ADHD

• Short, varied activities maintaining engagement - lesson structure already supports this with 5-10 minute sections. Very clear boundaries marked visibly with cones. Frequent movement opportunities - avoid extended static periods. Regular positive reinforcement: immediate feedback on technique. Allow leadership roles: demonstrating, leading warm-up, refereeing. Clear expectations and consequences displayed. Minimise distractions: position away from doors/windows if possible. Use of timers visible to student so they know how long activities last. Active breaks if needed between intense concentration periods. Opportunities for choice within structure: 'You can practice passing with this group OR that group'. Physical activity helps regulate attention - rugby ideal for ADHD students. Channel energy positively through game situations.

dyspraxia

• Larger, softer equipment easier to handle: foam rugby balls or size-up ball. Reduce complexity: focus on one pass type at a time not all three simultaneously. Extra practice time: allow additional attempts and extended time at each skill level. Break skills into smaller steps with individual practice: just W-shape grip, then just wrist flick, then combine. Reduce speed: maintain walking pace longer before progressing to jogging. Simplified game formats: 2v2 not 3v3, smaller playing area, slower pace. Visual cue cards showing hand positions and body movements. Provide consistent, patient feedback focusing on progress not perfection. Partner with supportive, understanding peer. Celebrate effort and improvement not just outcome. Reduce environmental complexity: fewer people in practice group initially. Allow use of wall for passing practice (pass to wall and catch rebound) for independent practice.

autism spectrum

• Provide visual schedule showing lesson structure in advance - what activities in what order with timings. Clear, consistent routines: same warm-up structure each lesson where possible. Reduce sensory overload: if noise overwhelming, allow ear defenders; if physical contact difficult, ensure tags used not body contact. Clear, concrete instructions rather than abstract concepts. Visual demonstration essential, minimal verbal instruction. Allow processing time after instructions before starting activity. Provide quiet zone or break area if overwhelm occurs. Use of social stories: 'In tag rugby, when someone takes my tag I stop and pass the ball' as repeated narrative. Consistent expectations and rules clearly displayed visually. Warning before transitions: '2 minutes until we change activity'. Praise specific behaviours: 'Excellent W-shape grip!' rather than general 'good work'.

visual impairment

• Use brightly coloured or high-contrast rugby balls (fluorescent yellow/orange work well). Provide verbal descriptions of all visual demonstrations ('My hands are forming a W-shape on either side of the ball'). Use auditory cues: attach bell to ball if necessary for tracking, use caller/guide for directional support. Tactile demonstrations: allow student to feel correct hand positions on ball and your arm movements during passing. Reduce playing area size for better orientation. Use boundary ropes or raised line markers for tactile feedback. Buddy system with sighted partner for game situations. Ensure extra verbal communication from teammates calling for passes.

hearing impairment

• Position student where they can see your face clearly for demonstrations and instructions (lip-reading support). Use exaggerated visual demonstrations - make all movements very clear and obvious. Provide visual cue cards with key teaching points and rules written down. Use hand signals for common instructions (pre-agreed with student). Ensure good lighting for visibility. Written instructions provided in advance if possible. Buddy system with responsible partner to relay key information. Visual whistle alternatives: use coloured flags or light signals for start/stop. Face student when speaking, remove any face coverings. Check understanding through demonstration not just verbal response.

physical disability

• Wheelchair rugby version: adapted rules allowing chair users to participate, modified tagging using Velcro strips on chair arms, adapted passing from seated position. Reduced playing area for mobility limitations - smaller pitches requiring less running. Modified equipment: lighter balls, larger balls for better grip, foam balls easier to handle. Allow walking pace throughout instead of jogging. Extended time after tags (5+ seconds) for students with slower motor responses. Seated passing practice as alternative to moving activities. Reduced participant numbers in games (2v2 instead of 3v3) for easier tracking. Peer support: assign supportive partner to work alongside. Celebrate different success criteria based on individual capability.

English

Speaking and listening: clear communication during games calling for ball and giving instructions, articulating technical terminology correctly, explaining tactical concepts, peer feedback delivery. Vocabulary: developing and using sport-specific terminology (pop pass, high pass, low pass, offside, 2-metre rule, end zone, neutral players, etc.). Following instructions: listening carefully to multi-step instructions and implementing them. Descriptive language: describing technique and movements accurately during reflection.

Maths

Geometry: understanding angles of passing and diagonal movement patterns; acute and obtuse angles created by support players' positioning. Measurement: estimating distances (2-metre rule, passing distances of 5-7 metres, 10 metres, etc.). Statistics: recording pass completion rates, calculating percentages (success rate over total attempts), tracking improvement over time using numerical data. Time: measuring activity durations, calculating speeds of movement, understanding seconds in context of game rules (3-second pass rule).

Science

Forces: understanding how wrist flick generates spin, trajectory of ball flight affected by angle and force applied, friction between hands and ball. Motion: acceleration and deceleration during running, momentum in passing action. Body systems: cardiovascular system response to exercise (heart rate increase during warm-up and games), respiratory system (breathing rate elevation), muscular system (which muscles used in passing and running), energy systems (aerobic vs anaerobic during different activities). Levers: passing action demonstrates third-class lever system with forearm. Newton's Third Law: every action has equal and opposite reaction seen in passing.

Computing

Algorithms: understanding game plays as sequences of instructions, if-then logic in decision-making (if defender approaching, then pass; if space ahead, then run). Logical reasoning: tactical problem-solving, analysing situations and selecting appropriate responses. Decomposition: breaking complex skills into component parts (W-shape, rock the baby, wrist flick, follow-through). Pattern recognition: identifying recurring game situations and appropriate responses.

Geography

Spatial awareness: understanding of relative positions and orientations in space, mapping movement patterns across playing area. Direction: using directional vocabulary (left, right, forward, backward, diagonal), compass directions if applicable outdoors. Scale: understanding space requirements and proportional sizing of pitches. Environmental awareness: impact of weather conditions on outdoor activities, surface types and their properties.

PSHE

Personal: self-assessment skills, recognising own strengths and areas for development, resilience when facing challenges, managing emotions under competitive pressure, goal-setting for improvement. Social: teamwork and cooperation in groups of four and in games, communication skills (verbal and non-verbal), conflict resolution when rule disputes arise, leadership opportunities during games. Health: understanding benefits of physical activity for physical and mental health, importance of warm-up and cool-down, hydration awareness. Emotional: managing frustration when tagged or skills not working, celebrating others' success not just own, developing empathy for teammates and opponents.