ADHD

• Structure activities with short, varied segments - lesson design already supports this. Provide very clear, simple instructions - one or two points maximum. Use physical demonstrations rather than lengthy verbal explanations. Allow movement and physical activity throughout - minimise standing listening time. Position near teacher during explanations for focus support. Provide fidget tool during team discussions if helpful. Use visual cues and timers to support transitions. Give specific positional role to channel focus. Provide immediate, specific feedback during activities. Build in regular quick check-ins: 'What's your focus right now?'

dyspraxia

• Allow extra practice time with ball handling during warm-up. Use slightly larger or softer balls initially to build confidence. Simplify movement patterns - reduce complex footwork requirements. Provide consistent positional role to develop muscle memory. Break down tactical movements into smaller steps with additional demonstration. Allow verbal contribution to tactical planning even if physical execution challenging. Pair with patient, supportive partner or teammate. Reduce pressure by emphasising effort and improvement over outcome. Provide additional verbal cues during movements: 'Step, push, pass'. Focus on tactical understanding and decision-making rather than physical fluency.

autism spectrum

• Provide visual schedule showing lesson structure and timings in advance. Use clear, concrete language avoiding idioms or abstract concepts. Establish consistent routines for transitions between activities. Designate quiet zone at sideline if student needs sensory break. Provide written or pictorial version of rules for reference. Use visual timer to show remaining time in each activity. Reduce unpredictability by explaining game scenarios in advance. Assign consistent team and position to provide structure. Prepare student for competitive intensity - explain it's okay to feel excited or anxious. Provide specific role within team (e.g., 'you play here and look for passes').

visual impairment

• Use brightly coloured or high-contrast rugby balls for better visibility. Provide clear verbal descriptions of pitch layout and boundaries - walk perimeter together. Assign sighted buddy to provide directional guidance during games. Use auditory cues (whistle patterns, verbal calls) for game phases. Position near sideline during tactical discussions for clear audio. Reduce pitch size to make spatial awareness more manageable. Provide tactile whiteboard or raised-line diagrams for tactical planning.

hearing impairment

• Ensure student can see your face clearly during all instructions - good lighting and unobstructed view. Use visual demonstrations extensively - demonstrate every tactical concept. Provide written version of key tactics and Decision-Making Diamond on laminated card. Use clear visual signals for game management (raised arm for stop, pointing for directions). Assign buddy to repeat important instructions. Position in team with supportive communicators who will use clear gestures. Consider vibrating watch or visual timer for game timing rather than whistle alone.

physical disability

• Adapt rules to allow seated or walking-pace participation depending on mobility. Modify equipment - lighter or larger balls for easier handling. Reduce playing area size to minimise movement demands. Allow additional support player who moves with student to receive/deliver passes. Adjust tagging rules - touch with hand rather than pulling tag, or tag-holder stationary while student tags. Focus on tactical decision-making role - can direct teammates even with limited mobility. Provide wheelchair-accessible whiteboard height for tactical planning. Celebrate tactical contributions rather than physical performance.

low confidence in PE

• Assign supportive team with inclusive, encouraging students. Provide specific, frequent positive feedback for any attempts and improvements. Give defined role in team so they know expectations clearly. Start with lower-pressure activities (warm-up, small-sided) before full matches. Celebrate tactical thinking and decision-making, not just physical performance. Allow opt-out to referee or tactics coach role if completely overwhelmed, but encourage participation. Build confidence through mastery of one aspect before adding complexity. Use private feedback and quiet encouragement rather than public spotlight. Connect to previous successes: 'Remember when you did this well last week?' Emphasise personal improvement over comparison to others.

social communication difficulties

• Provide sentence starters for tactical discussions: 'I think we should...', 'What if we...'. Model appropriate team communication explicitly. Assign role in team with clear responsibilities to reduce ambiguity. Support with interpreting non-verbal communication from teammates. Teach specific phrases for game situations: 'Pass here!', 'I'm with you!'. Provide processing time during team discussions - don't expect immediate responses. Celebrate attempts to communicate even if awkward initially. Pair with socially skilled, supportive teammates. Use concrete examples rather than abstract tactical concepts.

English

Speaking and listening - articulating tactical concepts clearly, participating in team discussions, presenting ideas to groups. Specific vocabulary development - learning and using technical terms correctly. Explaining reasoning and justifying tactical decisions using structured arguments.

Maths

Spatial awareness and geometry - understanding angles of running lines, calculating distances between players, measuring pitch dimensions. Counting and statistics - tracking successful passes, calculating try-scoring percentages, timing game phases. Strategic thinking involves mathematical reasoning about optimal positioning and movement patterns.

Science

Understanding forces in motion - how acceleration, deceleration, and change of direction affect movement. Body systems during exercise - cardiovascular and respiratory responses to physical activity, muscle fatigue during extended gameplay. Newton's laws applied to passing trajectories and collision dynamics.

Computing

Strategic thinking and algorithm development - tactical plans are like algorithms (if/then decision-making). Problem-solving approaches - debugging tactics that aren't working. Systems thinking - understanding how individual components (players) work together in larger system (team).

Drama

Non-verbal communication - reading body language of teammates and opponents. Spatial awareness and positioning - similar to staging and blocking. Role-playing different positions and responsibilities within team structure.

Geography

Spatial awareness and mapping - understanding positioning and movement patterns as mapping concepts. Directions and orientations - using terms like forward, backward, laterally, diagonally in spatial context. Mental mapping of game space and player positions.

PSHE

Teamwork and cooperation - working effectively with others toward shared goals, managing different personalities and abilities within teams. Communication skills - articulating tactical ideas clearly, active listening during team discussions. Resilience and perseverance - maintaining positive attitude when tactics aren't working. Leadership and responsibility - captaining teams and making decisions under pressure. Managing emotions in competitive situations.