ADHD

• Provide frequent activity changes - this lesson's varied structure (warm-up, skill intro, skill development, games, cool-down) suits ADHD needs. Use short, punchy instructions with clear start and finish points: 'You have 2 minutes. Go!' Give regular feedback and check-ins maintaining engagement through attention. Assign active, hands-on roles in all activities - ADHD students thrive in physical activity, struggle with passive observation. Use movement breaks strategically - if fidgeting or attention dropping, quick 30-second physical challenge ('10 star jumps, go!') resets focus. Provide clear boundaries for all activities using highly visible cones - concrete visual structure. Use positive reinforcement frequently for on-task behaviour: 'Great focus on defending right now!' Allow some flexibility in competitive games for movement preferences while maintaining safety. Assign leadership roles: organising equipment, leading warm-up, coaching peers - responsibility increases engagement. Reduce verbal instructions, increase demonstrations and active practice time.

dyspraxia

• Use larger balls initially easier to control, progressing to standard size as confidence builds. Reduce speed of all activities: walking pace for 1v1s, slower passing in interception drills, more time for body positioning. Provide additional practice time on fundamental positions (defensive stance) before adding movement complexity. Break down skills into smaller steps with mastery of each before progressing: first learn stance, then add sideways shuffling, then add jockeying backwards, then add reading attacker. Use visual and verbal cues simultaneously: demonstrate while explaining. Reduce pressure of competitive elements: focus on skill repetition and personal progress rather than winning. Provide proprioceptive feedback: 'Feel your weight on your toes,' 'Notice your knees are bent,' 'Your arms are out for balance.' Assign supportive partners who encourage and work at appropriate pace. Celebrate effort and small improvements rather than just outcomes. Allow additional recovery time between high-intensity intervals. Position in less crowded areas of games where spatial demands are reduced.

autism spectrum

• Establish clear, consistent routines for each activity section: always demonstrate, then explain, then practice, then review. Use visual schedule showing lesson structure and time allocated to each section - cross off completed sections providing sense of progress. Provide quiet zone or calm area available if student becomes overwhelmed by noise or intensity. Give specific, concrete instructions avoiding abstract language: instead of 'defend well,' say 'stand 2 metres from attacker, knees bent, side-on.' Use visual coaching cards with pictures showing exact body positions for reference. Reduce sensory overload: allow student to wear own comfortable clothing if school PE kit problematic, provide noise-reducing headphones during loud games if needed. Give advance warning of transitions: '2 minutes until we change activity.' Assign consistent partner who understands student's needs and communication style. Celebrate specific achievements with concrete feedback: 'You maintained goal side position for 10 seconds - excellent!' Allow student to opt out of high-intensity competitive elements if causing distress, participating in modified version.

visual impairment

• Use brightly coloured balls (yellow or orange) with high contrast against playing surface for better visibility. Provide verbal descriptions of all demonstrations supplementing visual: 'I'm bending my knees to 90 degrees, my weight is on my toes, I'm turning my body sideways.' Assign sighted buddy to work alongside visually impaired student providing verbal cues about ball and player positions. Use audible balls (balls with bells inside) for students with severe visual impairment. Reduce area size so student can defend in more confined, manageable space. Use clear verbal signals for starts and stops rather than visual cues. Position visually impaired student away from brightest light sources to reduce glare. Provide tactile demonstrations: allow student to feel correct body position on teacher or partner.

hearing impairment

• Ensure student can see your face clearly during all instructions - no talking while facing away. Use visual demonstrations extensively as primary teaching method, minimise verbal-only instruction. Provide written or pictorial coaching point cards showing defensive techniques. Use hand signals for key concepts: thumbs up for 'good defending', point down for 'get lower', outward palm for 'stay back and cover'. Assign communication partner who can use agreed signs or clear gestures during activities. Position hearing impaired student at front during demonstrations and discussions. Use visual timers showing time remaining in activities. Provide written schedule of lesson structure so student knows what's coming. Encourage peer support with designated partner ensuring student understands task before starting.

physical disability

• Wheelchair users can participate as goalkeepers in games, focusing on positioning, angle play, and communication with defenders. Modified 'seated defending' in pairs where both attacker and defender are seated/kneeling, focusing on upper body positioning, blocking passing lanes with arms and torso. Assign tactical coaching role: wheelchair user observes game and provides defensive organisation advice to teammates. Reduce movement demands: smaller areas, walking pace only, or static defending positions. Use larger, slower balls (larger footballs or soft play balls) easier to control with modified mobility. Create specific rule modifications: attacker must pass rather than dribble past wheelchair user defender. Provide additional support adult or peer buddy for physical tasks. Focus on cognitive elements: understanding tactics, reading game, communicating instructions to teammates.

English

Technical vocabulary development: learning and using specific football terminology (jockeying, channelling, goal side, first/second defender, defensive shape, covering, marking), explaining concepts using precise language. Verbal communication: clear, concise calls during games ('I've got ball!', 'Cover!'), articulating tactical ideas during discussions, describing defensive performances during reflection. Listening skills: following complex multi-step instructions, responding to teacher and peer feedback, processing information during demonstrations. Oracy: speaking confidently during whole-class discussions, asking questions to clarify understanding, presenting observations during peer assessment.

Maths

Geometry and spatial awareness: angles of defensive approach and jockeying, creating triangular defensive shapes with first and second defenders, calculating optimal distances between defenders (3-5 metres), understanding angles to block passing lanes. Measurement: estimating and measuring distances for practice areas (15m, 20m, 30m), timing of intervals in seconds and minutes. Data handling: tracking statistics in games (tackles, interceptions, goals), creating bar charts of defensive points scored, analysing performance data.

Science

Forces and motion: friction between boots and surface enabling quick stops and direction changes, forces applied during tackles and physical challenges, acceleration and deceleration in defensive movements. Body systems: cardiovascular response to high-intensity defending (elevated heart rate, increased breathing), muscular system engagement in maintaining low defensive stance and explosive movements, understanding fatigue and need for cool-down. Physics concepts: momentum of attacking player vs static defender, reaction time in defensive responses, centre of gravity and balance in body positioning.

Drama

Body language and non-verbal communication: using body position to communicate defensive intent to attackers (blocking routes, showing direction), reading opponents' body language to anticipate movement. Spatial awareness: understanding personal space and proximity to others in dynamic situations, creating and maintaining shapes through coordinated movement. Confidence and presence: projecting assertiveness through defensive body shape and approach, developing performance mindset in competitive situations.

Geography

Spatial awareness and mapping: reading space on field, understanding positioning relative to landmarks (goal, touchline, halfway line), creating mental maps of optimal defensive positions. Directions and angles: using directional language (forcing attacker left/right, covering behind and to the side), understanding compass-like positioning around the pitch. Scale: relating practice area dimensions to full-size pitch proportions.

PSHE

Teamwork and cooperation: working as defensive unit requiring trust and coordination, supporting partners through encouragement and communication, shared responsibility for team defensive success. Resilience and perseverance: coping with being beaten by attackers, maintaining effort despite challenges, learning from mistakes and trying again. Managing emotions: controlling frustration when defending is difficult, celebrating others' success, maintaining composure under competitive pressure. Communication skills: giving and receiving feedback from peers, expressing needs clearly to defensive partners, active listening to coaching points. Leadership: student-led warm-ups, organising defensive shape, encouraging teammates, coaching peers during observer roles.