ADHD

• Keep activity changes frequent (every 2-3 minutes) to maintain engagement. Provide clear, brief instructions with demonstration. Use active supervision with proximity and positive reinforcement. Assign leadership or specific roles to channel energy positively. Allow brief movement breaks if focus waning. Use visual timers so student can see time remaining. Reduce waiting time - keep all students active simultaneously. Provide specific, immediate feedback frequently. Position near supportive peers and away from distractions.

dyspraxia

• Use larger, softer frisbees that are easier to control and catch. Break skills into smaller, sequential steps with extra practice time. Provide additional demonstrations and modelling. Allow more time to process instructions and execute movements. Reduce complexity of movement patterns initially. Pair with patient, supportive partner. Offer verbal rehearsal before physical execution. Celebrate effort and small improvements explicitly. Consider alternative roles that suit strengths (e.g., tactical organiser if throwing challenging).

autism spectrum

• Provide visual schedule of lesson structure before starting. Use clear, concrete language avoiding idioms or ambiguity. Establish predictable routines and stick to them consistently. Offer quiet zones or brief breaks if sensory overwhelm occurs. Pre-teach lesson content using visual supports if possible. Use visual boundary markers (lines, cones) for clear spatial definition. Limit group size for less social complexity initially. Provide written or visual rules posted visibly. Allow additional processing time for instructions. Offer specific role rather than open-ended participation.

visual impairment

• Use brightly coloured or larger frisbees for better visibility. Provide verbal descriptions of spatial setup and positions. Assign a sighted buddy for guidance during activities. Use auditory cues (call name loudly before passing). Consider using a bell disc (disc with bell inside) for auditory tracking. Reduce playing area size for better spatial management. Provide high-contrast bibs for team distinction.

hearing impairment

• Use visual demonstrations extensively with exaggerated movements. Provide written instruction cards or visual diagrams of activities. Develop hand signal system for common calls (e.g., pointing for 'pass here'). Ensure student can see teacher's face for lip-reading during instructions. Pair with hearing buddy who can relay verbal instructions. Use visual cues for start/stop (flags, lights) rather than whistle. Position student where they can see most teammates during gameplay.

physical disability

• Modify playing area to smaller court with wheelchair access if needed. Allow longer time limits for passing (5 seconds instead of 3). Consider seated or walking-only version of game with modified movement rules. Use lighter, softer discs that are easier to throw and catch. Allow use of adapted equipment (e.g., frisbee launcher, larger catching target). Create zones where less mobile students can be effective contributors. Adjust scoring rules to value all contributions (e.g., points for assists not just scoring).

English

Oracy skills: Clear verbal communication under pressure. Vocabulary development: Technical terminology and sport-specific language. Instruction following: Listening and comprehending multi-step instructions. Articulating reasoning: Explaining tactical decisions during reflection.

Maths

Calculating scores and statistics (points scored, completion percentage, interception rate). Geometry: Understanding angles for best passing lanes and cutting angles. Spatial reasoning: Calculating distances and optimal positioning on court. Data handling: Recording and analysing game statistics. Problem-solving: Working out tactical solutions to defensive pressure.

Science

Forces: Understanding spin, trajectory and aerodynamics of frisbee flight. Friction: How surface type affects movement and disc travel. Body systems: Cardiovascular and respiratory response to exercise. Energy transfer: How muscles convert energy for explosive movements. Newton's laws: Action and reaction in throwing, momentum in catching.

Drama

Body language and non-verbal communication: Using gestures and positioning to convey intentions. Spatial awareness: Understanding of staging and positioning similar to court positioning. Performance under pressure: Similar to performing for audience.

Geography

Spatial awareness: Understanding of relative positions and mapping movement patterns. Scale and proportion: Relating pitch dimensions to movement distances. Directions: Using directional language (diagonal, perpendicular, parallel) for movement.

PSHE

Teamwork and communication: Essential cooperation skills transferable beyond sport. Resilience: Coping with mistakes, setbacks and competitive pressure. Leadership: Organising teammates and making collective decisions. Respect and empathy: Spirit of the game embodies fairness and understanding. Emotional regulation: Managing competitive emotions appropriately. Inclusion: Valuing all contributions regardless of skill level.