ADHD

• Shorter activity bursts with frequent transitions to maintain engagement; clear, concise instructions (maximum 2-step); visual prompts and reminders for task focus; regular positive reinforcement for on-task behaviour; allow movement breaks if needed; position near teacher during instruction time; use of physical prompts (hand on shoulder) for refocusing; high-energy activities like Cups and Saucers particularly suitable; clear boundaries marked with cones for spatial awareness; buddy system for activity reminders

dyspraxia

• Allow extended time for skill acquisition without pressure; use larger, lighter racquets for easier control; use slower balls (orange or green dot) reducing coordination demand; break service technique into smaller steps progressing gradually; provide lots of repetition in each stage before combining; use visual demonstrations repeatedly; reduced court size for less ground to cover; allow stationary hitting before progressive to movement; focus on consistency over power; celebrate small improvements; avoid activities requiring quick direction changes initially; seated ball control activities instead of moving ball work

autism spectrum

• Provide visual schedule showing lesson structure and timings; establish clear, consistent routines for transitions; offer quiet zone option if overwhelming stimulation occurs; use visual coaching cards rather than verbal overload; warn before loud noises or whistle use; pair with familiar, supportive peer; allow fidget tool during instruction time if helpful; be explicit about rules and expectations; provide social scripts for peer interaction during coaching; reduce unpredictability by pre-teaching Cups and Saucers rules individually if needed

visual impairment

• Use bright yellow or orange balls for maximum contrast against court surface; provide verbal descriptions of all demonstrations with detailed commentary; use buddy system pairing visually impaired student with sighted partner for navigation and ball tracking; increase ball size using larger foam balls; provide tactile court markers (textured tape) for service position orientation; reduce court size for easier spatial management; allow sound-based cues (beeping balls) if available

hearing impairment

• Ensure all verbal instructions accompanied by clear visual demonstrations; use visual signals for starting/stopping activities (flags, hand signals); provide laminated instruction cards with diagrams; position student where they can see teacher's face for lip-reading; use buddy system for instruction relay; British Sign Language support if student uses BSL; written coaching cards particularly beneficial; visual timer for activity duration awareness

physical disability

• Wheelchair tennis adaptations: allow two bounces before return, reduce court size, lower net height if needed; provide lighter/shorter racquets for reduced grip strength; use larger, slower balls (orange compression) for more reaction time; allow seated serving technique; modify Cups and Saucers to rolling/catching game; reduce movement area for ambulatory students with limited mobility; provide specialist equipment if available (modified grip racquets); allow serving from closer to net; peer support for ball collection

English

Technical vocabulary acquisition and usage; verbal communication skills when giving peer feedback; listening skills when receiving coaching; articulating tactical concepts and rule explanations; descriptive language when explaining techniques; persuasive communication during game invention discussions; presentation skills during demonstration explanations

Maths

Scoring systems and mathematical reasoning; calculating points and game scores; angles of trajectory (acute vs obtuse angles when hitting with topspin or slice); spatial reasoning (court dimensions, service box area calculations); data handling (recording service success rates, creating graphs of improvement); statistics and probability (likelihood of service success based on practice data)

Science

Forces and motion (force required to propel ball over net, gravity affecting ball toss, friction between ball and court surface); trajectory and projectile motion (parabolic flight path of served ball); Newton's laws (action-reaction when striking ball with racquet); energy transfer (kinetic energy from racquet to ball); human body systems (cardiovascular response during exercise, muscular system during service motion, skeletal system providing levers for power generation)

Design & Technology

Equipment design understanding (racquet engineering, string tension, ball construction); game design principles during invention activity; problem-solving when rules don't function as intended; evaluation and modification of designed games; understanding how equipment design affects performance (racquet size, ball compression levels)

Geography

Court mapping and spatial awareness (reading court dimensions, understanding zones and areas); directions and orientation (diagonal service trajectory, positioning relative to landmarks); origins of tennis (geographical spread of sport, cultural variations like real tennis vs lawn tennis); Grand Slam locations (Australian Open, French Open, Wimbledon, US Open - countries and climates)

PSHE

Teamwork and cooperation during pair work and game inventions; communication skills through peer coaching; resilience when facing challenges with difficult new skill; growth mindset (embracing mistakes as learning opportunities); leadership development through student-led warm-up and cool-down; respect and fair play during competitive games; managing emotions (frustration, excitement, disappointment); goal-setting based on self-assessment