CBSE Textbook: Physical Education and Sports for Children with Special Needs | Physical Education Class 12(XII) - Notes & Model Test Papers - Humanities/Arts PDF Download

 Page 1


123
Physical EDUCATION-XII
UNIT 
IV
PHYSICAL EDUCATION AND SPORTS 
FOR CHILDREN WITH SPECIAL NEEDS
Overview
 W Organizations promoting Disability Sports (Special Olympics; Paralympics; 
Deaflympics);
 W Concept of Classification and Divisioning in Sports;
 W Concept of Inclusion in sports, its need, and Implementation; 
 W Advantages of Physical Activities for children with special needs; 
 W Strategies to make Physical Activities assessable for children with special 
needs
At the end of the chapter, children will be able to:
 W Appreciate advantages of physical activities for children with spe-
cial needs
 W Differentiate between methods of categorization in sports for 
CWSN
 W Understand concepts and importance of inclusion in sports
 W Create advantages for Children with Special Need through Physi-
cal Activities
 W Strategise physical activities accessible for children with special 
needs
The Commonwealth Games in Manchester, England in 2002, marked an extremely 
important change in the way disabled competitors were treated in athletics 
tournaments. For the first time, medals won by disabled competitors were counted 
towards their countries’ final totals. Disabled competitors joined the procession of 
national teams, they lived together in the athletes’ village, and their events were 
staged in the same stadiums at peak times alongside star names.
Read the following transcript of a radio interview with Desmond Green, a former 
Page 2


123
Physical EDUCATION-XII
UNIT 
IV
PHYSICAL EDUCATION AND SPORTS 
FOR CHILDREN WITH SPECIAL NEEDS
Overview
 W Organizations promoting Disability Sports (Special Olympics; Paralympics; 
Deaflympics);
 W Concept of Classification and Divisioning in Sports;
 W Concept of Inclusion in sports, its need, and Implementation; 
 W Advantages of Physical Activities for children with special needs; 
 W Strategies to make Physical Activities assessable for children with special 
needs
At the end of the chapter, children will be able to:
 W Appreciate advantages of physical activities for children with spe-
cial needs
 W Differentiate between methods of categorization in sports for 
CWSN
 W Understand concepts and importance of inclusion in sports
 W Create advantages for Children with Special Need through Physi-
cal Activities
 W Strategise physical activities accessible for children with special 
needs
The Commonwealth Games in Manchester, England in 2002, marked an extremely 
important change in the way disabled competitors were treated in athletics 
tournaments. For the first time, medals won by disabled competitors were counted 
towards their countries’ final totals. Disabled competitors joined the procession of 
national teams, they lived together in the athletes’ village, and their events were 
staged in the same stadiums at peak times alongside star names.
Read the following transcript of a radio interview with Desmond Green, a former 
124
Physical EDUCATION-XII
athlete on the changes in the Manchester Commonwealth Games.
Presenter: Do you think these changes are a welcome step forward?
Desmond Green: Much, much more than that. They are a revolution in sport. After 
yesterday we can’t go back, though for certain the traditionalists will complain. No, 
it’s a marvellous turning point. Calling someone a ‘disabled athlete’ will no longer 
be considered one of those second best, embarrassing expressions: it will stand for 
status of a sort that will appeal to the public.
Presenter: Surely, what the public want to see is first past the post, the world’s 
fastest – that sort of thing… 
Green: Ah, that’s precisely what traditionalists will say! But it isn’t like that. These 
decisions have turned sport upside down because, from now on, we shall acknowledge 
what individuals can do. Take Natalie du Toit. Since losing her leg in a road accident, 
she’s trained relentlessly. Now she’s in Manchester representing South Africa as a 
swimmer. What an achievement against the odds! That’s the sort of story readers 
want. They’re tired of muscles and speed and running the same old races in the 
same old ways. They want real competitors, people who are doing their best under 
very trying circumstances, just like them. The traditionalists can’t handle that. 
They fear change and want athletics competitions to be the same as always.
Presenter: So you reckon spectators will like this?
Green: Of course. They’ve seen it in marathon events. You see, they want more than 
excellence. To see a magnificent performance by someone in a sporting wheelchair 
is moving and uplifting. You identify strongly with them, which is emotional. You 
could say that these changes give us a new version of an old sport, something fresh 
and exciting to talk about. But the real importance is that it inspires the spectators. 
