ADHD

• Break activities into shorter segments, provide regular movement breaks, use clear boundaries and structure, offer leadership roles for engagement

dyspraxia

• Use larger balls initially, reduce complexity of movements, provide extra practice time, pair with supportive partner, focus on one skill at a time

autism spectrum

• Provide clear, predictable routines, visual schedule of lesson activities, offer quiet zones if needed, use consistent language and signals

visual impairment

• Use brightly coloured balls and cones, provide verbal descriptions of all demonstrations, assign sighted buddy for guidance during activities

hearing impairment

• Use clear visual demonstrations, hand signals for instructions, written instruction cards available, ensure student can see teacher at all times

physical disability

• Adapt to seated dribbling where appropriate, use larger or lighter balls, modify distances and area sizes, focus on upper body ball control

Maths

Counting successful dribbles, measuring distances covered, calculating angles of movement and direction changes

Science

Understanding forces and friction affecting ball movement, body systems working during exercise, balance and coordination

Geography

Using directional language (north, south, east, west), understanding spatial awareness and mapping movement patterns

PSHE

Developing teamwork skills, building resilience when facing challenges, managing emotions during competitive activities