ADHD

• Keep activity changes frequent - tournament format with short games suits this well; provide very clear boundaries - visual pitch markings essential; give specific roles and responsibilities rather than unstructured time; use active supervision - frequent check-ins, feedback, redirections; allow brief movement breaks if needed between games; harness competitive energy positively; use referee role strategically - highly engaging and requires focused attention; provide fidget tool if standing waiting causing difficulty; celebrate and channel high energy levels as asset during fast-paced tournament; break instructions into small chunks rather than long explanations.

dyspraxia

• Allow additional practice time with equipment before tournament begins; provide larger, lighter ball for easier control; reduce pitch size to decrease coordination demands; allow extra thinking time for tactical decisions - don't rush; pair with supportive teammate who will include and encourage; focus on effort and improvement rather than absolute skill level; provide clear, repeated demonstrations of techniques; allow student to observe one game round before participating if coordination anxiety present; consider goalkeeper position where movements more contained; celebrate decision-making and officiating skills where motor coordination less crucial; provide verbal cues as reminders ('hands apart on stick', 'small touches').

autism spectrum

• Provide visual schedule showing lesson structure and timing of activities; warn in advance about transitions ('in 2 minutes we'll stop and change activity'); designate calm zone where student can retreat briefly if overwhelmed by noise/activity; provide clear, concrete rules rather than abstract concepts; use consistent language and signals throughout; allow student to have familiar peer buddy for support; consider noise-cancelling headphones during loud parts if sensory issues present; offer specific role (e.g., 'you are a defender') rather than free-flowing position; provide praise and feedback in specific terms ('you made 5 accurate passes') rather than vague ('good job').

visual impairment

• Use brightly coloured bibs for high contrast team identification; use audible ball (ball with bell inside) if available; assign sighted peer buddy for guidance during games; provide detailed verbal descriptions during demonstrations and rule explanations; allow visually impaired student to be positioned closer to action when refereeing or have co-referee who can describe play; use high-contrast cones to mark pitch boundaries clearly; ensure good lighting conditions for outdoor play.

hearing impairment

• Ensure student can see your face clearly during all instructions (face them directly, good lighting, no obstructions); use visual demonstrations for all activities - show don't just tell; provide written rule sheets or visual rule cards with diagrams; use hand signals for key referee decisions that student can learn to recognise; assign communication buddy who can use agreed signs or gestures; ensure student positioned where they can see activity clearly when refereeing; use visual scorecards for recording results; consider vibrating device or visual signal (raised flag) instead of whistle if student is refereeing.

physical disability

• WHEELCHAIR USERS: Adapt pitch size and layout for wheelchair access; allow wheelchair hockey stick (shorter with modified handle) if available; modify rules: perhaps allowing two-touch control or longer time with ball; assign specific zone on pitch where wheelchair user positioned (goalkeeper, defender) reducing need for whole-pitch coverage; ensure smooth, flat playing surface. MOBILITY DIFFICULTIES: Reduce pitch size for less running distance; allow walking rather than running; assign specific position (defender or goalkeeper) limiting movement requirements; provide additional rest periods between games; consider non-playing roles with high value: head referee, scorekeeper, tactical advisor.

English

Verbal communication skills during team discussions and when officiating; giving and receiving constructive feedback; vocabulary development (technical hockey and officiating terminology); listening skills during instructions and peer ideas; articulating tactical analysis and reflection; persuasive language when leading or organising teams

Maths

Calculating tournament points totals and league table standings; measuring 5-yard distance for free hit retreats; timing games using seconds and minutes; analysing statistics (goals scored, passes completed, games won/lost); understanding fractions (half-time, quarters of pitch); working with coordinates for pitch positioning

Science

Understanding cardiovascular system response to exercise (heart rate, breathing rate changes during tournament); muscle function during different movements (contracting, extending); forces in hockey (friction between ball and surface, force required for different length passes); energy systems and fatigue during extended tournament play; reaction time in officiating decisions

Computing

If using digital scorecards or tablets: data entry skills, using apps for recording results; logical thinking in tactical game planning; algorithm thinking (if-then decisions in refereeing: if player uses back of stick, then award free hit); pattern recognition in identifying successful tactics

Geography

Spatial awareness on pitch; understanding directions and angles; mapping movement patterns during games; recognising positional zones (defensive third, attacking third); distance awareness for passing and positioning; understanding boundaries and territories in competitive games

PSHE

Teamwork and cooperation within teams; managing emotions during competitive situations; developing leadership skills through captaincy and officiating; resilience when facing challenges or setbacks; respect for others including opponents and officials; fair play and integrity in sport; self-awareness through honest self-assessment; conflict resolution when disagreements arise