Physical Education - Inclusion Strategies

Why PE Matters for Inclusion

Physical education develops not only physical skills but also confidence, resilience, teamwork, and wellbeing. For pupils with SEND, PE offers unique opportunities to succeed in ways that do not depend on literacy or numeracy, and to experience the positive effects of movement and physical activity.

However, PE can also be challenging: it involves complex motor skills, fast-paced activities, social interaction, sensory demands, and public performance. The strategies below ensure all pupils can participate meaningfully in PE, regardless of their starting point.

The STEP Framework

STEP is a simple, systematic framework for adapting activities to ensure all pupils can participate at an appropriate level of challenge. STEP stands for Space, Task, Equipment, and People.

Space

Modify the area in which the activity takes place:

• Make the playing area smaller for pupils who tire quickly or struggle with spatial awareness
• Make the playing area larger for pupils who need more time to react
• Use clearly marked boundaries with cones or lines
• Reduce the distance pupils need to travel (shorter running distances, closer targets)
• Provide individual workspaces for pupils who find shared space overwhelming

Task

Adapt the rules or objectives of the activity:

• Simplify the task by breaking it into smaller steps
• Allow more time to complete the task
• Change scoring systems to reward effort, improvement, or different skills
• Modify rules to allow easier participation (e.g., two-touch instead of one-touch in football)
• Provide alternative ways to score or contribute

Equipment

Change the equipment to support success:

• Use larger, lighter, or slower-moving balls for pupils developing catching and throwing skills
• Use brightly coloured equipment for better visibility
• Use audible balls for pupils with visual impairment
• Provide adapted equipment: larger bats, lower nets, softer balls
• Use targets of different sizes to provide varied challenge levels

People

Adjust the number of people or the social demands:

• Allow pupils to work individually, in pairs, or in small groups rather than large teams
• Use peer buddies for support and encouragement
• Match pupils by ability, confidence, or personality as appropriate
• Reduce the number of opponents or teammates to simplify interactions
• Provide adult support where needed without creating dependence

Creating Inclusive Activities

The best PE activities allow all pupils to participate meaningfully at the same time, rather than requiring adaptations that separate or single out pupils with SEND.

Design for inclusion from the start

• Choose activities that have natural variation in challenge levels
• Provide multiple ways to succeed within the same activity
• Avoid activities where success depends solely on speed, strength, or fine motor control
• Use activities where strategic thinking, positioning, and decision-making matter as much as physical skill

Avoid elimination games

Games where pupils sit out when eliminated are particularly problematic for inclusion:

• Pupils who need the most practice are eliminated first and spend the most time inactive
• Elimination reinforces feelings of failure and exclusion
• Use continuous participation games where everyone stays active throughout
• If using turn-taking, keep waiting times very short

Cooperative before competitive

• Begin with cooperative challenges where pupils work together toward a shared goal
• Introduce competition gradually and only when pupils have developed confidence and skills
• Use personal best challenges (compete against your own previous performance) before introducing competition against others
• Emphasise team success rather than individual winners

Teaching Motor Skills Inclusively

Pupils with SEND often require more explicit, structured, and multi-sensory teaching of motor skills that other pupils acquire incidentally.

Break skills into small steps

• Teach one component of a skill at a time (e.g., teach the arm movement for throwing before adding footwork)
• Use freeze and check: stop the movement at key points and check positioning
• Build complexity gradually once each component is secure
• Revisit foundational skills regularly; do not assume retention

Use multi-sensory teaching

• Visual: Demonstrate clearly; use slow-motion demonstrations; display photos or videos showing key positions
• Verbal: Provide clear, simple instructions; use rhythm or chants to support timing (e.g., "step and throw")
• Kinaesthetic: Use physical guidance to help pupils feel the correct movement; allow lots of practice time

Provide consistent routines

• Use the same warm-up routine to start every lesson
• Teach skills in the same order and using the same language each time
• Use visual sequences showing the steps of a skill
• Repeat activities across multiple lessons to allow consolidation

Adaptive Equipment

Specialised equipment can make activities accessible without reducing challenge or separating pupils from their peers.

Balls and projectiles

• Larger balls: Easier to catch and track visually (beach balls, foam balls, balloons)
• Textured balls: Easier to grip (dimpled, textured, or fabric-covered balls)
• Audible balls: Contain bells or rattles for pupils with visual impairment
• Slower-moving projectiles: Bean bags, soft foam balls, scarves

Striking and hitting

• Short-handled racquets or bats: Easier to control
• Larger striking surfaces: Tennis racquets with larger heads
• Lighter equipment: Foam bats, lightweight racquets
• Tee stands: For hitting a stationary ball before progressing to moving balls

Targets and goals

• Larger targets: Bigger goals, hoops, or cones
• Visual targets: Brightly coloured, high-contrast targets
• Varied heights: Targets at different heights to suit different abilities
• Sound targets: Targets that make a noise when hit

Mobility and positioning

• Sit-down activities: For pupils who cannot stand for extended periods
• Wheelchairs or mobility aids: Ensure activities are accessible to wheelchair users
• Positional markers: Mats, spots, or hoops showing where to stand or move

Managing Sensory Needs in PE

PE environments can be sensorily intense. Proactive management of sensory demands supports pupils with sensory processing difficulties, autism, and ADHD.

