ADHD

• Break activities into shorter time segments with varied tasks. Provide fidget tool during seated teaching if helpful. Use clear, concise instructions with visual supports. Offer leadership roles to channel energy positively. Allow movement breaks between sections. Give immediate, frequent positive feedback. Use visual timers to show activity duration. Position near teacher for focus support.

dyspraxia

• Use larger, softer balls for easier catching and control. Reduce speed of activities allowing extra processing time. Provide additional demonstrations and practice opportunities. Break down skills into smaller steps. Use wall markings or floor spots for spatial reference. Allow extra time for organising into groups. Pair with patient, supportive partner. Celebrate effort and small improvements. Strengthen core balance through modified pivot activities.

autism spectrum

• Provide visual schedule showing lesson structure and timing of sections. Use consistent routines for transitions between activities. Create quiet zone for sensory breaks if needed. Give advance warning of activity changes. Use clear, literal language avoiding idioms. Provide written success criteria. Limit sensory overload - consider noise levels and visual stimuli. Allow student to observe before participating if needed.

visual impairment

• Use brightly coloured netballs or balls with bells inside for auditory tracking. Provide verbal descriptions of all demonstrations with exaggerated commentary. Use tactile floor markers with different textures for spatial reference. Assign sighted buddy for shadowing and guidance. Reduce playing area size for easier navigation. Use high-contrast bibs and equipment.

hearing impairment

• Ensure student can see teacher's face during all instructions for lip-reading. Use exaggerated visual demonstrations with clear hand signals. Provide written instruction cards at carousel stations. Position student at front during teaching inputs. Use visual signals for stop/start (flags, lights). Assign buddy to tap shoulder for attention during activities. Consider vibrational signals for timing.

physical disability

• Adapt activities for seated participation - pivoting in wheelchair, passing from seated position. Use lighter, larger balls for easier gripping and catching. Reduce distances for passing activities. Allow two-handed catching and passing. Provide chair or support for balance during standing pivots. Modify footwork rules - allow wheels to move as equivalent to steps. Partner with supportive peer.

English

Following complex multi-step instructions. Using technical vocabulary accurately. Providing constructive peer feedback. Explaining techniques and rules to others. Listening skills during teaching inputs.

Maths

Angles during pivoting - 90°, 180°, 270°, 360° rotations. Measuring distances between lines and players. Counting consecutive passes. Time management with 3-second rule. Spatial geometry with court positioning and passing angles.

Science

Forces during landing and pivoting - friction between foot and surface. Balance and centre of gravity during one-foot stance. Cardiovascular response to exercise - heart rate elevation during warm-up and games. Muscular system - which muscles work during pivoting and jumping. Newton's Laws - force application during passing.

Geography

Directions and spatial awareness on court - understanding relative positions. Mapping movement patterns during activities. Using directional language - forward, backward, left, right, clockwise rotation.

PSHE

Teamwork during paired and group activities. Resilience when learning challenging new skills. Managing emotions when mistakes occur. Peer support and encouragement. Respecting rules and decisions. Fair play and sportsmanship values. Building confidence through skill mastery.