ADHD

• Break activities into shorter segments with clear start/stop signals, provide frequent movement breaks, use high-energy warm-up for initial focus, assign specific roles and responsibilities for engagement

dyspraxia

• Use larger equipment and targets for easier success, provide extra practice time for grip and stance, break down putting motion into smaller components, offer hand-over-hand guidance for motor patterns

autism spectrum

• Provide clear visual schedules showing lesson progression, create quiet retreat area for overwhelming moments, use consistent routines for equipment collection and turns, give advance warning of activity transitions

visual impairment

• Use brightly coloured balls and large targets, provide verbal descriptions of course layout, use textured mats for ball placement guidance, pair with sighted buddy for navigation support

hearing impairment

• Use clear visual demonstrations with exaggerated movements, provide written instruction cards with key points, use hand signals for safety and turn-taking, ensure face-to-face communication

physical disability

• Provide seated putting options with modified stance, use lighter or modified putters for easier handling, adjust target distances to achievable ranges, focus on participation over technique perfection

Maths

Measuring distances to targets, counting points and scores, calculating improvement over multiple attempts, understanding angles and direction for accurate putting

Science

Forces and motion in putting technique, friction between ball and surface, trajectory and momentum concepts, gravity effects on ball movement

Geography

Mapping skills for course navigation, understanding directions and spatial relationships, reading course layouts and planning routes between holes

PSHE

Cooperation and teamwork during group activities, honesty and integrity in self-scoring, resilience when facing putting challenges, respect and etiquette in competitive situations