ADHD

• Keep instructions brief and clear with one-step focus. Provide frequent changes in activity format to maintain engagement (built into lesson structure). Use active roles rather than waiting - minimise queuing times. Give specific, achievable short-term targets for each activity. Offer regular movement breaks (inherent in PE). Provide immediate, specific feedback rather than delayed. Use visual and kinesthetic demonstrations not lengthy verbal explanations. Allow leadership roles channeling energy positively. Position near teacher during instructions to maintain focus. Use timers to create urgency and structure for tasks.

dyspraxia

• Break down complex throwing movements into smaller components with specific practice. Use larger, easier-to-catch balls initially (beach balls, foam balls). Reduce speed of throws allowing more reaction time. Provide additional practice time with teacher or TA support. Use multicolored balls to help track flight path. Teach ready position explicitly with frequent reminders and practice. Reduce complexity of activities - simpler rules and roles. Pair with patient, supportive peer. Celebrate small improvements explicitly. Allow seated activities if balance challenges significant. Use wall targets for throwing practice to reduce catching pressure.

autism spectrum

• Provide visual schedule showing lesson structure and timings at start. Use clear, concrete language avoiding idioms. Establish predictable routines for transitions between activities. Offer quiet zone for breaks if sensory overload occurs. Give advance warning before changes in activity. Use visual task cards showing expected behaviours and techniques. Reduce unpredictability by explaining in advance where teacher will throw balls. Assign consistent partner throughout lesson. Allow fidget tools during instruction times if helpful. Celebrate effort not just outcomes to reduce anxiety about performance.

visual impairment

• Use brightly coloured balls with high contrast to background (yellow or orange balls on green grass). Provide verbal descriptions of spatial setup and distances. Use textured markers for bases. Assign sighted buddy to provide additional verbal cues. Allow closer starting positions for throwing practice. Use bell balls that make sound when moving. Ensure adequate lighting if indoors. Teacher provides exaggerated verbal commentary during demonstrations describing all movements.

hearing impairment

• Ensure student can see teacher's face for lip-reading during instructions. Demonstrate all techniques visually rather than only verbal explanation. Use visual signals (hand signals, coloured cards) for stop/start and instructions. Provide written key vocabulary and instructions on visual board. Position near front during demonstrations. Teach BSL signs for key terms ('throw', 'catch', 'ready') to whole class. Use buddy system where hearing peer can relay instructions. Ensure attention gained before giving instructions (visual cue or gentle touch).

physical disability

• Wheelchair users: adapt activities with seated throwing and catching practice, use ramps for ball retrieval if needed, assign specific zone-based fielding positions. Modify distances significantly - closer targets for throwing. Use larger, lighter balls if grip strength limited. Allow two-handed techniques for all throws. Provide alternative scoring roles (scorer, referee, coach) if full physical participation not possible. Use batting tee for striking if coordination challenge. Allow extra time for movements. Create wheelchair-accessible pathways around diamond.

English

Technical vocabulary acquisition and usage. Giving clear instructions and explanations to peers. Active listening during instructions and feedback. Descriptive language when explaining tactics and techniques. Oracy development through discussions and peer teaching.

Maths

Measuring distances between bases for diamond setup (12 metres). Calculating angles for throwing trajectories and optimal throw paths. Collecting and analysing score data across multiple rounds. Time calculations for retrieval and release speed. Percentages when comparing team fielding effectiveness. Coordinate geometry understanding field positions.

Science

Forces: throwing involves application of force, gravity affecting ball trajectory, friction between ball and hands/ground. Levers: arms as levers in throwing action, biomechanical advantages of technique. Newton's Laws: action-reaction in throwing, inertia of ball. Human body: muscular contractions for throwing, cardiovascular response during activity, warm-up and cool-down effects on body.

Geography

Directional language: north, south, east, west applied to fielding positions. Spatial awareness and mapping of field layout. Distance estimation across playing area. Using coordinates to describe fielding positions on diamond layout.

PSHE

Teamwork and cooperation during fielding activities. Communication skills through calling and directing teammates. Resilience when making errors and continuing to participate. Leadership opportunities in organising teams and directing play. Fair play and sportsmanship in competitive situations. Respect for others' abilities and inclusive behaviour. Managing emotions under competitive pressure.