ADHD

• Structure lesson with short, clearly defined activities with frequent changes maintaining engagement (built into lesson design). Provide regular feedback and reinforcement - catch student focusing well and highlight it. Use student as demonstration model to channel physical energy positively. Assign active leadership role during warm-up to harness energy productively. In tournaments, provide clear, specific positional responsibilities reducing cognitive load. Allow movement breaks if needed - students could 'sub off' briefly then return. Keep instructions concise and one at a time. Use checklist approach for self-assessment to provide structure. Position near teacher during plenary discussion for proximity support maintaining attention. Celebrate effort and improvements frequently.

dyspraxia

• Allow extra practice time at skill stations before tournament pressure. Provide simplified, broken-down technique demonstrations with clear step-by-step instructions. Use larger, lighter balls that are easier to control initially, progressing to standard balls as confidence builds. Reduce complexity of movement patterns: fewer turns in dribbling slalom, closer passing distances initially. Position in 4v4 tournament where touches on ball are more frequent and space to control ball is greater. Allow additional time to process instructions before starting activities. Pair with patient, supportive peer who can model without pressuring. Focus on effort and incremental improvement rather than absolute performance standards. Provide alternative written assessment format with sentence starters or tick-boxes if independent writing is challenging.

autism spectrum

• Provide clear, predictable lesson structure - visual schedule showing: warm-up, skills, tournament, cool-down. Give advance warning before transitions: '2 minutes until we change activities'. Reduce sensory overload: allow student to wear own clothes if bibs uncomfortable, position in less crowded 4v4 tournament, provide noise-cancelling headphones during loud celebrations if needed. Offer quiet zone at edge of space if student needs sensory break. Use concrete, literal language avoiding idioms or ambiguous phrases. Provide clear, specific role in team to reduce decision-making anxiety: 'You are right winger - stay on this side of pitch'. Assign understanding peer buddy for social support. Allow alternative assessment format if verbal/written reflection is challenging.

visual impairment

• Use brightly coloured balls (yellow or orange) with high contrast to playing surface. Provide audible balls (with bells inside) if available. Assign sighted peer buddy to provide verbal guidance during play: 'Ball coming to your left', 'Space ahead of you'. Use clear verbal cues and descriptions rather than demonstrations alone. Position student in smaller 4v4 tournament on reduced pitch with clearer boundaries. Allow closer positioning to action to improve visibility. Teacher provide additional verbal commentary during matches helping student track play.

hearing impairment

• Ensure student positioned where they can see teacher's face clearly for lip-reading during instructions. Use visual demonstrations extensively - actions speak louder than words. Provide written instruction sheets or visual diagrams for tournament formats and rules. Assign peer buddy who can use basic sign language or agreed signals if student uses BSL. Use clear hand signals for common instructions: start (thumbs up), stop (hand raised), foul (cross arms), substitution (pointing gesture). Position yourself in student's eyeline when providing feedback. Consider visual whistle alternatives like flag signals for starting/stopping play.

physical disability

• Adapt to wheelchair users: allow hand dribbling or pushing ball on lap, increase goal sizes, reduce pitch dimensions, allow additional touches before passing. For students with limited mobility: assign specific zones or positions that minimise running demands (goalkeeper, static defender, target player), use smaller pitch area, allow walking pace play, introduce 'free pass' rule where student receives ball uncontested. Provide lighter or larger balls for better control if grip strength limited. Position student in 4v4 format with modified rules. Ensure adequate rest breaks. Focus assessment on tactical understanding (Head) and social skills (Heart) as well as adapted physical skills (Hands).

English

Vocabulary development: learning and using technical terminology (outwit, tactical, possession, etc.). Communication skills: giving instructions clearly during peer-led warm-up, providing verbal feedback to teammates during play. Descriptive language: articulating performance during self-assessment, explaining techniques precisely. Listening: following complex instructions for tournament formats and rules. Speaking and presentation: confidence in sharing reflections with group during plenary.

Maths

Angles and geometry: understanding angles of passing and shooting, calculating trajectories. Measurement: distances for passing practice, pitch dimensions, timing of matches and activities (converting seconds to minutes). Statistics: recording tournament results, calculating win percentages, creating league tables with points totals. Spatial reasoning: positioning on pitch, creating formations, understanding spatial relationships during play. Number operations: scoring, points calculations, counting passes.

Science

Forces and motion: analysing how force application affects ball speed and direction, understanding friction between ball and surface. Human biology: heart rate changes during exercise (warm-up vs intense play vs cool-down), muscular system (which muscles used in kicking, running), respiratory system (breathing rate changes). Energy: understanding energy expenditure during sustained physical activity, nutrition for energy. Trajectory: scientific principles of projectile motion in shooting and passing.

Computing

Algorithms: understanding sequences of movements to execute skills, creating 'programmes' for attacking patterns. Data handling: recording tournament results systematically, analysing performance data from self-assessments. Digital literacy: potential use of tablets for video analysis of technique (if available). Logical thinking: tactical problem-solving during games requiring systematic approaches.

Geography

Directions and orientation: using compass directions during movement activities (north, south, east, west), spatial awareness. Mapping skills: creating overhead view diagrams of pitch layout, plotting movement patterns during attacks. Scale: understanding pitch dimensions and relative distances. Weather impact: how weather conditions affect playing surface, ball movement, and player performance (if outdoor lesson).

PSHE

Teamwork: collaborating effectively towards shared goals during tournament play. Resilience: persevering when facing stronger opposition or when losing matches. Emotional regulation: managing competitive emotions appropriately (disappointment, excitement, frustration). Self-awareness: recognising personal strengths and weaknesses through self-assessment. Leadership: captains organising teams, peer coaches supporting others. Respect: demonstrating sportsmanship towards opponents, officials (teacher), and teammates. Goal-setting: identifying development areas and planning improvement strategies.