ADHD

• Break activities into shorter segments with frequent changes to maintain engagement (no single activity longer than 3-4 minutes). Provide clear, concise instructions with maximum 3 steps at a time - check understanding before starting. Use physical activity strategically - allow high-energy students to demonstrate, be gatekeepers, collect equipment. Provide frequent specific positive feedback: 'Great stick grip!' rather than general praise. Clear boundaries marked with cones help with focus and structure. Offer regular movement breaks - this is naturally built into PE but monitor for overstimulation. Position near teacher during instructions to reduce distraction. Use student's name before giving instruction to gain attention first. Provide fidget tool during cool-down reflection if sitting still is challenging. Give responsibilities and leadership roles (equipment monitor, demonstrator) to channel energy positively. Allow some choice within activities to increase buy-in.

dyspraxia

• Use larger, softer equipment: foam balls rather than hard hockey balls, larger grips on sticks if available. Reduce complexity of skills: focus on one element at a time (grip first, then movement, then ball control). Allow extra practice time before adding pressure or competition. Quick sticks (shorter, lighter) may be easier to control than full-size sticks. Break down skills into smaller steps with repetition of each step before combining. Use visual demonstrations and physical guidance (hand-over-hand) to teach correct movements. Reduce speed requirements - allow student to work at slower pace. Wider gates and larger targets for activities. Pair with patient, supportive partner. Use verbal cues to sequence movements: 'left hand top, right hand low'. Celebrate effort and improvement not just end result. Provide additional physical support during balance activities. Allow use of wall or stick for support during stretches if balance is difficult.

autism spectrum

• Provide visual schedule showing lesson sequence with pictures or symbols for each section so student knows what's coming next. Create clear, consistent routines for equipment collection, activity starts, and transitions. Reduce sensory overload by offering ear defenders if whistle noise is distressing, allow student to work in quieter space away from busy centre areas if needed. Give advance warning of transitions: '2 minutes until we change activity'. Provide visual boundaries using cones or lines - clear spatial structure reduces anxiety. Offer regular breaks if needed - designated 'calm zone' on side of area. Use special interest to motivate (e.g., 'dribble like your favourite hockey player'). Avoid unexpected changes to plan - if weather forces indoor lesson, prepare student in advance. Pair with understanding partner who is patient and supportive. Use concrete language avoiding idioms or abstract concepts. Provide success at every step with frequent specific praise.

visual impairment

• Use brightly coloured balls (yellow or orange) with high contrast against playing surface for better visibility. Provide verbal descriptions of demonstrations with clear, detailed instructions. Use auditory cues such as whistle or verbal commands for starts and stops rather than visual signals alone. Pair with sighted buddy who can provide directional guidance during activities. Reduce playing area size to make it easier to track boundaries. Use textured cones or tactile markers for boundaries that can be felt. Provide one-to-one demonstration allowing student to feel correct stick grip and body positioning. Consider using a ball with a bell inside for auditory tracking.

hearing impairment

• Ensure student can see teacher's face clearly during all instructions for lip-reading opportunity. Use visual demonstrations extensively rather than verbal instruction alone. Provide written instructions or visual task cards for complex activities. Use clear hand signals for common commands: thumbs up for 'go', flat hand for 'stop', waving motion for 'come here'. Position student at front during demonstrations and instructions. Pair with hearing buddy who can clarify instructions using agreed signs or gestures. Use visual timer or countdown cards for time-based activities. Ensure student can see teacher at all times during activities - get attention before giving instructions.

physical disability

• Adapt activities for wheelchair users: create wider gates, modify Rob the Nest so ball can be pushed using wheelchair wheels, adapted stick grip positions. For students with limited mobility: reduce playing area size, allow walking pace rather than running, extend time limits for activities, position closer to activity centre. For students with coordination difficulties: use larger, softer balls, use wider gates, quick sticks (shorter and lighter) instead of full hockey sticks, reduce speed requirements, allow two-handed grip on stick if needed. For students with one functional arm: use specially adapted stick that can be used one-handed, or allow support assistant to help with grip. Ensure all students can achieve success by modifying success criteria appropriately: focus on effort and personal improvement rather than absolute skill level.

English

Technical vocabulary development: learning and using sport-specific terms accurately (straight dribble, loose dribble, flat side, agility). Oracy skills: providing verbal feedback to partners, explaining techniques, responding to questions during reflection. Listening skills: following multi-step instructions for activities. Speaking and presenting: demonstrating techniques to class with explanation. Descriptive language: describing what good technique looks like, using precise adjectives and adverbs.

Maths

Counting gates achieved in Through the Gates activity (number and place value). Estimating distances when judging tap distance in loose dribble. Measuring playing area dimensions using metres. Timing activities using seconds and minutes (time). Calculating improvement between rounds (comparing scores). Spatial awareness and geometry concepts: understanding angles of direction changes, positioning within grid areas, concepts of perimeter when running around outside after being knocked out.

Science

Understanding forces applied to ball through stick (push, friction between ball and ground affecting roll). Body systems during exercise: heart rate increases, breathing rate increases, muscles working harder, importance of warm-up and cool-down for muscle function. Levers: the hockey stick as a lever with hand positions creating fulcrum point for control. Balance and centre of gravity during direction changes and protective body positioning. Energy: food provides fuel for activity, energy expenditure during high-intensity games.

Computing

Algorithms: understanding sequences of actions in dribbling techniques (if-then logic: IF space available THEN use loose dribble). Decomposition: breaking down complex skills into step-by-step components. Debugging: identifying errors in technique and correcting them. Patterns: recognising patterns in successful vs unsuccessful play. Logical reasoning: tactical decision-making about which technique to use based on situation analysis.

Geography

Directional language: moving forwards, backwards, left, right, sideways. Spatial awareness: understanding position in grid area, navigation through gates requires mental mapping. Relative positioning: understanding 'near/far', 'behind/in front', 'between'. Scale: playing area dimensions relate to real sports pitches. Coordinates: gate positioning could be described using simple coordinate systems.

PSHE

Teamwork skills developed through Rob the Nest team activity: communication, shared goals, supporting team members. Resilience: managing setbacks when knocked out in King of the Ring, persisting with challenging figure-8 task. Managing emotions: dealing with frustration in competitive situations, celebrating success appropriately. Fair play and respect: following rules even in competitive situations, respecting opponents and officials (teacher). Self-awareness: self-assessment of abilities against success criteria, recognising own strengths and areas for improvement. Healthy lifestyles: importance of physical activity, understanding fitness components.