CASES Conference 2026

Michelle will be giving a presentation based on her work in progress on supporting pupils with ADHD in primary school PE. She will be delivering a poster presentation on Thursday 4 June in the Pedagogy section.

The poster shares research-informed reflections on how primary school PE teachers develop confidence through experience, reflection, and support from the wider school system.

Practical Tips for PE Teachers

These practical actions are drawn from the blog linked below. They focus on helping pupils with ADHD maintain focus and regulate emotions during PE lessons.

1. Reduce waiting time. Plan activities so pupils spend more time moving and less time standing in lines, where focus can drift and frustration can build.
2. Reduce the pressure of competition. Adjust scoring, teams, or rules when the competitive element is making it harder for a pupil to manage emotions.
3. Give pupils space when they are struggling. Use a quieter area, a smaller group, or a short reset so pupils can regulate emotions and rejoin the activity.
4. Use demonstration to support focus. Show the activity and use brief prompts or visual cues so pupils can see what to do without relying only on verbal instructions.
5. Use predictable routines for transitions. Keep starts, stops, equipment changes, and group changes clear so pupils know what to do next.
6. Talk to colleagues about what works. Share observations with PE colleagues and support staff so useful strategies can be repeated and adapted.

Read the full blog

Poster References

• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
• Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications.
• Rudd, J. R., Woods, C., Correia, V., Seifert, L., & Davids, K. (2021). An ecological dynamics conceptualisation of physical "education": Where we have been and where we could go next. Physical Education and Sport Pedagogy, 26(3), 293–306. https://doi.org/10.1080/17408989.2021.1886271.
• Szép, A., Dantchev, S., Zemp, M., Schwinger, M., Chavanon, M.-L., & Christiansen, H. (2021). Facilitators and barriers of teachers' use of effective classroom management strategies for students with ADHD: A model analysis based on teachers' perspectives. Sustainability, 13(22), Article 12843. https://doi.org/10.3390/su132212843.
• Villa-de Gregorio, M., Palomo-Nieto, M., Gomez-Ruano, M. A., & Ruiz-Perez, L. M. (2023). Attentional neurodiversity in physical education lessons: A sustainable and inclusive challenge for teachers. Sustainability, 15(6), Article 5603. https://doi.org/10.3390/su15065603.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
• Wilson, C., Green, C. N., Toye, M. K., & Ballantyne, C. (2024). Teachers' perceptions and practices towards inclusive education for children with ADHD in Scotland: A qualitative investigation. International Journal of Disability, Development and Education, 71(7), 1061–1075. https://doi.org/10.1080/1034912X.2023.2266374.