How many of us who are burdened by unhappiness and depression will see the Games 
and ask ourselves why we can’t overcome our difficulties and go and do something 
positive ourselves?
Presenter: I suppose you’re also saying that these changes in the ways disabled 
athletes are treated mark a change in our attitudes towards them.
Green: Absolutely. They’re taking a real part. No one can patronise them with 
second-class events that ‘someone let us have because we are cripples’, tagged 
on for the sake of  political correctness. No patronising, that’s the point. They’re 
there in their own right. You know, ‘political correctness’ is necessary because it 
protects people – but it’s marvellous when you can throw it out of the window and 
Page 3


123
Physical EDUCATION-XII
UNIT 
IV
PHYSICAL EDUCATION AND SPORTS 
FOR CHILDREN WITH SPECIAL NEEDS
Overview
 W Organizations promoting Disability Sports (Special Olympics; Paralympics; 
Deaflympics);
 W Concept of Classification and Divisioning in Sports;
 W Concept of Inclusion in sports, its need, and Implementation; 
 W Advantages of Physical Activities for children with special needs; 
 W Strategies to make Physical Activities assessable for children with special 
needs
At the end of the chapter, children will be able to:
 W Appreciate advantages of physical activities for children with spe-
cial needs
 W Differentiate between methods of categorization in sports for 
CWSN
 W Understand concepts and importance of inclusion in sports
 W Create advantages for Children with Special Need through Physi-
cal Activities
 W Strategise physical activities accessible for children with special 
needs
The Commonwealth Games in Manchester, England in 2002, marked an extremely 
important change in the way disabled competitors were treated in athletics 
tournaments. For the first time, medals won by disabled competitors were counted 
towards their countries’ final totals. Disabled competitors joined the procession of 
national teams, they lived together in the athletes’ village, and their events were 
staged in the same stadiums at peak times alongside star names.
Read the following transcript of a radio interview with Desmond Green, a former 
124
Physical EDUCATION-XII
athlete on the changes in the Manchester Commonwealth Games.
Presenter: Do you think these changes are a welcome step forward?
Desmond Green: Much, much more than that. They are a revolution in sport. After 
yesterday we can’t go back, though for certain the traditionalists will complain. No, 
it’s a marvellous turning point. Calling someone a ‘disabled athlete’ will no longer 
be considered one of those second best, embarrassing expressions: it will stand for 
status of a sort that will appeal to the public.
Presenter: Surely, what the public want to see is first past the post, the world’s 
fastest – that sort of thing… 
Green: Ah, that’s precisely what traditionalists will say! But it isn’t like that. These 
decisions have turned sport upside down because, from now on, we shall acknowledge 
what individuals can do. Take Natalie du Toit. Since losing her leg in a road accident, 
she’s trained relentlessly. Now she’s in Manchester representing South Africa as a 
swimmer. What an achievement against the odds! That’s the sort of story readers 
want. They’re tired of muscles and speed and running the same old races in the 
same old ways. They want real competitors, people who are doing their best under 
very trying circumstances, just like them. The traditionalists can’t handle that. 
They fear change and want athletics competitions to be the same as always.
Presenter: So you reckon spectators will like this?
Green: Of course. They’ve seen it in marathon events. You see, they want more than 
excellence. To see a magnificent performance by someone in a sporting wheelchair 
is moving and uplifting. You identify strongly with them, which is emotional. You 
could say that these changes give us a new version of an old sport, something fresh 
and exciting to talk about. But the real importance is that it inspires the spectators. 
How many of us who are burdened by unhappiness and depression will see the Games 
and ask ourselves why we can’t overcome our difficulties and go and do something 
positive ourselves?
Presenter: I suppose you’re also saying that these changes in the ways disabled 
athletes are treated mark a change in our attitudes towards them.
Green: Absolutely. They’re taking a real part. No one can patronise them with 
second-class events that ‘someone let us have because we are cripples’, tagged 
on for the sake of  political correctness. No patronising, that’s the point. They’re 
there in their own right. You know, ‘political correctness’ is necessary because it 
protects people – but it’s marvellous when you can throw it out of the window and 
125
Physical EDUCATION-XII
start again.
Presenter: You feel very strongly about disability, don’t you, Desmond?
