ADHD

• Keep activity sections short (none longer than 4-5 minutes in same role). Provide leadership opportunities early when focus is strongest. Use clear, visual boundaries for all games. Allow movement breaks between instruction periods. Provide fidget-friendly roles: equipment manager, timer, demonstrator. Give specific, immediate feedback frequently. Use energetic, varied activities to maintain engagement. Allow standing during reflection discussions if sitting difficult. Provide clear, simple instructions one step at a time.

dyspraxia

• Use larger, softer balls for better grip and control during ball activities. Reduce complexity of movements - simpler travelling actions during line leadership. Allow extra practice time before demonstrating to others. Provide slower-paced options in games. Use visual demonstrations extensively - show don't just tell. Allow written notes or cards when leading activities if verbal processing difficult. Reduce balancing challenges - fewer cones, larger base of support. Partner with supportive, patient peers who won't rush them.

autism spectrum

• Provide visual schedule showing lesson structure and timings at start of lesson. Give advance warning before transitions: '2 minutes until we change activity'. Create quiet zone or calm corner if student needs sensory break. Use clear, concrete language avoiding idioms. Provide written instruction cards at stations to supplement verbal instructions. Allow extra processing time when asked to respond or lead. Reduce group size if large groups overwhelming - smaller groups of 3-4 instead of 5-6. Maintain predictable routines within the lesson structure.

visual impairment

• Use high-contrast bibs for catchers (bright yellow or orange). Provide verbal cues throughout games: 'Catchers are approaching from your right'. Pair with sighted buddy for chasing games if needed. Use auditory signals in addition to visual for commands. Provide tactile remote prop. Allow closer positioning during demonstrations to see clearly. Use verbal descriptions of demonstrations: 'I'm rolling the ball around my waist, now moving it up to my shoulders.'

hearing impairment

• Ensure student can see your face when giving instructions - clear lip-reading opportunity. Use visual signals in addition to verbal commands for Controller Game (hand signals: stop, play, etc.). Provide written instruction cards at each station with clear diagrams. Position at front during demonstrations with clear sightlines. Use interpreter if available. Pair with buddy who can alert to command changes. Consider vibration signals or visual cues (flags, lights) for game starts/stops.

physical disability

• Adapt Controller Game movements to wheelchair-accessible options (forward/backward, spinning, arm movements). Modify chasing games: wheelchair users can be 'safe zones' that free frozen players. Provide seated versions of activity stations: ball rolling around body adapted to upper body only, counter-balance with hands rather than whole body. Reduce space/distance requirements for less mobile students. Allow use of softer, lighter balls if grip strength limited. Ensure pathways are wide enough for wheelchair access between stations.

English

Public speaking and oracy skills when leading groups. Using subject-specific vocabulary accurately. Providing constructive feedback with precise language. Listening and responding appropriately to others. Presenting information clearly and coherently to different audiences.

Maths

Calculating appropriate ratios of catchers to runners for game balance. Timing activities and rotations accurately. Estimating and measuring spaces for station setup. Understanding proportion in team/group sizes. Problem-solving using logical reasoning.

Science

Understanding heart rate changes during warm-up and cool-down. Recognising the body's response to different intensities of exercise. Muscles working during different movements. Forces involved in movement - pushing, pulling, balance. Observing, hypothesising, and testing solutions (scientific method applied to game problems).

Computing

Following and giving clear, sequential instructions (algorithmic thinking). Problem-solving and debugging when game structures don't work. Testing solutions and iterating based on results. Understanding that clear communication prevents errors.

Geography

Spatial awareness and using directional language. Understanding positioning and movement through space. Mapping movement patterns. Concepts of distance and proximity in game strategy.

PSHE

Developing leadership and responsibility. Building confidence through public speaking and demonstration. Giving and receiving constructive feedback respectfully. Resilience when facing challenges or receiving criticism. Teamwork and supporting others. Communication in relationships. Understanding different leadership styles. Self-assessment and reflection on personal development.