ADHD

• Keep activities short and varied - tournament format naturally provides this through rounds. Provide clear, specific roles: 'You are position 4, front left.' Offer movement breaks between rounds - legitimate role as equipment manager collecting balls. Use energetic language and enthusiasm matching their energy level. Give specific observable feedback frequently: 'Excellent set, perfect hand position!' Provide fidget tool during seated reflection if needed. Position strategically in active court areas utilising their high energy. Set mini-goals within matches: 'Can you make three successful serves this match?' Clear boundaries and consequences stated simply if focus drifts.

dyspraxia

• Use larger, softer volleyball reducing catching/contact difficulty. Simplify rotation - allow student to stay in preferred position reducing spatial confusion. Provide additional practice time with skills before tournament. Break down skills into smaller steps with more explicit instruction. Use consistent technique cues repeated multiple times. Reduce speed of play initially - slower serves, more deliberate rallies. Offer visual demonstrations repeatedly as motor planning requires more processing time. Celebrate effort and improvement not perfection. Assign supportive teammates who will encourage not criticise. Consider scribe for written homework if fine motor writing is challenge.

autism spectrum

• Provide clear visual schedule showing lesson structure and timing of each section. Minimise last-minute changes to tournament format - maintain predictability. Offer noise-reduction headphones during loud competitive moments if overwhelming. Create designated 'quiet zone' where student can briefly retreat if overstimulated. Provide social scripts for expected behaviours: 'After match say: good game and shake hands.' Use visual rule reminders rather than purely verbal. Assign understanding partner who can provide reassurance. Give warning before transitions: 'Two minutes until Round 2.' Celebrate their strengths which may include rule precision and consistency.

visual impairment

• Use brightly coloured high-visibility volleyballs (yellow or orange). Provide verbal commentary describing play: 'Ball coming to your left!' Assign sighted buddy to provide directional guidance. Allow positioning closer to net where less court distance to track. Use audible ball (with bell inside) if available. Increase verbal cues from teammates calling ball constantly. Reduce court size creating smaller tracking area. Provide tactile court boundary markers student can feel with feet.

hearing impairment

• Use visual demonstrations extensively - show rotation, show signals, show technique. Employ clear hand signals for communication replacing verbal calls. Ensure student can see teacher's face for lip-reading during instructions. Provide written instructions/diagrams of rotation and rules for reference. Assign hearing buddy to alert to whistle blows and referee calls. Use visual scoreboard prominently displayed. Face student directly when giving feedback ensuring they can access communication. Consider vibrating watch/device to signal start/stop if available.

physical disability

• Adapt rules for wheelchair users: allow catches, permit bounces, reduce court size. Offer seated volleyball version where all students sit creating level playing field. Provide lighter/softer ball reducing strength requirement. Allow overarm throws instead of traditional serves. Reduce net height if reaching overhead is challenging. Position student strategically in back court reducing movement demands. Permit additional player on team to support coverage. Provide ramp or ball return device for students unable to retrieve independently. Celebrate adaptations as valid volleyball variations not lesser versions.

Maths

Scoring and tallying house points throughout tournament involves addition and running totals. Calculating win percentages if desired: '2 wins from 3 matches = 2/3 = 67% win rate.' Understanding court dimensions and spatial positioning involves measurement and geometry. Analysing match statistics (aces, errors) involves data handling. Time management during 12-minute matches requires understanding duration and time remaining calculations.

Science

Understanding force and trajectory in serves and spikes - angle of release affects flight path. Cardiovascular system response to intense exercise - elevated heart rate, breathing rate, sweating for thermoregulation. Muscular system engagement - identifying which muscles (quadriceps for jumping, deltoids for serving, gastrocnemius for ready position) are used in different skills. Physics of ball spin and its effect on movement through air. Newton's Third Law evident in blocking - equal and opposite forces.

Geography

Spatial awareness and positioning on court involves understanding personal location and relationship to boundaries. Court orientation and directional language: 'Move to the back-right position.' Origins of volleyball can be traced geographically - invented in USA 1895 by William G. Morgan. Olympic volleyball connects to global sporting events and international locations. Rotation pattern follows clockwise direction relating to compass points and directional understanding.

PSHE

Teamwork essential throughout requiring cooperation, communication, and collaborative problem-solving. Resilience developed through bouncing back from lost rallies and match defeats. Managing emotions during competitive situations - controlling frustration, celebrating appropriately, showing grace in victory and defeat. Leadership opportunities through team captaincy developing confidence and responsibility. Fair play and sportsmanship connecting to values of respect, integrity, and honesty. Conflict resolution when disagreements arise with referee decisions or teammates.