ADHD

• Break activities into shorter segments, provide clear movement boundaries, use frequent positive reinforcement

dyspraxia

• Use larger balls for easier handling, slow down instruction pace, provide hand-over-hand guidance for technique

autism spectrum

• Provide clear routine structure, use visual schedule for lesson sections, allow quiet space if overstimulated

visual impairment

• Use brightly coloured balls, provide verbal descriptions of all movements, assign sighted partner for guidance

hearing impairment

• Use clear visual demonstrations, written instruction cards, hand signals for stop/start commands

physical disability

• Adapt to seated position with table-top bouncing, use larger/softer balls, modify distances as needed

English

Following multi-step instructions, using descriptive vocabulary to explain technique, peer discussions about performance

Maths

Counting bounces, measuring distances in relays, timing activities and comparing results

Science

Forces and motion in ball bouncing, gravity effects on ball return, hand-eye coordination development

PSHE

Working cooperatively with partners, showing perseverance when skills are challenging, celebrating others' achievements