ADHD

• Short, focused activities with regular transitions to maintain engagement. Clear, concise instructions (3 steps maximum). Immediate feedback and frequent positive reinforcement. Physical movement breaks built into lesson structure. Leadership or demonstration roles to channel energy positively. Visual cues for transitions and rules. Position near teacher during instruction for focus support. Allow fidget tool if it aids concentration during reflection time.

dyspraxia

• Break down skills into smaller, manageable steps with extra practice time. Larger, softer equipment for easier handling and catching success. Reduce throwing/batting distances initially. Use two-handed techniques preferentially (more stable). Provide hand-over-hand guidance for grip and technique if needed. Allow walking rather than running in games if coordination challenges present. Visual and verbal cues combined. Partner with patient, supportive peer. Celebrate effort and improvement over absolute performance.

autism spectrum

• Provide visual schedule showing lesson structure and timings. Clear, consistent routines for rotations and transitions. Visual rule cards for games available for reference. Quiet zone available if sensory overwhelm occurs. Warning before loud whistle use. Clear expectations about group work and personal space. Allow processing time after instructions before starting. Pair with understanding and consistent partner. Reduce unpredictability by explaining what will happen next.

visual impairment

• Use brightly coloured balls (yellow or orange) with high contrast to surface. Provide verbal descriptions of all demonstrations with clear spatial language. Buddy system with sighted partner for spatial orientation. Use audible ball (bell ball) if available. Reduce playing area size for easier tracking. Allow additional time to locate and field balls. Clear verbal warnings when ball approaching.

hearing impairment

• Ensure student can see teacher's face during all instructions for lip-reading. Use visual demonstrations extensively with exaggerated movements. Provide written rule cards or visual diagrams for games. Use hand signals for start/stop/freeze commands in addition to whistle. Buddy system for relaying verbal instructions. Position student where they can see teacher and demonstrations clearly. Use visual countdown timers for rotations.

physical disability

• Seated batting version where student sits on chair or wheelchair and strikes ball from tee or cone. Modify throwing distance to match capability - closer targets. Use lighter or larger balls if grip strength limited. Adapted bat - shorter, lighter or foam bat. Fielding role can focus on strategic positioning and catching rather than running. Peer assistant to retrieve balls if mobility limited. Point-scoring role or umpiring role as valid participation options.

English

Speaking and listening during group discussions about leadership. Giving clear verbal instructions to teammates. Active listening when receiving coaching points from teacher or peers. Understanding and using subject-specific vocabulary (technical terms like backlift, backstop, grip). Explaining tactical decisions using connectives and reasoning language.

Maths

Scoring systems requiring addition (1 point or 5 points in Danish Longball). Calculating team totals and comparing scores. Measuring distances for skill practices (5 metres, 8 metres). Understanding angles of throw trajectories. Timing activities and calculating rotation schedules for equal practice time.

Science

Forces in action - throwing and striking create force to move ball. Understanding friction between ball and ground affecting roll speed. Body systems during exercise - heart rate elevation during warm-up and games, recovery during cool-down. Muscles used in throwing, batting and running. Trajectory and motion when ball is struck or thrown.

Geography

Spatial awareness - understanding relative positions of fielders. Directions and positioning language (left, right, forward, back). Mapping movement patterns in court space. Understanding boundaries and zones (in-zone, out of bounds, first line, end line).

PSHE

Teamwork and cooperation during paired and group activities. Communication skills - giving clear instructions and feedback to peers. Resilience and perseverance when learning new skills. Self-assessment and honest reflection on performance. Leadership qualities - organising others, encouraging teammates, resolving disputes fairly. Fair play and sporting behaviour in competitive situations.