ADHD

• Maintain brisk lesson pace with frequent activity changes to sustain engagement. Provide clear, concise instructions (maximum 2-3 points at a time). Use physical proximity and name to regain attention when needed. Offer leadership roles within activities (equipment manager, team captain) to channel energy positively. Allow brief movement breaks if focus waning. Set short-term achievable targets (e.g., 5 catches) rather than long activities. Position near teacher during demonstrations for focus support. Praise specific positive behaviours immediately and frequently.

dyspraxia

• Use larger, softer balls (e.g., foam ball size 4 football) for easier catching and control. Reduce throwing distance to 2-3m initially, increase gradually. Allow extra practice time for skill development - start practice earlier or continue during game time if needed. Break skills into smaller steps with more repetition of each step. Provide hand-over-hand guidance for grip and throwing motion if needed. Use verbal cues to support sequencing: 'Side-on, elbow up, step, throw'. Reduce complexity of games initially - simpler rules, smaller teams. Pair with patient, supportive partner.

autism spectrum

• Provide visual schedule of lesson structure at start showing warm-up → skills → game → cool-down progression. Use clear, consistent routines for each section. Offer noise-reducing headphones if whistle or group noise overwhelming. Provide quiet 'safe zone' option if sensory overload occurs. Give advance warning before transitions: 'In 2 minutes we will move to the next activity'. Use visual demonstration extensively, limit verbal instructions to key points. Allow student to opt for observer role initially if participation anxiety high, gradually encourage joining in.

visual impairment

• Use bright yellow or orange high-visibility tennis balls for better contrast. Provide verbal descriptions of court layout and positions before starting. Assign sighted buddy for games to provide directional guidance. Use audible cues (e.g., bell inside ball, clapping to indicate throwing target). Reduce playing area size for easier spatial management. Teacher provides consistent verbal location cues during activities.

hearing impairment

• Ensure student can see teacher's face for lip-reading during all instructions. Use visual demonstrations extensively - model all skills clearly. Provide written instructions or visual diagrams of Danish Long Ball rules and court layout on whiteboard/cards. Use clear visual signals for stop/start instead of whistle only (e.g., raised hand for stop, thumbs up for go). Assign buddy who can relay important verbal information. Position hearing-impaired student at front during gathered demonstrations.

physical disability

• Adapt Stuck in Mud: wheelchair user can be chaser tagging with soft ball/bean bag throw. Modify throwing: allow seated throwing from chair if standing difficult, use two-handed chest pass instead of overarm if shoulder mobility limited. For catching: use larger, softer ball, allow catching in lap or against body. Danish Long Ball adaptation: can throw from designated spot without running, score points for successful throws into zones, fielders must retrieve and return ball to them for points. Reduce court size and distances as needed.

English

Subject-specific vocabulary development (overarm, underarm, cushioning, tactical awareness, in-zone). Communication skills practiced through partner work and team discussions. Following verbal instructions develops listening comprehension. Explaining tactics to teammates uses speaking and explaining skills.

Maths

Counting successful catches during 54321 activity and 45-second challenge develops number fluency. Calculating scores in Danish Long Ball (1 point vs 5 points) reinforces addition and multiplication. Measuring and estimating distances (5m first line, 20m end line, 2-3 yards lateral movement) applies measurement concepts. Angles of throwing trajectory for accuracy applies geometric thinking.

Science

Understanding forces applied during throwing (push, pull) and impact absorption during catching relates to forces and motion. Heart rate monitoring before and after warm-up demonstrates cardiovascular system responses to exercise. Muscle use awareness during stretching connects to skeletal and muscular systems. Newton's laws of motion applied to ball flight trajectory and bouncing.

Geography

Spatial awareness during Stuck in Mud and court games applies geographical concepts of space and position. Directional language (left, right, forward, backward, lateral) used throughout lesson supports directional vocabulary. Mapping movement patterns and fielding positions relates to plan view and positioning.

PSHE

Resilience building through 54321 challenge and overcoming drops addresses emotional regulation and growth mindset. Teamwork during Danish Long Ball develops cooperation and communication skills. Peer feedback activities build relationship skills and constructive communication. Sportsmanship and accepting umpiring decisions teaches respect and integrity. Self-assessment promotes self-awareness and reflective practice.