ADHD

• Break activities into shorter segments, provide clear boundaries, use movement breaks, give specific roles and responsibilities, use positive reinforcement frequently

dyspraxia

• Use larger, softer balls, allow more practice time, break skills into smaller steps, provide hand-over-hand guidance if needed, celebrate effort over outcome

autism spectrum

• Provide clear visual schedule of activities, allow sensory breaks if needed, use consistent routines, offer quiet alternative space if overwhelmed

visual impairment

• Use brightly coloured balls and equipment, provide verbal descriptions of all demonstrations, pair with sighted buddy, use textured balls for better grip awareness

hearing impairment

• Use clear visual demonstrations, hand signals for start/stop, written instruction cards at stations, ensure face-to-face communication

physical disability

• Modify activities for wheelchair users (seated catches, rolling instead of bouncing), use lighter balls, reduce distances, provide alternative success criteria

English

Following multi-step instructions, using descriptive language for techniques, communication and listening skills with partners

Maths

Counting successful catches, measuring distances between cones, timing activities (10 seconds), spatial awareness and positioning

Science

Forces and motion in ball movement, gravity affecting ball bounce, friction between ball and surface, body coordination and balance

PSHE

Cooperation and teamwork, supporting and encouraging others, building confidence and resilience, celebrating achievements