ADHD

• Keep activity explanations short and concise - demonstrate rather than lengthy verbal instructions. Provide frequent changes of activity maintaining engagement (activities designed in short bursts). Use clear visual and audible signals for start/stop. Build in regular movement - no prolonged sitting/waiting time. Provide frequent specific feedback and praise. Use proximity - position yourself near student during instructions. Assign active roles in all activities minimising waiting time. Break complex skills into small achievable steps with immediate success. Allow brief movement breaks if needed between sections. Visual timers showing activity duration providing structure.

dyspraxia

• Use larger, lighter equipment initially - foam balls, shorter rackets with larger grips. Reduce complexity by breaking skills into smaller isolated steps practiced separately before combining. Provide additional practice time on each skill element. Use visual markers on floor showing foot positions and movement paths. Slow down demonstrations and allow multiple repetitions. Reduce court size and distances. Pair with patient supportive partner. Provide hand-over-hand guidance for grip and swing if student comfortable with touch. Use verbal cueing throughout movement ('step, turn, swing, follow through'). Celebrate small incremental progress. Avoid complex multi-step activities initially - build complexity gradually.

autism spectrum

• Establish clear visual schedule showing lesson structure and timings. Use consistent language and routines throughout lessons. Provide advance warning before transitions between activities ('2 minutes until we change'). Create quiet zone at edge of space where student can retreat if overwhelmed. Use visual cue cards showing activity expectations and technique points. Minimise unpredictability by demonstrating all activities before beginning. Allow fidget tool or sensory object during instruction time if needed. Provide consistent partner if possible reducing social unpredictability. Clear concrete success criteria ('hit 5 out of 10') rather than vague expectations. Warning about loud noises (whistle) before using.

visual impairment

• Use bright coloured or high-visibility tennis balls (yellow/orange). Provide verbal cues describing ball position and movement. Employ buddy system with sighted partner providing positional guidance. Use audible balls (bells inside) if available. Reduce court size to limit area to monitor. Provide tactile demonstrations of grip and technique allowing student to feel correct positions. Increase verbal descriptions during demonstrations. Ensure student positioned where they can maximally utilise remaining vision during demonstrations.

hearing impairment

• Use visual demonstrations ensuring student has clear sightline. Employ hand signals for start/stop and instructions (develop consistent signals at lesson start). Provide written instructions on visual cards for complex activities. Use buddy system with peer who can relay verbal instructions visually. Ensure student can see teacher's face for lip-reading during instructions. Gain student's attention visually before giving instructions (wave, light signal). Reduce background noise where possible for hearing aid users. Use thumbs up/down and pointing for feedback and direction.

physical disability

• Provide seated version for wheelchair users - adapted height court or table tennis as alternative. Use modified equipment such as lighter rackets, shorter handles, larger grips, or Velcro straps to secure racket to hand. Reduce court size and distances significantly (3m x 3m courts). Allow static positioning rather than requiring movement. Provide support worker or buddy to retrieve balls and set up activities. Adapt activities to emphasise achievable movements - upper body control, tracking, timing. Celebrate technique elements within student's capability. Consider balloon instead of ball for slower movement and easier tracking.

general send support

• Differentiate activities across three levels allowing all students to access learning at appropriate challenge. Use multi-sensory teaching approaches (visual, verbal, kinesthetic). Provide additional adult support if available directing toward students needing most assistance. Build confidence through achievable success early in lesson. Use positive specific praise frequently. Foster inclusive culture where all contributions and efforts are valued equally. Communicate with SENCO and support staff about specific student needs before lesson. Have adapted equipment prepared and available before lesson starts. Monitor closely for signs of fatigue, frustration, or disengagement intervening early with support or modification.

English

Vocabulary development through technical tennis terminology. Verbal communication during partner work and peer coaching. Listening skills during instructions and demonstrations. Providing structured feedback using specific descriptive language. Following multi-step instructions during complex activities. Articulating reflections during plenary developing oracy skills.

Maths

Counting consecutive shots in rallies developing number fluency. Measuring court dimensions (8m x 5m) applying measurement skills. Scoring in Backhand Consistency challenge calculating points out of 10 and percentages. Angles of ball travel and racket face orientation exploring geometry. Timing and duration awareness tracking seconds and minutes throughout activities.

Science

Forces applied to ball during striking - greater force equals greater speed. Friction between ball and court surface affecting bounce height and speed. Trajectory and flight path of ball relating to angle of racket face and swing direction. Cardiovascular response to exercise observing heart rate elevation and recovery. Muscular engagement during tennis movements identifying major muscle groups used. Newton's Third Law - racket strikes ball (action) and ball pushes back on racket (reaction).

Geography

Spatial awareness and positioning on court relating to cardinal directions and relative positions. Mapping movement patterns during warm-up and games. Understanding court boundaries and zones as defined spaces. Directions and pathways during Wimbledon warm-up activity (forwards, turn right/left, around perimeter).

PSHE

Teamwork and cooperation during partner and group activities. Resilience when facing challenges and recovering from errors. Managing emotions including frustration, excitement, and competitive pressure. Fair play and sportsmanship in competitive games. Peer relationships developing through supportive feedback and encouragement. Growth mindset - understanding that skills develop through practice and effort. Physical health and fitness through sustained physical activity.