ADHD

• Keep activities short with frequent changes to maintain engagement - lesson structure suits this. Provide clear boundaries both physical and behavioural. Give regular specific feedback and praise effort. Allow movement breaks if needed. Position near teacher during instructions. Use high-energy activities as positive outlet. Provide checklist of success criteria to maintain focus. Assign specific roles in team activities.

dyspraxia

• Use larger, softer balls for easier catching and handling. Allow extra practice time on coordination-heavy skills. Break down skills into smaller steps with extra demonstrations. Reduce speed requirements initially, build up gradually. Pair with patient, supportive partner. Provide verbal cues for sequencing (first this, then this, finally this). Celebrate improvement over absolute performance. Allow rest breaks if coordination fatigue occurs.

autism spectrum

• Provide visual schedule showing lesson structure and timings at start. Give clear, specific instructions avoiding ambiguous language. Allow transition warnings ('in 2 minutes we'll change activity'). Provide quiet zone option if overstimulation occurs. Use consistent routines for activities like tag belt putting on. Minimise sudden changes to lesson plan. Offer alternative to team games if necessary (individual skill circuits).

visual impairment

• Use brightly coloured balls and cones for higher visibility contrast. Provide verbal descriptions of all visual demonstrations. Assign a peer buddy for spatial orientation and safety. Use textured or audible balls if available. Allow closer proximity during activities. Simplify playing area with clear tactile boundaries.

hearing impairment

• Ensure student can see teacher's face during all instructions for potential lip-reading. Use clear visual demonstrations with exaggerated movements. Provide written instruction cards or visual diagrams on whiteboards. Use visual signals in addition to whistle (hand raise for stop, thumbs up for go). Position near front during explanations. Assign peer buddy for clarification.

physical disability

• Adapt activities to seated/wheelchair versions: seated evasion using upper body swerves, wheelchair tag rugby with flag grips. Use lighter or larger equipment if needed. Reduce playing area size for easier coverage. Allow alternative methods of try-scoring (touching cone instead of floor placement). Provide support assistant if required. Celebrate effort and participation equally with performance.

English

Technical vocabulary development (evasion, swerve, tactics, marking). Verbal communication during paired discussions. Listening skills when receiving instructions and coaching. Explanation and justification during video analysis. Written communication on whiteboards for assessment.

Maths

Counting during rugby dance sequences (5 passes each). Calculating success rates (how many tags kept vs lost). Time measurement (30-second rounds). Spatial geometry (angles of running, triangulation of support). Statistics (self-assessment scoring 1-5 scale).

Science

Forces: push and pull when changing direction during evasion. Friction: between feet and ground enabling quick stops and starts. Body systems: heart rate elevation during activity and recovery during cool-down. Muscles: identification of muscle groups being stretched (quadriceps, calves, shoulders). Energy: understanding fuel and fatigue.

Geography

Directional language (left, right, forward, back) used throughout activities. Spatial awareness and mapping movement patterns around playing area. Understanding of boundaries and zones within defined spaces.

PSHE

Teamwork and collaboration during pair and group activities. Resilience when facing challenges or being tagged repeatedly. Managing emotions in competitive game situations. Communication skills during strategy planning and game play. Fair play and sporting behaviour. Leadership opportunities through coaching and demonstrating. Self-awareness through reflection and self-assessment.