ADHD

• Keep activity sections short with frequent changes (as structured in lesson). Provide clear, boundaried work zones. Give specific, achievable mini-goals within each section. Use high-energy warm-up to channel energy positively. Offer fidget-friendly roles: equipment manager, demonstration assistant. Provide regular positive feedback to maintain engagement. Allow brief movement breaks if needed.

dyspraxia

• Use larger, easier-to-grip equipment where possible. Reduce complexity of sequences (2 balances instead of 3). Provide extra practice time before performance expectations. Offer simplified balance positions with fewer coordination demands. Allow use of wall or apparatus for support during balance attempts. Break down transitions into smaller, more manageable steps. Pair with patient, supportive partner.

autism spectrum

• Provide visual schedule showing lesson structure and timing. Give advance warning of transitions between sections. Offer quiet zone option if overstimulated. Use consistent, literal language avoiding idioms. Provide specific, concrete success criteria rather than open-ended tasks. Allow sensory breaks if needed. Pre-teach partner work expectations to reduce social anxiety.

visual impairment

• Use bright coloured markers/cones for boundaries. Provide detailed verbal descriptions of all movements and balances. Partner VI student with sighted peer for physical guidance. Allow tactile exploration of apparatus before use. Ensure adequate lighting in work areas. Use sound cues (clapping) for timing unison movements.

hearing impairment

• Ensure student can see teacher at all times for visual cues and lip-reading. Use exaggerated visual demonstrations. Provide written/pictorial instruction cards for complex sequences. Use hand signals for start/stop/direction changes. Position HI student near teacher during instructions. Partner with peer who can use basic sign language if student uses BSL.

physical disability

• Modify balances: seated or supported standing counter tension for wheelchair users. Use resistance bands instead of partner grip for some pulling activities. Reduce required hold time for balances (1-2 seconds instead of 3-5). Allow use of wall or apparatus for additional support. Provide alternative cool-down activities if floor work inaccessible. Ensure apparatus is accessible or provide alternative stations.

English

Technical vocabulary development: counter tension, symmetrical, opposition, unison, transition. Providing peer feedback: structured communication using specific descriptive language. Sequencing language: first, next, then, finally - describing order of movements. Performance language: how to articulate what makes a performance successful.

Maths

Angles of lean in counter tension balances - students explore acute vs obtuse angles between body and floor. Geometry of symmetrical balances - congruent shapes created by partners. Timing and counting for sequence rhythm - fractions of sequences, duration calculations (e.g., 'if we hold each balance for 3 seconds and have 3 balances plus 2 transitions of 2 seconds, our total sequence is...').

Science

Forces: counter tension as an example of balanced forces in equilibrium - equal and opposite forces creating stability. Newton's Third Law: every action has an equal and opposite reaction (partners pulling apart). Gravity and centre of mass: how lowering centre of mass increases stability, effect of body position on balance. Muscular system: isometric muscle contractions during held balances, muscles working in opposition.

PSHE

Trust and relationships: counter tension requires trust between partners - links to healthy relationships and communication. Resilience: persevering when balances are difficult, learning from mistakes. Teamwork: apparatus setup requires cooperation, role definition and shared responsibility. Managing emotions: dealing with frustration when sequences don't work, celebrating success appropriately.