ADHD

• Short activity bursts work better than extended practice - vary activities every 3-5 minutes in skills section. Clear boundaries always - both physical (cones) and behavioural ('hands on ball only, not on people'). Immediate specific feedback: 'Great pass - perfect spiral!' Regular movement breaks built into lesson (already present). Minimise waiting time - keep all students active simultaneously where possible. For extended instruction periods, allow student to hold ball or fidget item. Clear, concise instructions: 'Grab a ball. Find a partner. Stand here.' Position near teacher during explanations for gentle redirection if attention wanders. Use student's name before giving instruction: 'Jordan, watch this demonstration.' Harness energy positively: leadership roles, demonstrating, collecting equipment. Visual task cards can help: show picture of activity with 3 bullet points of what to do. Regular check-ins: 'Show me your W grip' (kinesthetic engagement maintains focus). Competitive elements often motivating but monitor for over-excitement.

dyspraxia

• Larger ball sizes initially for easier catching and handling (size 5 rugby ball or even bigger). Reduce passing distance - success at 2 metres is better than failure at 5 metres. Break skills into smaller component parts with mastery at each stage before combining: 1) grip only, 2) add arm swing, 3) add weight transfer, 4) add follow through, 5) combine all. Extra practice time at each stage before progressing. Static practice extended before adding movement. Walking pace longer before jogging. Reduce visual complexity - fewer people in practice area, clear uncluttered space. Demonstrate multiple times - dyspraxic students often need more repetitions to acquire motor patterns. Use verbal rehearsal: student talks through steps while doing them ('W grip, hip start, swing across, flick wrists, follow through'). Provide consistent feedback focusing on one correction at a time (avoid overwhelming with multiple fixes). Celebrate improvements enthusiastically. In games, less pressured roles initially: neutral player (always attacking, less decision-making), or defender (no passing required). Build confidence before complex tasks. Allow extra time for transitions and equipment collection.

autism spectrum

• Provide visual schedule of lesson structure shown at start: warm-up (5 pics) → skills (3 pics) → games (2 pics) → cool down (1 pic). Minimise sudden changes - if adjusting plan, explain why and what's happening next. Clear, literal language avoiding idioms or sarcasm. Structured activities with defined start/end points work better than open-ended play. Provide quiet zone option if overstimulated - student can sit out briefly to regulate then return. Reduce sensory overload: option to wear own comfortable t-shirt rather than rough bib, position away from loudest students if noise-sensitive. Clear explicit social rules: 'In this game you work with anyone on your team, including the neutral players.' Predictable routines help: follow same general lesson structure each week. Warning before whistle blows (auditory sensitivity): '10 seconds until whistle.' Visual supports: demonstration videos, technique posters, social story about tag rugby. Student may benefit from specific role rather than constantly switching.

visual impairment

• Use brightly coloured or high-contrast balls (yellow, orange) for better visibility. Provide close verbal descriptions of demonstrations: 'My hands are now at my right hip, thumbs together forming a W.' Use tactile guidance - with permission, position student's hands on ball correctly. Reduce passing distance significantly (2-3 metres maximum). Pair with sighted buddy who provides verbal cues about ball location and incoming passes. Use bells or rattles inside ball for auditory tracking if severely impaired. Mark boundaries and zones with textured rope or tactile markers. Provide consistent verbal commentary during games: 'Ball is coming toward you, hands up!'

hearing impairment

• Ensure student can see your face during all instructions - face them directly, clear lip-reading position. Use visual demonstrations extensively - show don't tell. Provide written instruction cards with diagrams for each activity. Use clear hand signals for common instructions (established at lesson start): thumbs up (good), hands spread (wider), circular motion (change direction). Position student where they can see both teacher and activity simultaneously. Buddy system with hearing peer who can relay missed auditory instructions through agreed signals. Use visual timers/stopwatch for timed activities. Ensure student can see you during games for whistle signals - consider visual signal (hand raised high) alongside whistle. For group work, ensure student positioned where they can see all speakers. Reduce background noise where possible - smaller group work away from main noise.

