ADHD

• Structure lesson with frequent changes in activity type (maximum 6 minutes per activity). Provide clear, short instructions in bullet points not lengthy explanations. Use active supervision - check in frequently with student to refocus attention. Allow legitimate movement breaks between activities. Give specific roles in games (designated setter) providing clear focus. Use visual timers showing time remaining in each activity for time awareness. Provide immediate, specific feedback frequently to maintain engagement. Break complex skills into very small steps with quick success opportunities. Position near teacher during instructions to reduce distraction. Offer fidget tool during seated video analysis if helpful for focus. Celebrate effort and small improvements frequently. Use varied practice formats to maintain novelty and interest. Set clear boundaries and consequences consistently.

dyspraxia

• Allow extended practice time for motor skill development - skills will take longer to automatize. Use larger, lighter ball (beach volleyball) initially for easier control. Provide step-by-step visual breakdown of setting technique with picture sequence. Practice hand shape statically before adding movement components. Reduce complexity: master footwork separately, then hand position, then combine. Use verbal rehearsal of technique steps before physical execution. Provide consistent verbal cues throughout practice ('triangle, position, push'). Allow seated or kneeling setting practice reducing balance demands. Reduce space and distance requirements making motor control easier. Pair with patient, supportive partner who provides encouragement. Use mirror or video feedback to help develop body awareness. Celebrate progress and effort over outcome. Modify games: allow ball to bounce, slower game pace, reduced court size. Check in regularly about fatigue as motor activities are more exhausting.

autism spectrum

• Provide visual schedule showing lesson structure and timing for predictability. Use consistent routine for lesson start and transitions. Give advance warning before changes ('in 2 minutes we will...') to reduce anxiety. Provide quiet zone option if sensory overwhelm occurs - allow brief break to regulate. Use concrete, literal language avoiding idioms or ambiguous instructions. Offer written instructions in addition to verbal for processing. Reduce social demands if partnership work causing stress - allow parallel practice near others. Minimise unpredictable elements: structured drills may be more comfortable than open games initially. Provide sensory considerations: softer ball if touch-sensitive, quieter environment option. Use visual supports: technique picture cards, court diagrams, social stories about teamwork. Explicitly teach social expectations (how to give feedback kindly, what to say when ball is yours). Allow movement breaks if needed.

visual impairment

• Use brightly coloured high-contrast volleyballs (yellow/orange recommended). Provide verbal descriptions during all demonstrations supplementing visual information. Use tactile demonstrations - guide student's hands through correct triangle shape and movement pattern. Increase ball size or use sound-emitting ball for easier tracking. Ensure well-lit environment without glare on court surface. Pair with supportive buddy who provides verbal cues during games ('ball coming to your left'). Reduce court size for closer proximity to teammates and ball. Provide clear verbal cues for spatial positioning ('move two steps forward'). Allow extra processing time for instructions.

hearing impairment

• Ensure student can see your face clearly during all instructions for lip-reading opportunity. Use visual demonstration extensively as primary instruction method not verbal. Provide written/pictorial instruction cards or checklist for reference. Use clear hand signals and gestures systematically (thumbs up for good technique, pointing for direction). Position student at front during demonstrations for unobstructed view. Pair with peer who can use basic sign language or clear written notes if needed. Ensure ambient noise minimised during instruction phases (turn off background music). Use visual start/stop signals (raised hand, coloured cards) instead of whistle. Brief student individually before lesson about key instructions to front-load understanding.

physical disability

• Adapt setting technique for wheelchair users: focus on hand position and upper body rotation, set from seated position in wheelchair. Allow larger, lighter ball (beach volleyball or foam volleyball) requiring less force to control. Reduce distance for setting practice if limited arm strength or range. Provide alternative to net-based games: setting relays, target setting games, or passing circles. Modify game rules: allow ball to bounce once before setting, permit catching and releasing for students with grip difficulties, reduce court size. Use larger equipment (bigger ball, lower net) for easier success. Provide additional support person if needed for equipment management. Celebrate adapted techniques as equally valid showing inclusive attitudes to whole class. Ensure wheelchair accessible pathways between all activity zones.

English

Technical vocabulary acquisition and correct usage in context. Providing clear verbal instructions and explanations to partners. Active listening skills during teacher instructions and peer feedback. Analysing and evaluating technique using descriptive language. Articulating reasoning using causal connectives (because, therefore, as a result). Presenting findings from video analysis to groups. Reading and interpreting written task instructions and checklists.

Maths

Calculating angles of ball trajectory for optimal sets. Measuring and marking court dimensions using Pythagorean theorem for diagonal measurements. Analysing statistics from games: successful sets/total attempts calculating percentages. Plotting ball flight paths on coordinate grids. Understanding arc trajectory mathematics (parabolic motion). Estimating distances for court positioning and spatial judgements. Using ratios to understand court dimensions and proportional spacing.

Science

Biomechanics: force production through kinetic chain from legs through trunk to arms. Newton's laws of motion applied to ball trajectory (equal and opposite reaction, inertia). Muscular system: identifying muscles used in setting (deltoids, triceps, wrist flexors, quadriceps). Cardiovascular response to exercise: heart rate elevation during games, recovery during cool-down. Physics of ball spin affecting flight path and bounce characteristics. Leverage and mechanical advantage in body movements. Energy systems: anaerobic energy during short intense rallies.

Computing

Using video analysis apps/software for technique review. Understanding slow-motion replay functionality. Recording, storing, and retrieving video files appropriately. Annotation tools to highlight technique points in videos. Comparing live performance to digital recordings. E-safety: appropriate filming (only filming assigned partners, keeping videos private). Digital literacy: navigating iPad interfaces and apps efficiently.

Geography

Spatial awareness and mental mapping of court positions and team formations. Directional language: positioning players using cardinal directions and court zones. Understanding volleyball's global popularity and cultural significance in different countries. Olympic Games geography: countries competing in volleyball at elite level. Using bird's-eye view diagrams to plan formations showing cartographic understanding.

PSHE

Teamwork and cooperation: working effectively in pairs and small teams towards shared goals. Resilience: persisting with challenging technique practice, bouncing back from errors. Managing emotions: dealing with frustration when techniques don't work immediately, maintaining composure under game pressure. Communication skills: providing constructive feedback, calling for ball clearly, encouraging teammates. Leadership: organising team tactics, supporting less confident peers. Self-assessment and goal-setting for personal development. Growth mindset: understanding skills develop through practice not fixed ability. Fair play and sporting behaviour: respecting opponents, accepting decisions, celebrating others' success.