ADHD

• Use short sharp activities with frequent changes to maintain engagement (lesson structure naturally supports this). Provide regular specific feedback every 2-3 minutes. Give clear roles and responsibilities (you are defender position 3). Use visual boundaries (cones) that are unambiguous. Build in movement breaks naturally through active lesson design. Assign leadership roles that channel energy positively (captain, demonstration volunteer). Use timers to create urgency and focus. Praise effort and improvement frequently.

dyspraxia

• Use larger balls for easier catching and handling. Reduce complexity of movement patterns in attacking plays. Allow extra practice time for formations before game application. Provide visual diagrams of defensive positioning to reference. Simplify footwork in defensive shuffle (marching steps rather than sidestep). Reduce speed of game initially to allow processing time. Partner with supportive peer for spatial guidance. Celebrate successful participation over technical perfection.

autism spectrum

• Provide visual schedule showing lesson structure and timings at start. Give clear warnings before transitioning between activities. Establish predictable routines (same warm-up structure each lesson). Create quiet zone at sideline for sensory breaks if needed. Use consistent language and commands throughout. Minimise unexpected changes to planned activities. Provide social script for appropriate communication during game ('Good pass!' 'Well done!'). Allow fidget tools during seated reflection if needed.

visual impairment

• Use brightly coloured bibs and equipment for contrast. Provide verbal descriptions of all demonstrations with detailed spatial language. Assign sighted guide partner to describe formations and positioning. Use audible ball or bells on cones for spatial orientation. Reduce playing area size for easier navigation. Provide tactile demonstrations of defensive formations by physically positioning student.

hearing impairment

• Use visual demonstrations extensively - model all techniques clearly. Create visual signal system for commands (hand signals for push up, hold, etc.). Provide written instructions on laminated cards for reference. Ensure student can always see teacher's face for lip reading. Assign communication partner who faces student when speaking. Use visual countdown timers visible to all. Provide vibrating timer for Auckland Grid.

physical disability

• Modify tagging to 'touch' tag on shoulder rather than belt pull for students with limited grip strength. Allow wheelchair users to play 'blocking' defensive role protecting specific zone. Reduce grid size so less distance to cover. Allow seated defensive position for students who cannot stand. Use lighter foam balls for easier handling. Provide additional recovery time between high-intensity activities. Create meaningful adapted roles if full participation not possible.

social emotional mental health

• Establish clear consistent expectations and boundaries at lesson start. Provide positive reinforcement frequently for appropriate behaviour and effort. Give leadership roles to build confidence and ownership. Allow choice where possible (which defensive position to play). Create success opportunities through differentiated tasks. Use tactical timeout as cooling-off opportunity if frustration building. Avoid public criticism - give corrective feedback privately. Connect with student before lesson to check emotional state and potential triggers.

English

Developing tactical vocabulary and subject-specific terminology. Articulating observations and justifications during reflection. Listening skills during peer presentations and discussions. Creating and delivering clear instructions as team captain. Using persuasive language to motivate teammates.

Maths

Calculating Auckland Grid scores using addition and subtraction. Measuring distances for grid setup and spacing calculations. Using angles and geometry to understand defensive formations and passing trajectories. Calculating percentages (successful tags vs attempts). Time management and duration tracking.

Science

Understanding forces involved in changing direction quickly (friction, inertia). Heart rate and cardiovascular response to exercise intensity. Muscle function during sprinting, evading, and tagging. Energy systems (aerobic vs anaerobic) during different activity phases. Biomechanics of efficient running and movement.

Computing

Algorithmic thinking in designing set attacking plays with sequences of moves. Debugging strategies when plays don't work as planned. Pattern recognition in identifying defensive formations and attacking patterns. Logical reasoning in tactical decision-making.

Geography

Spatial awareness and understanding of territory in defensive play. Using directional language (north, south, lateral, forward). Mapping movement patterns and tactical plays. Understanding how space and terrain affect strategy.

PSHE

Teamwork and collaboration in achieving shared defensive goals. Communication skills - verbal and non-verbal. Leadership and followership in team contexts. Resilience and emotional regulation during competition. Sportsmanship and respect for opponents. Self-awareness through reflection and goal-setting. Managing competition and pressure healthily.