physical disability

• Wheelchair users: adapted seated passing from stationary position, focus on upper body technique and accuracy over distance. Smaller lighter ball if upper body strength limited. Position closer to targets. In games, act as 'pivotal passer' - static position that all passes must go through (makes them essential player). Modified rules: can't be tagged, can score by passing to teammate in end zone rather than placing ball down themselves. Ambulatory but limited mobility: reduce movement requirements - passing from static or slow walking pace only. Shorter distances throughout. Allow extended time for movement between areas. In games, designated zone where they operate (don't need to cover whole field). Peer support for ball retrieval. Fine motor difficulties: use larger balls for easier grip, textured balls for better purchase. Focus on successful passing over perfect technique. Velcro catch equipment as alternative if catching very difficult. Celebrate effort over precision.

social emotional mental health

• Establish clear behavioural expectations at lesson start with brief reminder of consequences. Provide specific praise frequently: 'Great communication with your teammate just then!' Build relationship - greet student by name, show interest in their contribution. Offer choices where possible: 'Would you like to work with this partner or that partner?' Provide roles that build self-esteem: equipment manager, timekeeper, demonstrator. If student becoming dysregulated (frustration, anxiety, anger), intervene early: quiet word, brief break, breathing exercise. Have pre-agreed calming strategy. Avoid power struggles: offer choices not ultimatums. De-escalate conflicts calmly: separate students, allow cool-down time, restorative conversation. Build success into lesson - ensure tasks where this student can succeed and receive public recognition. Peer mentoring from respected classmate can be powerful. Clear consequences applied consistently and fairly if necessary. End lesson on positive note for this student regardless of challenges during lesson: 'I noticed you really encouraged your teammate today - that's excellent sportsmanship.'

English

Following complex verbal instructions (listening skills, comprehension). Giving clear instructions to teammates (speaking skills, clarity). Specialised vocabulary acquisition and usage (literacy, technical language). Describing tactics and strategies verbally (explanatory communication). Reflective discussion about learning and performance (metacognition, self-evaluation through language).

Maths

Counting passes in competitive activities (numeracy, mental arithmetic). Measuring distances for passing accuracy challenges (metres, estimation). Calculating times in relay challenges (timing, seconds, comparing scores). Understanding angles for diagonal running patterns (acute, obtuse, right angles). Geometric shapes formed by running patterns (triangles, squares, diagonals). Recording and analysing performance data (tallying tries, conversion rates, pass completion statistics).

Science

Biomechanics of throwing - how body rotation and wrist action create spiral (forces, motion). Understanding trajectory and flight path of high vs low passes (gravity, air resistance, projectile motion). Cardiovascular system response to exercise - heart rate changes during warm-up, activity, cool-down (biology, human body systems). Muscle groups used in passing - quadriceps, hamstrings, shoulders, core (anatomy). Effects of practice on neural pathways and muscle memory (brain science, neuroscience). Energy systems - aerobic vs anaerobic during different intensities of game play.

Geography

Spatial awareness and navigation - using space effectively, moving to target areas (position, direction). Compass directions for positioning: moving left/right/forward/back (cardinal directions). Mapping movement patterns on field diagrams (mapping skills, representation). Understanding boundaries and zones (territory, regions). Tactics involving creating and using space (population density concepts applied to field play).

ICT

Recording performance using tablets/devices for technique analysis. Using apps for timing activities and recording scores. Video analysis of passing technique for self-assessment. Creating digital diagrams of passing patterns or game tactics. Research into professional rugby passing techniques using internet resources.

PSHE

Teamwork and cooperation - working toward shared goals in teams (collaboration, interdependence). Communication skills - verbal and non-verbal signaling, active listening (relationship skills). Resilience and perseverance - continuing when skills are difficult, learning from mistakes (growth mindset, emotional regulation). Fair play and sportsmanship - following rules, respecting opponents and officials (integrity, respect). Leadership opportunities - coaching peers, organising teammates (responsibility, influence). Managing emotions in competitive situations - dealing with winning/losing, frustration, pressure (emotional intelligence, self-regulation). Inclusion and celebrating diversity - ensuring all team members valued regardless of skill level (equality, respect for others).