ADHD

• Keep activity segments short (5-8 minutes) with frequent changes to maintain engagement. Provide clear, simple instructions in small chunks - avoid long explanations. Use visual cues and demonstrations, not just verbal instructions. Build in movement breaks between listening sections. Provide clear boundaries - cones marking work areas help focus. Minimise distractions - position away from doors, windows, or other classes if possible. Offer frequent specific feedback: 'Brilliant, you kept your head up that whole time!' Give roles/responsibilities: 'You're in charge of collecting these three balls.' Use proximity - teach near the student, use their name regularly to maintain attention. Allow fidget tools during instruction time if helpful. For waiting time in lines, provide small task: 'While waiting, practice your grip on the ball.'

dyspraxia

• Break skills into smaller component parts with practice of each part separately before combining. Use larger, softer balls that are easier to catch and less intimidating. Reduce distances for throwing/passing to increase success rate. Provide extra practice time on fundamental skills before adding complexity. Offer verbal/visual cues during activities: 'Step, swing, follow through.' Pair with patient partner who will support without rushing. Reduce speed of activities - allow walking rather than running initially. For balance challenges (standing quad stretch), provide wall support or do seated alternative. Use high-contrast coloured equipment for easier visual tracking. Celebrate small improvements specifically: 'That catch was much smoother than earlier!' Reduce performance pressure - avoid being first to demonstrate or compete publicly until confident.

autism spectrum

• Provide visual schedule of lesson sections at start so student knows what's coming and in what order. Maintain consistent structure each lesson (warm-up, skills, game, cool-down). Give advance warning of transitions: 'In two minutes we'll be moving to passing practice.' Provide quiet zone or designated 'calm corner' if overwhelmed by noise/activity. Allow use of ear defenders if sports hall noise overwhelming. Pair with consistent, understanding partner who student is comfortable with. Be explicit about social expectations: 'In this activity, partners take turns - you pass, they pass back.' Use specific, concrete language rather than idioms or abstract concepts. Offer choice where possible: 'Would you prefer to be the cat first or the mouse?' Minimise unexpected changes - if modifying plan, explain clearly why.

visual impairment

• Use brightly coloured rugby balls (yellow or orange) for better visibility. Provide high-contrast coloured bibs for teammates. Use large, highly visible cones for boundaries. Pair with sighted buddy who provides verbal cues about spatial information: 'Partner is two metres ahead... defender approaching from your right.' Reduce playing area size to make tracking easier. Allow closer working distances during passing. Provide tactile exploration of rugby ball shape and seams before activity. Use audible ball (bell inside) if available for higher support needs.

hearing impairment

• Position student where they can clearly see teacher's face and lips during all instructions. Use visual demonstrations extensively - show, don't just tell. Provide written or pictorial instruction cards they can refer to. Pair with buddy who can tap shoulder for attention when instructions given. Use exaggerated visual signals: raised hand for stop, thumbs up for good, pointing for directions. Make eye contact before giving instruction to ensure attention. Face toward student when speaking, avoid turning back. Ensure understanding by asking student to demonstrate what they need to do rather than verbal confirmation. In game situations, use coloured flags or visual signals instead of whistle.

physical disability

• Adapt to wheelchair user: seated passing activities (many activities work from seated position). Use larger, lighter balls if grip strength limited. Reduce distances between partners/targets. Tagging adapted: remove bibs from wheelchair or use velcro patches on shoulders. Beat Your Partner: wheelchair users aim to reach designated spot before able-bodied partner can gently tag their shoulder. Peer buddies to collect/return balls to minimise retrieval movement. For ambulant students with limited mobility: reduce running distances, allow walking pace in activities, provide chair/bench for rest between activities, modify evasion to stepping/sidestepping rather than sprinting.

English

Using and understanding technical vocabulary (pop pass, pocket pass, scoop, tag, try, weight transfer). Giving clear verbal instructions during peer assessment (spoken communication). Listening to teacher instructions and partner feedback (listening skills).

Maths

Counting successful passes in challenges (data collection). Measuring distances for spot placement and spacing between students (measurement in metres). Calculating points scored in Beat Your Partner game (addition). Analysing angles of passing and running lines (geometry). Timing activities and comparing durations (time).

Science

Understanding forces applied during passing (force and motion). Exploring friction between hands and ball affecting grip. Identifying heart rate changes during warm-up and cool-down (human biology, circulatory system). Discussing muscle groups used in different movements (musculoskeletal system). Breathing rate changes during exercise (respiratory system).

Design & Technology

Understanding rugby ball design - why oval shape rather than spherical (product design, fit for purpose). Exploring tag belt mechanism - velcro design for quick release (mechanisms).

Geography

Using directional language: left, right, clockwise, anticlockwise (directional awareness). Understanding spatial organisation in group formations (spatial reasoning). Mapping movement patterns through space during warm-up circuit.

PSHE

Teamwork and cooperation during partner and group activities (relationship skills). Managing emotions during competitive games - dealing with winning and losing (emotional regulation). Resilience when activities are challenging, especially non-dominant side passing (perseverance). Fair play and honesty in self-scoring points (integrity). Communication skills when giving peer assessment feedback (constructive feedback). Leadership when students demonstrate or help struggling peers (leadership skills).