ADHD

• Keep activity pace fast with regular changes - this lesson structure suits ADHD well with multiple short games. Provide very clear boundaries - visual pitch markers important. Give specific focused roles during games rather than general 'play well.' Offer regular specific feedback on observable behaviours - 'you passed before 4 seconds three times, excellent!' Allow fidget tool during seated discussion portions if helpful. Position near teacher during instructions for redirection if attention wanders. Provide opportunities for leadership roles like officiating which can help focus. Break complex rules into smaller chunks. Use energetic, varied delivery to maintain engagement. Celebrate effort and improvement prominently.

dyspraxia

• Use larger, softer ball that's easier to catch and control. Reduce complexity of stick skills - focus on functional basics. Provide additional practice time with cradling and catching before games. Simplify dodge movements - focus on one type. Give more time to process instructions - check understanding before moving on. Reduce speed of game play if possible through smaller pitch or modified rules. Provide specific position with clear, simple role rather than complex roaming tactics. Offer visual demonstrations multiple times. Pair with supportive partner. Focus assessment on tactical understanding and sporting values where motor difficulties don't limit success. Celebrate participation and determination over physical skill level. Allow officiating role as alternative to playing if coordination difficulties causing significant distress.

autism spectrum

• Provide clear visual schedule showing lesson structure and timing of each section. Give advance warning of transitions between activities - '2 minutes until we change to games.' Maintain consistent routine structure across lesson. Provide rule information visually as well as verbally - written rules or diagrams to reference. Allow access to quiet area if overwhelmed by intensity of games - can take short break then return. Use clear, literal language avoiding idioms or sarcasm. Provide specific role or position rather than ambiguous 'play anywhere.' Give clear success criteria and specific feedback. Use visual timer so student can see how long activities last. Prepare student in advance that this lesson involves competitive games and may be noisy/intense.

visual impairment

• Use brightly coloured balls and bibs with high contrast to background. Provide verbal descriptions of demonstrations and rule explanations with detailed imagery. Use buddy system pairing visually impaired student with sighted partner who provides verbal cues during games. Use audible balls with bells if available. Ensure boundaries are tactile as well as visual using rope or raised markers. Reduce pitch size for easier navigation. Provide rule information in large print or audio format. Position student in roles where visual demands are reduced such as specific positional play rather than free roaming.

hearing impairment

• Ensure student can see your face when giving instructions - avoid turning away or covering mouth. Use visual demonstrations extensively alongside verbal explanations. Provide written rule sheets or visual rule diagrams they can reference. Use visual signals in addition to whistle - hand signals, flag or visual timer. Position student where they can see most of pitch and teammates easily. Ensure teammates aware to use visual signals and face student when communicating. Use vibrating timer or visual countdown for game timing. Provide written tournament schedule and rotation information.

physical disability

• Adapt depending on specific needs. Wheelchair users: Modified pitch size, adapted rules around movement speeds, positioned as goal shooter/defender or strategic roles, use of soft lightweight ball, adapted stick if needed. Reduced mobility: Smaller pitch area, positioned in specific zones with role focused on passing and tactics rather than running, use of soft equipment, frequent rest breaks. Reduced coordination: Larger softer ball easier to control, simplified stick technique, focus on tactical understanding and officiating roles, additional practice time with skills. Provide alternative ways to demonstrate learning such as tactical captain role or coach role rather than only physical play.

English

Vocabulary development through key lacrosse terminology. Oracy skills through team tactical discussions during huddles - speaking clearly, listening to others, taking turns, building on others' ideas. Evaluative language when assessing own and others' performance using technical vocabulary. Following complex verbal instructions during rule review. Reading through written rule cards or information sheets.

Maths

Statistics and data handling through tournament scoring, tracking individual and team performance using numbers. Counting skills through 4-second possession timing and game time management. Measuring skills through pitch dimensions, distances in metres for boundaries and goal creases. Shape and space through understanding pitch geometry, angles of passing and movement. Probability and prediction through tactical discussions about likelihood of successful plays.

Science

Forces and motion through understanding how power, angle and technique affect ball trajectory when passing and shooting. Friction and grip affecting ability to run, stop and change direction on different surfaces. Cardiovascular system during exercise - understanding why heart rate and breathing increase during tournament games. Muscular system and coordination required for lacrosse skills. Energy and nutrition - understanding fuel needed for sustained physical activity. Recovery science during cool-down.

Computing

Data recording if using technology to track tournament scores, statistics, or performances. Understanding algorithms through learning and following sequences of rules. Logical thinking through tactical planning and strategy development.

Geography

Directional language and spatial awareness - using terminology like forward, backwards, left, right, attacking half, defending half. Mapping skills through understanding pitch layout and positioning. Awareness that lacrosse originated with indigenous peoples of North America and spread globally - cultural geography. Understanding local geography through discussion of local clubs and facilities where lacrosse can be played.

History

Brief context of lacrosse origins with indigenous North American peoples historically. Evolution of lacrosse rules from traditional to modern versions including Pop Lacrosse adaptations. History of sporting values and fair play in society.

PSHE

Teamwork skills developed through tournament games requiring cooperation and communication. Resilience and managing emotions when facing setbacks such as losing games or making mistakes. Self-belief through having confidence to attempt skills under pressure. Respect for others including officials, teammates and opponents. Honesty through self-assessment and fair play. Healthy lifestyles through understanding benefits of regular physical activity. Setting personal goals for improvement.