ADHD

• Provide high activity levels with minimal waiting time - this lesson structure suits ADHD needs. Give frequent, specific feedback to maintain focus and engagement. Break activities into shorter segments with clear end points. Provide opportunities for movement and energy release throughout. Position near teacher during instructions for focus support. Use visual and verbal instructions together. Establish clear boundaries and rules with consistent enforcement. Provide specific role and responsibility during tournament - gives clear focus. Allow brief movement breaks if needed between high-concentration activities. Use enthusiastic delivery and praise to maintain engagement. Minimise long verbal explanations - keep instructions concise and demonstrate. Tournament competition often highly motivating for students with ADHD. Provide fidget tool or ball to hold during any waiting periods if helpful.

dyspraxia

• Use larger, softer equipment (foam balls, lightweight bats) for easier control. Provide additional practice time with skills before competitive application. Break down complex movements into smaller steps with demonstrations of each step. Use verbal cues during skill execution: 'Step, throw' to support motor planning. Reduce speed of activities initially - allow more time for skill execution. Position in less demanding fielding roles (third base, positions with fewer catches). Provide visual markers for body positioning (cone to step toward when throwing). Reduce distance requirements - shorter throwing distances, closer bases. Pair with supportive partner who provides encouragement. Focus on participation and effort over technical perfection. Use alternative striking equipment if bat control very difficult (larger bat, tennis racket). Allow ground roll instead of throw if overarm throwing significantly difficult. Recognise effort and celebrate improvements enthusiastically.

autism spectrum

• Provide visual schedule showing clear lesson structure and timings. Give advance notice of transitions: '2 minutes until we change activities.' Minimise sensory overload - be aware of noise levels during busy tournament play, allow brief breaks to quiet area if needed. Establish clear, consistent routines for rotations and equipment collection. Provide specific role within team with clear expectations rather than general 'play well.' Use visual demonstration and clear concrete language avoiding idioms or ambiguous phrases. Allow practice time before competitive element begins. Provide social story about tournament play expectations if needed. Pair with understanding partner or buddy. Recognise that some students may find competitive atmosphere stressful - permit participation at comfort level. Provide advance warning of loud whistle or signals. Celebrate specific achievements clearly: 'You threw accurately to first base' rather than generic praise.

visual impairment

• Use brightly coloured balls (yellow or orange) with high contrast against playing surface. Provide verbal descriptions of field layout and player positions. Use audible balls with bells inside if available. Assign buddy partner to provide verbal cues about ball location and incoming throws. Position student in lower-movement fielding position (e.g., third base). Reduce playing area size. Provide additional orientation time with pitch layout before lesson. Use clear verbal communication constantly: 'Ball coming to you now!' Teacher provides additional verbal feedback about performance since visual self-monitoring limited.

hearing impairment

• Use visual demonstrations extensively - demonstrate every activity before starting. Provide written instruction cards with key points for activities. Establish clear visual signals for stop/start (raised hand, flag). Position student where they can clearly see teacher and umpire signals. Assign buddy to tap shoulder to alert to important instructions. Use hand signals during tournament play for umpire decisions (clear out, safe, rounder signals). Ensure face-to-face communication when giving individual feedback so student can lip-read. Consider use of microphone system if student uses hearing aids. Written scorecard allows full participation in scoring role.

physical disability

• Modify equipment: lighter bat, larger softer ball, batting tee instead of pitched bowling. Reduce pitch dimensions - bases closer together (6-8m instead of 12m). Allow use of wheelchair if applicable - push counts as running, teammates can assist. Permit hitting from seated or supported position if standing difficult. Allow extra time for running between bases or designate runner partner. Position in lower-demand fielding role (third base, or rotate through backstop with support). Provide chair/stool at fielding position if standing for extended periods difficult. Permit rolling ball instead of throwing if arm function limited. Consider table-top or indoor adapted version if outdoor game too demanding. Focus on tactical understanding and decision-making where physical execution limited.

English

Communication skills - clear verbal communication during game play, calling for ball, alerting teammates to positions. Oracy - discussing tactics during team huddles, explaining decisions and strategies, providing peer feedback during observer role. Following and giving instructions - understanding multi-step activity instructions, captains directing teammates. Descriptive language - articulating specific performance elements during self and peer assessment. Active listening - attending to teacher instructions, teammate calls during play, feedback from peers and observers.

Maths

Tournament scoring and statistics - addition of runs, calculating totals, comparing scores to determine winners. Measurement of distances - understanding 12-metre spacing between bases, 7-metre bowling distance. Angles and geometry - understanding diamond pitch shape, calculating angles for optimal throws. Data handling - recording scores on scorecards, analysing success rates (percentage of accurate throws, catches made). Time management - calculating innings duration, managing tournament schedule within lesson time.

Science

Forces and motion - trajectory of thrown balls affected by angle and force of throw, friction between bat and ball at contact creating direction changes. Body systems - cardiovascular system working during exercise causing increased heart rate and breathing during tournament, muscular system usage particularly quadriceps, hamstrings, shoulders, and arms. Levers - arm as third-class lever during throwing action, bat as lever during batting. Reaction time - time taken to respond to bowled ball or hit ball when fielding.

Geography

Spatial awareness and positioning - understanding field positions relative to bases and boundaries, mental mapping of pitch layout. Directions - understanding and using directional language (forward, back, left, right, diagonal) for field positioning and tactical discussions. Scale - relating measured pitch dimensions to real-world scales. Environmental awareness - outdoor lesson considering weather conditions, surface types, and their effects on play.

PSHE

Teamwork and cooperation - working together during tournament with shared goals, supporting teammates regardless of individual performance. Resilience and perseverance - continuing effort when team is losing, overcoming mistakes and refocusing on next play. Leadership - captains organising teams, making tactical decisions, supporting less confident teammates. Emotional regulation - managing competitive emotions, controlling frustration or disappointment, celebrating appropriately. Fair play and integrity - following rules, accepting umpire decisions, respecting opponents, congratulating good play by opposition. Self-awareness - honest self-assessment of performance and learning, identifying personal strengths and areas for development.