
Safe entry onto the trampoline
Pace / Intensity
Degree of controlled bouncing
Pogo
Controlled bounce, arms held by side, legs together, two feet landing
Postural stability
The feeling of security and self confidence when moving, based on one’s body
awareness
Praxis
The ability to ‘conceptualise’ or ‘ideate’, to plan and organise, and to carry out a
sequence of unfamiliar actions; to do what one needs and wants to do in order to
interact successfully with the physical environment
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Prone
On stomach ‘tummy down’ horizontal position
Proprioception
The unconscious awareness of sensations coming from the receptors in one's
joints, muscles, tendons and ligaments, that provides information about when and
how muscles contract or stretch; when and how joints bend, extend, or are
pulled; and where each part of the body is and how it is moving.
Quadriplegia
Form of cerebral Palsy where all four limbs are affected
Rebound Therapy
The therapeutic use of a trampoline in order to promote physical and emotional
well being
Reciprocal
crawling
On hands and feet, stepping in the ‘bear walk’ or ‘elephant walk’
Roller stands
The removable wheel supports used to move the trampoline
Saving reaction
Whole body or partial body reaction to moving off mid-line
Sensory
integration
The modulation, discrimination, coordination and organisation of incoming sensory
information received from the body and the environment in order to produce
adaptive and purposeful responses; or, more simply, the organisation of sensory
input for use in daily life
Spotting
Close supervision of staff around the perimeter of the trampoline, tracking the
movement of persons on the bed at all times
Supine
On back, ‘face up’, horizontal body position
Synchronicity
Movement as a whole, in concert, in harmony. The elements of movement coming
together in time
Trampoline Trolley The Trampoline Trolley Lifters are intended to assist the manual handling of the
Regulation 77A trampolines. The Trolley lifter is used to raise the trampoline
whilst removing or fitting the roller stands
Travel
Moving away from midline on the trampoline in any direction
Triplegia
Form of Cerebral Palsy where three limbs are affected
Vestibular
The sensory system that responds to changes in head position, to body
movement, and to the pull of gravity. It coordinates movement of the eyes, head
and the body, affecting balance, muscle tone, visual-spatial perception, auditorylanguage perception and emotional security. Receptors are in the inner ear
Windmill
Movement of arms to the side of the body to support lift and balance
Zero energy
The concept of stillness from which to initiate a movement from any given
starting position
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Other key vocabulary includes the following:
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Achievement
Agility
Anticipation
Asymmetrical tonic neck reflex
Balance
Body awareness
Communication
Co-ordination
Confidence
Directionality
Dynamics
Energy
Flight
Independence
Killing the bed
Levers
Log rolls
Momentum
Moro reflex
Operator
Palmer reflex
Perception of body, shape, space, time
Planter reflex/foot grasp
Progressions
Recovery time
Rhythm
Riding the bed
Self confidence
Session leader
Spatial awareness
Stamina
Stimulation
Strength
Suppleness
Timing
Zero gravity
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