ADHD

• Structure activities in short bursts (5-minute rotations) to maintain engagement and focus. Provide clear, concise instructions - one step at a time rather than multi-step commands. Use visual timers to show how long each activity lasts (physical timer student can see). Build in regular movement breaks - ADHD students may thrive in high-energy Cups and Saucers activity. Offer choice where possible ('would you like to serve from deuce or advantage court?') to increase ownership. Use positive reinforcement frequently - specific praise for focus and technique. Minimise distractions: position away from court entrance/exits, clear practice area of unnecessary equipment. Allow fidget tools during instruction time if helpful for focus. Provide coaching cards as visual anchor during partner work. Give responsibility roles (equipment monitor, score keeper) to channel energy positively.

dyspraxia

• Use larger, lighter equipment - oversized racquets, larger grip circumferences, foam or orange balls for easier contact. Break service action into smaller steps, mastering each before combining (grip → toss → shadow contact → ball contact). Provide additional practice time - extend skill development phase, reduce game time if needed. Use multi-sensory teaching - verbal instruction + visual demonstration + physical guidance (hand-over-hand toss practice). Reduce coordination demands: allow stationary toss practice before adding racquet, permit two-handed toss. Mark optimal contact point on fence with visual target for aim reference. Slow down demonstrations and use freeze-frames to process movement. Pair with patient, supportive partner for coaching. Simplify game rules to reduce cognitive load while practicing motor skills. Provide verbal rehearsal of movement sequence before execution ('first I grip, then I toss, then I reach and contact'). Celebrate effort and small improvements, not just successful outcomes.

autism spectrum

• Provide clear visual schedule of lesson structure on whiteboard (warm-up → skill intro → practice → game → cool-down). Use consistent language and routine - same coaching cues each lesson. Offer quiet zone for breaks if sensory overload occurs (away from main court noise). Provide visual coaching cards with step-by-step images of service technique. Give advance warning of transitions ('in 2 minutes we're moving to games'). Allow repetitive practice if student finds comfort in routine - not forced to rotate if anxiety-inducing. Use concrete language avoiding idioms ('reach for the sky' may confuse - use 'extend arm upward fully'). Pair with familiar, supportive partner who understands needs. Reduce sensory input if needed: quieter environment, less visual clutter on courts, individual practice space.

visual impairment

• Use bright yellow or orange tennis balls for high contrast visibility. Provide bright coloured cones/markers to define court boundaries clearly. Use verbal cues extensively - describe all demonstrations in detail ('V-shape on top of handle', 'toss ball straight up'). Pair with sighted buddy for spatial orientation and ball location. Use audible tennis balls (with bells) for severe visual impairment. Increase ball size or use balloons for toss practice to improve tracking. Provide tactile coaching cards with raised/textured images for technique points.

hearing impairment

• Use clear visual demonstrations for all instructions - show don't just tell. Provide visual coaching cards and written instructions on whiteboard. Use exaggerated gestures and hand signals for commands (thumbs up = good technique, circular motion = try again). Ensure student can see teacher's face for lip-reading during instructions. Pair with signing buddy if applicable. Use visual cues for 'STOP' command (raised hand) in addition to verbal. Provide written game rules and scoring systems rather than verbal only. Ensure adequate lighting on teacher and demonstrations for clear visual input.

physical disability

• Provide wheelchair-accessible court space with clear pathways. Use lighter or larger racquets for reduced grip strength or coordination difficulties. Allow seated service if standing balance is challenging - focus on arm action and contact point. Reduce court size for limited mobility - smaller target areas closer to student. Use softer balls (orange/green dot) or foam balls for easier control. Allow two-handed service if one-handed grip is not possible. Provide ball tray at wheelchair height for easy ball access. Modify games: allow multiple bounces, remove time pressure, cooperative rather than competitive format. Use ball machine or helper for consistent feeding if independent serving not possible.

English

Oracy and spoken language: giving clear verbal feedback to partners, explaining tactical decisions, leading warm-up/cool-down with clear instructions. Technical vocabulary: learning and using subject-specific terms (chopper grip, high toss, contact point, deuce court, advantage court), precision in language when describing technique. Listening skills: following multi-step instructions for service technique, responding to peer coaching feedback, understanding game rules created verbally. Non-verbal communication: reading partner's body language during coaching, demonstrating technique clearly without words.

Maths

Angles and geometry: calculating service angles (diagonal trajectory), estimating court dimensions and distances. Statistics: tracking service success rates, calculating percentages (e.g., 12/20 serves = 60%), creating graphs of performance improvement. Measurement: measuring toss height, contact point position, court dimensions using metres and centimetres. Spatial reasoning: understanding court zones, service box areas, tactical positioning based on angles.

Science

Forces: analysing force application in service action (upward toss force, forward contact force), relationship between force and ball speed/distance. Motion and trajectory: investigating parabolic ball flight paths, factors affecting trajectory (angle, force, spin). Energy transfer: kinetic energy from racquet to ball during contact, potential energy in ball toss. Body systems: cardiovascular response to exercise (heart rate increase during Cups and Saucers), muscular system (which muscles used in service action - shoulders, triceps, core), recovery and cool-down physiology.

Geography

Directions and orientation: using court markings to understand N/S/E/W equivalents (deuce court = right/east, advantage court = left/west), diagonal directions, spatial mapping of court areas. Angles and bearings: service direction as bearing from baseline, understanding diagonal as 45-degree concept. Map reading skills: translating court diagram (2D representation) to actual court space (3D), understanding aerial view vs ground perspective.

PSHE

Teamwork and communication: partnering effectively during reciprocal coaching, giving constructive feedback, collaborative game design. Resilience and growth mindset: persisting when service technique challenging, learning from mistakes, accepting that progress takes time. Managing emotions: dealing with frustration when serves miss, maintaining composure in competitive games, celebrating others' success not just own. Fair play and respect: demonstrating sportsmanship, following rules created by peers, respecting partner's ability level, honesty in self-assessment. Leadership development: student-led warm-up and cool-down, coaching partners, creating inclusive game rules.