ADHD

• Structure lesson with clear, short activities with frequent changes (already built into lesson). Provide very clear boundaries marked visually with bright cones. Give specific roles and positions to maintain focus: 'You're defending this area'. Use frequent, specific feedback: 'Excellent focus on that tag!' Provide immediate consequences for rule violations to reinforce expectations. Build in brief movement breaks if needed between activities. Allow fidget tools during discussion periods if helpful. Use visual timers to show activity duration. Assign active roles during demonstrations (holding equipment, demonstrating) to maintain engagement. Celebrate sustained focus and rule following explicitly.

dyspraxia

• Use larger, lighter foam rugby balls for easier catching and control. Reduce complexity of movement patterns - break skills into smaller components. Provide additional demonstration and practice time for motor skills. Allow walking or jogging pace rather than sprinting. Reduce playing area size for less ground to cover. Simplify positional play - assign specific zones rather than whole-field movement. Pair with patient, supportive buddy. Use visual markers for positioning: 'Stand by this red cone'. Provide extra time for tagging (5 seconds instead of 3 after being tagged). Celebrate effort and improvement over technical perfection. Focus strengths on tactical thinking and communication roles where they may excel.

autism spectrum

• Provide visual schedule showing lesson structure and timings before starting. Use clear, consistent routines for transitions between activities. Give advance warning before changes: '2 minutes until we switch activities'. Provide quiet zone option if sensory overwhelm occurs. Use concrete, literal language avoiding idioms or sarcasm. Allow processing time after questions before expecting response. Minimise unexpected changes - if adjustments needed, explain clearly and allow adjustment time. Provide written rule reminders on cards. Pair with understanding, supportive buddy. Celebrate small successes and provide specific positive feedback. Consider providing noise-reducing headphones if whistle or shouting is overwhelming.

visual impairment

• Use brightly coloured rugby balls and equipment for better visibility. Provide clear verbal descriptions of all demonstrations and spatial setups. Use verbal cues consistently during games: 'Ball coming to you!' 'Defender approaching!' Assign a sighted buddy to run alongside during activities providing verbal guidance. Use tactile markers (textured cones) for boundaries. Consider using bells inside ball to track audibly. Position student in areas where they can be most successful (e.g., end zone scorer in Rugby End Ball). Reduce playing area size for easier navigation.

hearing impairment

• Ensure student can see your face clearly during all instructions - face them directly, speak clearly. Use exaggerated visual demonstrations for all skills and concepts. Supplement verbal instructions with written or pictorial rule cards. Use visual signals for common instructions (hands up for stop, pointing for direction). Position student where they can see most of playing area and other students. Assign a communication buddy to relay important verbal information. Use hand signals for officiating (point for direction, hold up fingers for time, thumbs up for good play). Check understanding through demonstration rather than verbal confirmation.

physical disability

• Adapt activities based on specific needs: wheelchair users can participate using wheelchair rugby rules (two-hand touch instead of tags, larger playing area). Reduce pitch size and distances for students with reduced mobility. Allow walking pace instead of running. Use lighter, softer balls (foam rugby balls) for easier handling. Modify tag belts if necessary or use two-hand touch alternative. Assign specific roles that match abilities (e.g., tactical advisor, scorer position). Provide rest periods as needed. Use peer support buddies for physical assistance if appropriate. Celebrate effort and strategic thinking over physical output.

English

Using technical vocabulary (grounding, offside, try, end zone) accurately extends subject-specific language. Communicating clearly during games develops verbal communication skills. Listening to and following instructions develops comprehension. Explaining tactical decisions during reflection develops reasoning and articulation. Providing constructive feedback to peers develops evaluative language.

Maths

Calculating scores and score differences during games develops mental arithmetic. Measuring and marking pitch dimensions (25m x 20m) applies understanding of measurement and area. Recognising patterns in successful attacking play involves spatial reasoning. Timing activities and games applies understanding of time measurement. Analysing statistics (number of successful passes, tries scored, tags made) develops data handling skills.

Science

Understanding forces during passing - the force applied to ball affects speed and distance travelled. Recognising friction between feet and surface enables quick direction changes. Understanding cardiovascular and respiratory systems - why heart rate increases during activity and breathing becomes faster. Learning about muscles used in running, passing and tagging develops understanding of muscular system. Understanding warm-up (preparing muscles) and cool-down (recovery) applies knowledge of body systems.

Geography

Using directional language (forwards, backwards, left, right, wide) develops spatial awareness. Mapping movement patterns across the pitch relates to understanding routes and pathways. Understanding boundaries and zones relates to geographical concepts of defined spaces. Positioning oneself relative to teammates and opponents applies relative location understanding.

PSHE

Developing teamwork skills through cooperation and communication supports relationship building. Building resilience by continuing to try after mistakes supports mental health. Showing sportsmanship and fair play develops moral values and ethics. Managing emotions during competitive situations (frustration, excitement, disappointment) supports emotional literacy. Following rules and respecting officials develops understanding of rights and responsibilities. Encouraging others and celebrating diverse contributions promotes inclusion and respect.