Green: I do. There are many forms, and you and I could easily find ourselves classified 
in some way. When we talk about a minority, we forget how many real people there 
are out there and the important part they play in society. These games will help 
people to turn disability into normality. I’ve seen blind people skiing, and we both 
know about the work done by societies for horse-riding for the disabled. We all want 
to be accepted as normal, and this will help.
Presenter: Will the Games change disabled people’s attitudes too?
Green: Anything that gives them the confidence they deserve is important. They will 
hear interviews with athletes and they’ll say, ‘Why can’t we do something like that?’
Presenter: I can see why you mistrust traditionalists.
Green: They live in ivory towers, in the past. They talk about the pursuit of excellence 
and how athletes must be ruthless. They deride the participation of the disabled 
because they say that athletics is not suitable for them. But no organisation can 
protect itself from change. If it does, it withers away. These changes are important 
because they show that athletics is alive and that will gain public support and 
interest.
Presenter: Some disabled athletes argue that not enough has been done.
Green: There’s a long way to go, but what has been done is radical. It’ll take some 
time to digest. Then we can all think what we should add. It’s not beyond us to 
invent other ways of celebrating the excellence of personal achievement.
Discussion
Every individual is different and therefore, has different capabilities and needs. 
Discuss in a group
 W In what ways are the students in your class different from each other? 
(e.g., some may be short or tall, or have different abilities)
 W In what way do their different needs impact their learning capabilities?
 W How important is it to respect individual differences and strengths? 
Share your views with the class.
Page 4


123
Physical EDUCATION-XII
UNIT 
IV
PHYSICAL EDUCATION AND SPORTS 
FOR CHILDREN WITH SPECIAL NEEDS
Overview
 W Organizations promoting Disability Sports (Special Olympics; Paralympics; 
Deaflympics);
 W Concept of Classification and Divisioning in Sports;
 W Concept of Inclusion in sports, its need, and Implementation; 
 W Advantages of Physical Activities for children with special needs; 
 W Strategies to make Physical Activities assessable for children with special 
needs
At the end of the chapter, children will be able to:
 W Appreciate advantages of physical activities for children with spe-
cial needs
 W Differentiate between methods of categorization in sports for 
CWSN
 W Understand concepts and importance of inclusion in sports
 W Create advantages for Children with Special Need through Physi-
cal Activities
 W Strategise physical activities accessible for children with special 
needs
The Commonwealth Games in Manchester, England in 2002, marked an extremely 
important change in the way disabled competitors were treated in athletics 
tournaments. For the first time, medals won by disabled competitors were counted 
towards their countries’ final totals. Disabled competitors joined the procession of 
national teams, they lived together in the athletes’ village, and their events were 
staged in the same stadiums at peak times alongside star names.
Read the following transcript of a radio interview with Desmond Green, a former 
124
Physical EDUCATION-XII
athlete on the changes in the Manchester Commonwealth Games.
Presenter: Do you think these changes are a welcome step forward?
Desmond Green: Much, much more than that. They are a revolution in sport. After 
yesterday we can’t go back, though for certain the traditionalists will complain. No, 
it’s a marvellous turning point. Calling someone a ‘disabled athlete’ will no longer 
be considered one of those second best, embarrassing expressions: it will stand for 
status of a sort that will appeal to the public.
Presenter: Surely, what the public want to see is first past the post, the world’s 
fastest – that sort of thing… 
Green: Ah, that’s precisely what traditionalists will say! But it isn’t like that. These 
decisions have turned sport upside down because, from now on, we shall acknowledge 
what individuals can do. Take Natalie du Toit. Since losing her leg in a road accident, 
she’s trained relentlessly. Now she’s in Manchester representing South Africa as a 
swimmer. What an achievement against the odds! That’s the sort of story readers 
want. They’re tired of muscles and speed and running the same old races in the 
same old ways. They want real competitors, people who are doing their best under 
very trying circumstances, just like them. The traditionalists can’t handle that. 
They fear change and want athletics competitions to be the same as always.
Presenter: So you reckon spectators will like this?
Green: Of course. They’ve seen it in marathon events. You see, they want more than 
excellence. To see a magnificent performance by someone in a sporting wheelchair 
is moving and uplifting. You identify strongly with them, which is emotional. You 
could say that these changes give us a new version of an old sport, something fresh 
and exciting to talk about. But the real importance is that it inspires the spectators. 
