ADHD

• Break activities into short, focused segments with clear start and end points. Use frequent active participation rather than long demonstrations or discussions. Provide regular specific feedback to maintain focus and motivation. Allow movement breaks between throwing attempts. Give clear roles and responsibilities in group work to channel energy positively. Use visual timers to show activity durations. Celebrate small successes frequently to maintain engagement. Position near teacher during instruction phases. Provide fidget tools during video watching or discussion times if helpful. Clear, boundaried spaces help with focus.

dyspraxia

• Use larger, easier-to-grip training discus or foam alternatives. Simplify stance to more stable, wider foot position if balance challenged. Break down throwing sequence into smaller component parts, mastering each before combining. Use visual cue cards showing body positions for reference. Provide additional practice time on basic elements before progressing. Celebrate effort and approximate success, not just perfect technique. Use consistent spatial markers (cones, tape) for foot placement to reduce planning demands. Pair with patient, supportive peer. Reduce speed of rotations if coordination challenged. Focus on one technical element per throw rather than all simultaneously.

autism spectrum

• Provide visual schedule showing lesson sequence and timings for predictability. Give advance warning of activity transitions using visual timer. Clearly mark throwing areas and boundaries with high-visibility cones and lines. Use consistent language and instructions throughout. Reduce sensory overload by allowing use of ear defenders if noise levels overwhelming. Provide quiet space option if break needed from group activities. Use social stories to explain peer coaching and feedback processes before lesson. Pair with familiar, supportive peer. Allow additional processing time for instructions. Provide clear, concrete success criteria visual checklist.

visual impairment

• Use brightly coloured discus and equipment for maximum contrast. Provide verbal descriptions of all demonstrations with detailed spatial information. Use tactile markers (textured tape) for foot position guidance in heel-toe stance. Pair with sighted buddy for spatial awareness support during throwing activities. Provide close-up demonstrations of hand positions and releases. Use audible cues for timing rotations. Ensure clear verbal communication before any throwing. Consider using bells or rattles attached to equipment for auditory tracking.

hearing impairment

• Ensure student can see teacher's face clearly during all instructions for lip-reading. Use visual demonstration for every verbal instruction given. Provide written instruction cards or visual sequence charts showing technique steps. Use clear hand signals for freeze/stop commands that whole class understands. Position student at front during video analysis for clear screen view. Ensure understanding through thumbs up/down or other visual checking. Pair with buddy who can relay important verbal information. Use visual timer for activity durations.

physical disability

• Adapt throwing to seated position in wheelchair or chair if needed - focus on upper body rotation and arm technique. Use lighter foam discus or alternative implements (bean bags, soft balls) that are easier to grip and control. Reduce throwing distance expectations, focusing on technique quality over distance. Modify heel-toe stance to stable seated or supported standing position appropriate to individual. Allow use of ramps or adapted throwing frames if available. Provide additional rest periods between throws. Focus assessment on individual progress rather than comparison to peers. Celebrate effort and technique improvement at any level.

Maths

Measuring distances using metric system (metres and centimeters). Recording and analysing data on distance charts. Calculating averages across three throws. Understanding angles of release and trajectory. Comparing and ordering distances achieved by different students. Using decimal places for precise measurement recording.

Science

Forces - centripetal and centrifugal forces during rotation. Newton's laws of motion applied to discus flight. Energy transfer from kinetic energy of rotation to kinetic energy of discus. Air resistance affecting flight path and distance. Lever systems in the arm during throwing. Muscle groups used in rotation (core, shoulders, legs). Effects of exercise on cardiovascular and muscular systems.

Geography

Cardinal directions (north, south, east, west) used in throwing square activities. Spatial awareness and positional language (behind, in front, to the side). Understanding of throwing field layout similar to map reading. Distance concepts and scale.

Literacy

Technical vocabulary acquisition and usage (torque, acceleration, length axis rotation). Verbal communication of coaching feedback with clarity. Listening skills during instruction and peer coaching. Reading data sheets and assessment criteria.

PSHE

Teamwork and cooperation during partner and group activities. Giving and receiving constructive feedback with empathy. Resilience and growth mindset when facing technical challenges. Communication skills in coaching roles. Leadership opportunities during group organisation. Celebrating others' success genuinely. Managing frustration and emotions during skill development.