ADHD

• Keep activity changes frequent to maintain engagement (activities max 5 minutes before variation). Provide clear, concise instructions with maximum 3 steps. Use physical demonstration rather than lengthy verbal explanations. Assign specific positional responsibilities during games for focus. Offer movement breaks disguised as active roles (equipment collector, demonstration assistant). Provide immediate feedback on performance. Use visual boundaries (cones) to define clear play areas.

dyspraxia

• Use larger, lighter balls that are easier to control. Break skills into smaller micro-steps with additional practice time. Provide hand-over-hand guidance for dummy pass technique if needed. Reduce speed expectations - allow walking pace for fake and go initially. Simplify footwork patterns. Use wall for balance support during all standing activities. Pair with patient peer for partner activities. Celebrate effort and small improvements prominently.

autism spectrum

• Provide visual schedule of lesson sections at start (warm-up, skills, game, cool-down). Use consistent language and routine structures each lesson. Create 'calm zone' option if sensory overload occurs. Give advance warning before transitions between activities. Provide concrete examples of abstract concepts like 'create space'. Allow practice time before peer assessment to reduce social anxiety. Minimise unpredictable elements in game play initially.

visual impairment

• Use bright yellow or orange handballs for better visibility. Provide verbal descriptions of all demonstrations with clear spatial language. Assign sighted buddy for navigation during activities. Use audible balls (bells inside) for tracking. Increase verbal cueing during games - call names before passing. Reduce court size and number of players for easier tracking.

hearing impairment

• Ensure student can see your face during all instructions for lip-reading. Use exaggerated visual demonstrations of all skills. Create visual signal system for common instructions (thumbs up = good, hand wave = come here). Provide written rule cards for reference. Assign communication buddy who can use basic sign language. Use visual timer for activity duration rather than verbal time calls.

physical disability

• Seated handball version - all players in chairs with adapted dribbling rules. Use larger, softer balls for easier catching with reduced hand function. Reduce court size and allow extra time for movements. Permit two-handed catching and passing for better control. Assign peer supporter to retrieve balls. Goalkeeper role ideal for less mobile students with adapted zone size.

English

Precise vocabulary use (dummy pass, fake and go, numerical advantage). Verbal communication clarity when calling for ball. Articulating tactical ideas in team discussions. Providing constructive peer feedback. Presenting team reflections to whole class.

Maths

Numerical concepts during warm-up (factors, multiples, prime numbers). Counting successful passes (find the free man out of 8). Self-assessment scoring out of 10. Understanding numerical advantage and disadvantage (5v3). Geometry concepts of angles and positioning.

Science

Forces applied during passing and shooting. Friction between ball and hand affecting control. Body systems response to exercise (cardiovascular during warm-up and games). Deceleration and acceleration physics during fake and go movements. Reaction time in defensive interceptions.

Geography

Spatial awareness on court positioning. Understanding direction and movement patterns. Creating mental maps of court space and player positions. Recognising optimal positioning relative to teammates and opponents.

PSHE

Effective communication skills with teammates. Active listening during tactical discussions. Resilience when deceptive techniques don't initially work. Leadership opportunities in team strategy and peer assessment. Emotional regulation in competitive game situations. Honest self-assessment and personal reflection.