Physical education


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About physical education

Physical education (PE) classes offer many benefits for students. When PE is an inclusive, supportive and respectful experience, students with and without disability can improve their motor skills and fitness, which is important for healthy bodies and healthy brains. They can build relationships with peers, develop social skills, and learn to recognise and manage their emotions and behaviours, which is important for their social and emotional wellbeing. And through observing students with disability actively contributing and achieving in PE, students without disability develop more positive attitudes towards students with disability.

Considerations for teachers

Teachers play a critical role in providing inclusive and accessible PE lessons to students with disability, and in partnering with students, their families, and others involved in their care. Some important considerations for teachers include:

Create an inclusive, supportive and respectful culture where students feel valued and accepted
Consider adjustments to communication style
  • Use different modes of communication. This could include demonstrations, visual instructions, cue cards, visual schedules, and verbal and non-verbal prompts. For example, use the same non-verbal cue to start or end an activity.
  • Limit instructions to 2-3 brief points. Similarly, break new information or skills into smaller parts.
  • Repeat key points.
  • Encourage effort and positive engagement, and offer immediate feedback to students.
Provide learning and instruction within the regular flow of class (embedded instruction)
  • Provide skill development and instructional cues within the regular flow of class. For example, while playing a game of soccer, provide specific cues and support to students with disability as part of the overall instruction.
  • Instead of pulling a student aside to provide instruction, notice when they need support, and provide ‘in the moment’ guidance or prompts that allow them to continue with the activity. For example, if the student appears distracted, provide a brief reminder of the next step to keep them on task.
  • Give immediate and specific feedback to all students to help them improve their skills.
  • Acknowledge students’ efforts and progress, ensuring that all students feel motivated and valued.
Tailor activities to be as inclusive as possible
  • Providing students with a selection of activities they can choose from can increase their engagement.
  • Plan a variety of activities that cater to different interests and skill levels. For example, include team sports, individual exercises, and non-competitive games.
  • Create smaller groups or rotations across activity stations so that students with disability can receive more focused attention.
  • Simplify the rules of games to focus more on participation and enjoyment, rather than competition.
  • Allow students who feel anxious about an activity to observe first, and join when they are ready.
  • Create a consistent routine for each lesson so that students can become familiar with what is coming up next.
  • Plan activities ahead of time, including checking that adapted equipment is ready and available.
Modify the environment or equipment
  • For example, change the size of playing areas using cones, or adjust the height of nets.
  • Consider the sensory demands of different spaces and equipment. For example, noise levels of indoor spaces may be challenging for some students.
  • Use lighter, larger, or softer balls so that students who are less confident with their motor skills can more easily throw, catch or kick these.
Promote independence
Provide opportunities for peers to connect
  • Form small groups that include students with varying abilities. Choose teams to ensure students are not chosen last or left out.
  • Design activities that require collaboration to achieve a common goal. For example, a relay race where each student must complete a part of the course.
  • Encourage students to help and encourage each other, emphasising the importance of working together.
  • Actively monitor and guide group interactions to ensure they are positive and supportive.
Work collaboratively
  • Work with parents and students to set realistic goals and expectations. Goals that are achievable and aligned with the student’s abilities are best.
  • Seek input from students, parents, allied health professionals, or other teachers they engage with, to gain a better understanding of the student’s strengths, interests, and areas for growth. Use this information to tailor activities and instruction to meet individual needs. A helpful starting point is our inclusive questions guide.
  • Engage with students and their family to increase your understanding of signs they may be feeling worried or distressed. Sometimes these might be clear, and sometimes they may be more subtle (for example, irritability or refusal to participate). You can support students with anxiety by filling out the Recognising and supporting child/student anxiety forms for students and teachers.

Considerations for schools

Schools play a critical role in ensuring infrastructure and policies provide safe, accessible and inclusive physical education experiences for students with disability. Some important considerations for schools include:

  • Ensure that all physical education facilities, including gyms, pools, fields, and changing rooms, are accessible to students with disability. This includes ramps, wide doors, and appropriate fixtures in school and excursion settings.
  • Some students may require assistance to change into their school or sports uniform. Similarly, some students may experience sensory distress in change-rooms. Consider allowing students to arrive and leave in their sports uniform instead.
  • Create smaller class sizes for PE lessons.
  • Provide good lighting and contrasting colours for students with low vision.

Relevant resources