How many of us who are burdened by unhappiness and depression will see the Games 
and ask ourselves why we can’t overcome our difficulties and go and do something 
positive ourselves?
Presenter: I suppose you’re also saying that these changes in the ways disabled 
athletes are treated mark a change in our attitudes towards them.
Green: Absolutely. They’re taking a real part. No one can patronise them with 
second-class events that ‘someone let us have because we are cripples’, tagged 
on for the sake of  political correctness. No patronising, that’s the point. They’re 
there in their own right. You know, ‘political correctness’ is necessary because it 
protects people – but it’s marvellous when you can throw it out of the window and 
125
Physical EDUCATION-XII
start again.
Presenter: You feel very strongly about disability, don’t you, Desmond?
Green: I do. There are many forms, and you and I could easily find ourselves classified 
in some way. When we talk about a minority, we forget how many real people there 
are out there and the important part they play in society. These games will help 
people to turn disability into normality. I’ve seen blind people skiing, and we both 
know about the work done by societies for horse-riding for the disabled. We all want 
to be accepted as normal, and this will help.
Presenter: Will the Games change disabled people’s attitudes too?
Green: Anything that gives them the confidence they deserve is important. They will 
hear interviews with athletes and they’ll say, ‘Why can’t we do something like that?’
Presenter: I can see why you mistrust traditionalists.
Green: They live in ivory towers, in the past. They talk about the pursuit of excellence 
and how athletes must be ruthless. They deride the participation of the disabled 
because they say that athletics is not suitable for them. But no organisation can 
protect itself from change. If it does, it withers away. These changes are important 
because they show that athletics is alive and that will gain public support and 
interest.
Presenter: Some disabled athletes argue that not enough has been done.
Green: There’s a long way to go, but what has been done is radical. It’ll take some 
time to digest. Then we can all think what we should add. It’s not beyond us to 
invent other ways of celebrating the excellence of personal achievement.
Discussion
Every individual is different and therefore, has different capabilities and needs. 
Discuss in a group
 W In what ways are the students in your class different from each other? 
(e.g., some may be short or tall, or have different abilities)
 W In what way do their different needs impact their learning capabilities?
 W How important is it to respect individual differences and strengths? 
Share your views with the class.
126
Physical EDUCATION-XII
4.1 Organizations promoting Disability Sports
Disability refers to limitations in individual functioning, including physical 
impairment, intellectual impairment, cognitive impairment, sensory impairment, 
mental illness and various types of chronic diseases. A person with disability is not    
able to participate in sports and physical education due to her/his impairment, 
attitudinal and environmental barriers.
Sports events for athletes with an impairment have existed for more than 100 years, 
and the first sport clubs for the deaf were already in existence in 1888 in Berlin. 
However, competitive games for people with special needs were widely introduced 
only    after World War II. The purpose was to assist the large number of war veterans 
and those soldiers who had been injured during wartime. In 1948, on the occasion of 
the opening ceremony of London Olympic Games, Guttmann conducted wheel chair 
competitions for the first time in history. He named these Games “Stoke Mandeville 
Games”. These Games later became Paralympic Games which took place in 1960 
at Rome. Sports for Intellectually disabled, which were later promoted as Special 
Olympics, began when Eunice Kennedy Shriver organised a summer Day Camp in the 
backyard of her Maryland home in 1960s. In July 1968, the world witnessed the first 
International Special Olympics Games at Soldier Field in Chicago. Sports for people 
with hearing impairment were also promoted through International Committee of 
Sports for the Deaf (ICSD) which is the governing body responsible for Deaflympics 
since 1924 with their first games known as International Silent Games at Paris in 1924.  
Since then, the Deaflympics are held every four years, except for a break during 
World War II. The Deaflympic Winter Games, were started in 1949. Paralympics, 
and Special Olympics are organisations recognized by International Olympics 
Committee.  Today we have sports for athletes with special needs in the area of 
visual impairment, cerebral palsy and various other needs. In this chapter, we will 
read about promotion of sports by Paralympics, Special Olympics and Deaflymipcs. 
