ADHD

• Keep activity transitions short and frequent - variety maintains engagement. Provide very clear, short instructions (chunk information into 1-2 steps at a time). Use physical activity to channel energy positively - ADHD students often excel in PE. Offer leadership roles (demonstrating, collecting equipment) to harness enthusiasm. Use visual and auditory cues together. Provide immediate, specific feedback frequently. Allow movement breaks if needed. Position near teacher during instruction time for redirection if needed. Use countdowns and timers to structure activities clearly. Celebrate successes immediately and specifically. Seat in circle next to calm peer during reflection time.

dyspraxia

• Use larger, softer balls that are easier to catch and control. Break down skills into smaller components and practice each separately before combining. Provide additional practice time and repetition. Reduce distance between partners initially. Use verbal cues or rhythm to help coordinate movements ('Step-push-follow'). Provide physical prompts if appropriate (guiding arm through correct movement pattern). Celebrate improvement and effort not just outcome. Pair with patient, supportive partner. Allow seated or stationary practice if coordination during movement too challenging. Use smaller group sizes for game application to reduce complexity and pressure. Provide reference cards with diagrams showing technique breakdown.

autism spectrum

• Provide visual schedule showing lesson structure and timings (warm-up, skills, game, cool-down). Give advance warning of transitions: '2 minutes until we change activity.' Use consistent language and routine for starting/stopping activities. Provide clear, concrete instructions avoiding ambiguous language. Offer designated quiet zone if student becomes overwhelmed (with support staff supervision). Use visual success criteria cards rather than just verbal. Reduce sensory demands if needed (lower voice volume, smaller group size, less crowded space). Pair with consistent, supportive partner. Allow additional processing time for instructions. Provide specific, literal feedback: 'Your hands made a perfect W-shape' rather than 'great job.'

visual impairment

• Use brightly coloured high-contrast netballs or balls with bells inside for auditory tracking. Provide verbal cues describing spatial setup: 'Your partner is 4 metres directly in front of you.' Use buddy system pairing with sighted partner who can provide guidance. Mark activity zones with textured markers (tactile cones). Ensure optimal lighting conditions. Reduce activity area size for closer proximity to partners. Provide additional physical demonstration allowing student to feel correct body positions.

hearing impairment

• Ensure student can see your face clearly when giving instructions (face light source, maintain eye contact). Use clear visual demonstrations for all skills and activities. Provide written task cards with diagrams for reference during activity. Use visual signals for start/stop (hand signals, lights) rather than just whistle. Pair with supportive partner who can reinforce instructions through gesture. Check understanding through thumbs up/down or asking student to demonstrate. Position yourself close to student when providing individual feedback. Use exaggerated body language and facial expressions to convey enthusiasm.

physical disability

• Adapt passing activities for seated wheelchair users - focus on upper body strength and technique from seated position. Reduce distance between partners (2-3 metres instead of 4-5). Allow use of lighter or larger balls if grip strength limited (foam balls, beach balls). Provide alternative roles in game application - could be referee, scorekeeper, tactical advisor. Adapt Dodge It game to allow wheelchair users to move into safe zones or be exempt from tagging. Ensure activity area is accessible with smooth surface and adequate space for wheelchair manoeuvring. Celebrate adapted techniques - there's no one 'correct' way.

low confidence in PE

• Provide extensive practice time in low-pressure pair work before game application. Celebrate all attempts and improvements regardless of outcome. Use private, specific praise: 'Your follow-through has really improved!' Ensure success criteria includes achievable 'all students' level. Pair with supportive, encouraging partner. Avoid public highlighting unless student comfortable with it. Provide additional demonstrations and scaffolding. Never use elimination games or public comparisons. Frame mistakes as learning opportunities: 'That's okay, let's try again - learning happens through practice!' Build on small successes progressively. Create psychologically safe environment where risk-taking is encouraged.

social emotional mental health

• Build positive relationships through consistent encouragement and recognition. Provide predictable structure and routine. Offer choice where possible (which partner, which pass type) to give sense of control. Set achievable goals and celebrate when met. Use calming language and tone. Avoid singling out for negative reasons - use private, calm redirections. Provide opportunities to excel and build confidence. Allow 'time out' space if emotions escalate (with supervision). Use restorative approaches if conflicts arise with peers. Pair with empathetic, supportive partners. Emphasise enjoyment and participation over competition. Recognise signs of frustration or anxiety and intervene early with support.

English

Following multi-step verbal instructions develops listening comprehension. Using subject-specific vocabulary (bounce pass, chest pass, stealth, signalling) expands vocabulary. Explaining tactics and techniques requires clear verbal expression. Peer assessment involves giving constructive feedback using appropriate language.

Maths

Counting passes during 'How Many Can You Do' challenge develops numeracy and data handling. Estimating and measuring distances (2/3 for bounce pass, 4-5 metres between partners) applies spatial reasoning and measurement concepts. Calculating scores and tracking progress involves basic arithmetic. Understanding angles of ball trajectory links to geometry.

Science

Understanding forces applied to the ball during passing (push force, friction with ground during bounce). Learning about ball rebound physics and energy transfer when ball bounces. Exploring how the body systems respond to exercise (heart rate increase, breathing rate, muscle fatigue). Discussing levers and biomechanics of arm movement during passing action.

Computing

Use of tablet/camera to record game application introduces digital media. Potential follow-up involving video analysis in classroom develops digital literacy. Understanding algorithms through following set sequences of movements (5-4-3-2-1 activity).

Geography

Spatial awareness and mapping movements across the activity area relates to positional language (north/south/east/west, near/far, left/right). Understanding zones and boundaries links to map reading. Movement patterns create mental maps of space.

PSHE

Teamwork and cooperation essential throughout lesson, particularly in paired activities and game application. Building resilience when facing challenges or making mistakes. Managing emotions in competitive situations. Communication skills through signalling and non-verbal cues. Respecting others and demonstrating good sportsmanship. Honesty during self-assessment and peer assessment. Leadership opportunities when demonstrating or coaching peers.