ADHD

• Break activities into short, varied segments (built into lesson structure already). Provide regular movement breaks (lesson is high-activity which helps). Use visual timers to show time remaining on tasks. Give specific, concrete roles: 'You are the timer, you are the equipment manager.' Allow fidget tools during discussion sections if helpful. Provide frequent positive feedback for on-task behaviour. Clear boundaries and expectations stated explicitly. Reduce verbal instructions to key points, support with demonstrations.

dyspraxia

• Allow extra practice time for complex movement sequences (backwards running, side gallop). Simplify relay movements if needed: walking variations, reducing speed requirements. Provide consistent, patient demonstrations with slow-motion modelling. In dodgeball, use larger, lighter balls that are easier to catch and throw. Reduce playing area size to decrease spatial complexity. Offer leadership roles that emphasise cognitive skills (organisation, planning) rather than only physical demonstration. Buddy support during group activities.

autism spectrum

• Provide visual schedule showing lesson structure and timing for each section (warm-up 15 mins, team organisation 12 mins, etc.). Use clear, literal language avoiding idioms. Establish predictable routines for transitions. Offer quiet observation option if group work becomes overwhelming - can watch and report observations instead. Give advance warning before changes: '2 minutes until we move to dodgeball.' Allow use of noise-reducing headphones if hall environment is overwhelming. Provide clear, specific roles in group tasks rather than open-ended collaboration.

visual impairment

• Use brightly coloured bibs and balls with high contrast against floor/background. Provide verbal descriptions of spatial arrangements: 'Three relay lanes running from wall to wall.' Use auditory signals for game starts (whistle, countdown). Buddy system with sighted peer for relay organisation. For dodgeball, use balls with bells inside or allow auditory tracking support.

hearing impairment

• Use clear visual demonstrations for all activities - show don't just tell. Establish visual signals for stop/start (hand raised, visual countdown). Provide written instructions or visual sequence cards for team organisation methods. Position yourself where student can see your face for lip-reading. Use visual timer displayed prominently. Ensure this student can see peer leaders during warm-up delivery.

physical disability

• Modify relay movements: walking instead of running, wheelchair racing if appropriate, reduced distances to turning cones. In dodgeball, allow seated participation with adapted throwing from chair level or rolling instead of throwing. Create additional role options: referee, timer, score-keeper, coach - valued leadership roles that don't require high mobility. Adapt team organisation tasks to include non-physical leadership (verbal organisation from seated position).

English

Verbal communication skills in giving clear instructions during warm-up delivery. Articulating reflections and evaluations using subject-specific vocabulary. Listening skills during peer-led activities. Explaining relay rules clearly and concisely.

Maths

Timing team organisation methods and calculating differences in efficiency (seconds taken). Comparing relay waiting times mathematically: 3 groups of 10 vs 10 groups of 3. Recognising numerical patterns in dodgeball progression: 2-4-6 catchers, 1-2-3 balls. Calculating percentages of class participating vs waiting at any given time.

Science

Understanding the cardiovascular system - heart rate elevation during high-intensity activities like relays and dodgeball. Forces and motion in throwing and catching. Spatial awareness and visual tracking as neurological functions (tracking multiple balls in dodgeball).

Computing

Algorithmic thinking in team organisation methods (step-by-step processes). Variables in game design (changing number of catchers/balls as variables affecting outcome). Debugging and iteration (testing different methods, evaluating, improving).

Geography

Spatial awareness and mental mapping of playing areas. Understanding positioning and movement in relation to boundaries and other students. Directional language (forwards, backwards, sideways).

PSHE

Leadership qualities and responsibilities. Empathy and inclusion (considering feelings of those chosen last). Decision-making and evaluating consequences. Teamwork and communication skills. Building resilience and accepting challenge. Fair play and sportsmanship.