Extension Activity
Find out the history of the following events:
1. Special Olympics Bharat
2. Special Olympics
3. Paralympics
4. Deaflympics
Page 5


123
Physical EDUCATION-XII
UNIT 
IV
PHYSICAL EDUCATION AND SPORTS 
FOR CHILDREN WITH SPECIAL NEEDS
Overview
 W Organizations promoting Disability Sports (Special Olympics; Paralympics; 
Deaflympics);
 W Concept of Classification and Divisioning in Sports;
 W Concept of Inclusion in sports, its need, and Implementation; 
 W Advantages of Physical Activities for children with special needs; 
 W Strategies to make Physical Activities assessable for children with special 
needs
At the end of the chapter, children will be able to:
 W Appreciate advantages of physical activities for children with spe-
cial needs
 W Differentiate between methods of categorization in sports for 
CWSN
 W Understand concepts and importance of inclusion in sports
 W Create advantages for Children with Special Need through Physi-
cal Activities
 W Strategise physical activities accessible for children with special 
needs
The Commonwealth Games in Manchester, England in 2002, marked an extremely 
important change in the way disabled competitors were treated in athletics 
tournaments. For the first time, medals won by disabled competitors were counted 
towards their countries’ final totals. Disabled competitors joined the procession of 
national teams, they lived together in the athletes’ village, and their events were 
staged in the same stadiums at peak times alongside star names.
Read the following transcript of a radio interview with Desmond Green, a former 
124
Physical EDUCATION-XII
athlete on the changes in the Manchester Commonwealth Games.
Presenter: Do you think these changes are a welcome step forward?
Desmond Green: Much, much more than that. They are a revolution in sport. After 
yesterday we can’t go back, though for certain the traditionalists will complain. No, 
it’s a marvellous turning point. Calling someone a ‘disabled athlete’ will no longer 
be considered one of those second best, embarrassing expressions: it will stand for 
status of a sort that will appeal to the public.
Presenter: Surely, what the public want to see is first past the post, the world’s 
fastest – that sort of thing… 
Green: Ah, that’s precisely what traditionalists will say! But it isn’t like that. These 
decisions have turned sport upside down because, from now on, we shall acknowledge 
what individuals can do. Take Natalie du Toit. Since losing her leg in a road accident, 
she’s trained relentlessly. Now she’s in Manchester representing South Africa as a 
swimmer. What an achievement against the odds! That’s the sort of story readers 
want. They’re tired of muscles and speed and running the same old races in the 
same old ways. They want real competitors, people who are doing their best under 
very trying circumstances, just like them. The traditionalists can’t handle that. 
They fear change and want athletics competitions to be the same as always.
Presenter: So you reckon spectators will like this?
Green: Of course. They’ve seen it in marathon events. You see, they want more than 
excellence. To see a magnificent performance by someone in a sporting wheelchair 
is moving and uplifting. You identify strongly with them, which is emotional. You 
could say that these changes give us a new version of an old sport, something fresh 
and exciting to talk about. But the real importance is that it inspires the spectators. 
How many of us who are burdened by unhappiness and depression will see the Games 
and ask ourselves why we can’t overcome our difficulties and go and do something 
positive ourselves?
Presenter: I suppose you’re also saying that these changes in the ways disabled 
athletes are treated mark a change in our attitudes towards them.
Green: Absolutely. They’re taking a real part. No one can patronise them with 
second-class events that ‘someone let us have because we are cripples’, tagged 
on for the sake of  political correctness. No patronising, that’s the point. They’re 
there in their own right. You know, ‘political correctness’ is necessary because it 
protects people – but it’s marvellous when you can throw it out of the window and 
125
Physical EDUCATION-XII
start again.
Presenter: You feel very strongly about disability, don’t you, Desmond?
Green: I do. There are many forms, and you and I could easily find ourselves classified 
in some way. When we talk about a minority, we forget how many real people there 
are out there and the important part they play in society. These games will help 
people to turn disability into normality. I’ve seen blind people skiing, and we both 
know about the work done by societies for horse-riding for the disabled. We all want 
to be accepted as normal, and this will help.
Presenter: Will the Games change disabled people’s attitudes too?
Green: Anything that gives them the confidence they deserve is important. They will 
hear interviews with athletes and they’ll say, ‘Why can’t we do something like that?’
Presenter: I can see why you mistrust traditionalists.
Green: They live in ivory towers, in the past. They talk about the pursuit of excellence 
and how athletes must be ruthless. They deride the participation of the disabled 
because they say that athletics is not suitable for them. But no organisation can 
protect itself from change. If it does, it withers away. These changes are important 
because they show that athletics is alive and that will gain public support and 
interest.
