ADHD

• Short, frequent activity changes maintain engagement (lesson structure supports this); clear, simple instructions repeated consistently; physical role in all activities (avoiding long waiting times); use of timers to create urgency and focus; regular positive reinforcement for on-task behaviour; channel energy positively (give leadership or demonstration roles); movement breaks if needed; clear visual boundaries for activities; immediate feedback rather than delayed

dyspraxia

• Simplified movement patterns offered as alternative (e.g., two-foot jump instead of hop); larger equipment easier to control (bigger balls, larger targets); reduced complexity in multi-step instructions (break into smaller chunks); extra practice time before pressure added; reduce speed requirements initially; positive reinforcement for effort over outcome; encourage verbal rehearsal of movement sequence before performing; wall or partner support for balance activities; avoid activities requiring rapid changes of direction initially

autism spectrum

• Provide visual schedule showing lesson structure before beginning; clear, consistent routines throughout; warnings before transitions ('In 2 minutes we will...'); quiet zones available if overwhelmed; reduce sensory overload (avoid excessive noise, allow students to wear headphones during loud activities); explicit teaching of expected behaviours (show visually what 'good listening' looks like); choice in activities where possible; clear start and end points for activities; social stories about PE lessons if needed

visual impairment

• Use brightly coloured equipment (fluorescent balls, high-contrast cones); provide verbal descriptions of spatial setup (e.g., 'cones in circle, each 8 steps from centre'); buddy system pairing with sighted peer for navigation; use auditory cues (whistle patterns, music, call-and-response) to supplement visual demonstrations; tactile demonstration (guide student's body through movement pattern); reduce activity area size for easier navigation

hearing impairment

• Ensure student can always see teacher's face for lip-reading; use visual demonstrations extensively before verbal explanations; provide written activity cards with pictures; use clear hand signals for commands (e.g., thumbs up for go, flat palm for stop); position student at front during explanations; use visual timer for rotation countdowns; buddy system with hearing peer to relay verbal instructions; teach basic BSL signs for key PE vocabulary to whole class

physical disability

• Wheelchair-accessible versions: seated throwing/catching for Catch Clap; wheelchair slalom for warm-up driving activity; adapted Rob the Nest with shorter distances or wheeling instead of running; modified stretches appropriate for mobility range; reduced intensity activities (lower 'gears' throughout); additional equipment (larger, lighter balls; beanbags easier to manipulate than balls); leadership roles emphasised over physical performance

English

Oracy skills during explanations and demonstrations; listening skills when receiving instructions; vocabulary development (fundamental movement skills terminology); sequencing skills when planning activity delivery; evaluative language during feedback and reflection

Maths

Counting during breath work and stretches (developing number fluency); timing rotations and activities (understanding seconds and minutes); spatial geometry when arranging activity stations (distance, spacing, circular formation); patterns in movement sequences (recognising and creating patterns)

Science

Cardiovascular system during exercise (heart rate increase during activity, reduction during cool-down); respiratory system (breathing patterns, oxygen use); muscular system (naming quadriceps during stretching, understanding muscle function); forces and motion (acceleration during gears, momentum, friction)

Geography

Spatial awareness and navigation through space; understanding directions (clockwise rotation); mapping movement patterns; using positional language (next to, behind, forward, across)

PSHE

Leadership skills development (responsibility, decision-making, managing others); teamwork and collaboration (working in groups of three, supporting peers); resilience (persevering when leading is challenging); communication (clear instructions, active listening); responsibility for safety (duty of care for others); self-assessment and reflection (metacognition, honesty, growth mindset)