Presenter: Some disabled athletes argue that not enough has been done.
Green: There’s a long way to go, but what has been done is radical. It’ll take some 
time to digest. Then we can all think what we should add. It’s not beyond us to 
invent other ways of celebrating the excellence of personal achievement.
Discussion
Every individual is different and therefore, has different capabilities and needs. 
Discuss in a group
 W In what ways are the students in your class different from each other? 
(e.g., some may be short or tall, or have different abilities)
 W In what way do their different needs impact their learning capabilities?
 W How important is it to respect individual differences and strengths? 
Share your views with the class.
126
Physical EDUCATION-XII
4.1 Organizations promoting Disability Sports
Disability refers to limitations in individual functioning, including physical 
impairment, intellectual impairment, cognitive impairment, sensory impairment, 
mental illness and various types of chronic diseases. A person with disability is not    
able to participate in sports and physical education due to her/his impairment, 
attitudinal and environmental barriers.
Sports events for athletes with an impairment have existed for more than 100 years, 
and the first sport clubs for the deaf were already in existence in 1888 in Berlin. 
However, competitive games for people with special needs were widely introduced 
only    after World War II. The purpose was to assist the large number of war veterans 
and those soldiers who had been injured during wartime. In 1948, on the occasion of 
the opening ceremony of London Olympic Games, Guttmann conducted wheel chair 
competitions for the first time in history. He named these Games “Stoke Mandeville 
Games”. These Games later became Paralympic Games which took place in 1960 
at Rome. Sports for Intellectually disabled, which were later promoted as Special 
Olympics, began when Eunice Kennedy Shriver organised a summer Day Camp in the 
backyard of her Maryland home in 1960s. In July 1968, the world witnessed the first 
International Special Olympics Games at Soldier Field in Chicago. Sports for people 
with hearing impairment were also promoted through International Committee of 
Sports for the Deaf (ICSD) which is the governing body responsible for Deaflympics 
since 1924 with their first games known as International Silent Games at Paris in 1924.  
Since then, the Deaflympics are held every four years, except for a break during 
World War II. The Deaflympic Winter Games, were started in 1949. Paralympics, 
and Special Olympics are organisations recognized by International Olympics 
Committee.  Today we have sports for athletes with special needs in the area of 
visual impairment, cerebral palsy and various other needs. In this chapter, we will 
read about promotion of sports by Paralympics, Special Olympics and Deaflymipcs. 
Extension Activity
Find out the history of the following events:
1. Special Olympics Bharat
2. Special Olympics
3. Paralympics
4. Deaflympics
127
Physical EDUCATION-XII
4.1.1 PARALYMPICS
Paralympics is a mega sports event involving    athletes with a range of disabilities, 
and is organized by the International Paralympic Committee. The range of disabilities 
includes impaired muscle power (eg., paraplegia and quadriplegia, muscular 
dystrophy, post-polio syndrome, spina bifida), impaired passive range of movement, 
limb deficiency (eg., amputation or dysmelia), leg length difference, short stature, 
hypertonia, ataxia, athetosis, vision impairment and intellectual impairment. These 
disabilities are further divided into classifications which vary from sport to sport. 
The word Paralympics is derived from the Greek word para which means beside 
or alongside and Olympic. Combined, Paralympics means an international Games 
competition that is parallel to the Olympics. Thus, the word Paralympics refers to “a 
series of international contests for athletes with disabilities that are associated with 
and held following the summer and winter Olympic Games.” There are Winter and 
Summer Paralympic Games, which since the 1988 Summer Games in Seoul, South 
Korea, are held almost immediately following the respective Olympic Games. All 
Paralympic Games are governed by the International Paralympic Committee (IPC).
International Paralympic Committee (IPC) was formed on 22 September 1989 and 
is situated in Germany. IPC organizes Summer and Winter Paralympic Games and                           
coordinates world championships and other competitions. The vision of IPC is ‘To 
enable Para athletes to achieve sporting excellence and inspire and excite the 
world.’
Do you know?
List of summer Paralympic sports for Tokyo 2020
1. Archery (since 1960)
2. Athletics (since 1960)
3. Boccia (since 1984)
4. Cycling : Track & Road cycling (since 1984)
5. Equestrian (since 1996)