Noise

• Sports halls and playgrounds are often very noisy, which can be overwhelming
• Warn pupils in advance of noisy activities (whistle blowing, echoing spaces)
• Allow use of ear defenders or noise-reducing headphones
• Teach in smaller spaces or outdoors when possible to reduce echo
• Use visual signals instead of whistles where possible

Visual input

• Use high-contrast, brightly coloured equipment that is easy to see
• Avoid visually cluttered environments; store unused equipment out of sight
• Provide sunglasses or caps for bright outdoor conditions
• Use clear visual boundaries for playing areas

Physical contact

• Teach pupils to ask permission before touching or tagging
• Use alternatives to tagging: holding a bib or flag, touching a ball the pupil is holding
• Allow personal space in team huddles or group activities
• Avoid activities requiring close physical contact for pupils who find this distressing

Temperature and texture

• Allow layers that can be added or removed as needed
• Communicate with parents about appropriate PE kit for pupils with sensory sensitivities
• Provide alternatives to activities involving textures some pupils find aversive (e.g., sand, grass, water)
• Ensure changing rooms are adequately warm

Building Confidence and Self-Esteem

Many pupils with SEND have experienced repeated failure in PE and have low confidence in their physical abilities. Rebuilding confidence requires patience and a positive, supportive environment.

Celebrate effort and progress

• Focus on individual improvement rather than comparison with others
• Notice and praise effort, perseverance, and trying new things
• Set personal goals with pupils; celebrate when they achieve them
• Use language that values progress: "You kept going even when it was hard," "You tried a new strategy," "You improved your score from last week"

Ensure success is achievable

• Use the STEP framework to ensure challenge is appropriate for each pupil
• Provide tasks where success is genuinely possible for all pupils
• Avoid public failure: do not make pupils demonstrate in front of the whole class until they are ready
• Use small group or partner work where pupils can practise without an audience

Normalise variation

• Make it clear that everyone is working on different aspects and at different levels
• Avoid language that singles out adaptations as "special": adaptations are how we ensure everyone can participate
• Model positive attitudes: "In this class, we all work at our own level and support each other"

Managing Changing and Transitions

Getting changed for PE can be a significant barrier for pupils with SEND. Address this proactively.

Allow extra time

• Pupils with motor coordination difficulties need longer to get changed
• Allow pupils to start getting changed earlier or provide additional time at the end
• Do not penalise pupils for taking longer

Provide privacy and support

• Some pupils need a private space to change (behind a screen, in a separate area)
• Allow pupils to arrive already wearing PE kit if changing is too difficult
• Provide support with fastenings, laces, or zips if needed
• Communicate with parents about appropriate PE kit that is easy to manage

Reduce anxiety

• Use visual timetables so pupils know when PE is happening
• Remind pupils the day before so they can prepare mentally and practically
• Teach changing routines explicitly; use visual checklists
• Reassure pupils that it is okay to need help

Medical Conditions and Safety

Some pupils with SEND also have medical conditions that affect their participation in PE. Always liaise with parents, medical professionals, and the school SENCO.

Asthma

• Ensure inhalers are always accessible during PE
• Allow pupils to use inhalers before exercise if needed
• Build up intensity gradually; include warm-up and cool-down
• Be aware of triggers (cold air, pollen) and adapt activities accordingly

Epilepsy

• Be aware of triggers (flashing lights, overheating, stress)
• Ensure pupils are supervised appropriately during activities like swimming or climbing
• Know the pupil's seizure management plan
• Avoid over-restriction; most pupils with epilepsy can participate fully in PE with appropriate precautions

Diabetes

• Be aware that exercise lowers blood sugar levels
• Allow pupils to check blood sugar levels before, during, and after PE
• Have fast-acting glucose available
• Allow pupils to eat or drink if they need to manage blood sugar

Physical disabilities

• Work with physiotherapists and occupational therapists to understand safe activities
• Adapt activities using the STEP framework
• Ensure the environment is physically accessible
• Focus on what pupils can do, not what they cannot

Promoting Positive Social Interactions

PE involves significant social interaction. Support pupils with social communication difficulties to participate positively.

Teach social skills explicitly

• Model and practise turn-taking, sharing equipment, and encouraging teammates
• Teach what to say during games: "Well done," "Good try," "Pass here"
• Intervene quickly if negative interactions occur
• Use visual prompts showing appropriate social behaviour

Structure group work carefully

• Plan groupings thoughtfully; avoid always letting pupils self-select
• Assign clear roles within teams so everyone knows what they are doing
• Keep teams small to reduce social complexity
• Rotate groupings regularly to avoid entrenched dynamics

Address teasing and exclusion

• Have zero tolerance for mocking, teasing, or excluding peers
• Teach the whole class about inclusion and supporting each other
• Notice and praise positive social behaviour
• Speak privately with pupils who are struggling socially rather than addressing issues publicly

Practical Organisation

Consistent routines

• Start every lesson the same way (register, warm-up routine)
• Use clear signals for stop, start, gather, and transitions
• Teach routines for getting out and putting away equipment
• Use visual schedules showing the structure of the lesson

Clear instructions

• Give instructions before pupils collect equipment
• Use simple language and short sentences
• Demonstrate as well as explain
• Check understanding before starting the activity
• Repeat key instructions throughout the activity

Minimise waiting time

• Ensure all pupils are active as much as possible
• Avoid long lines or queues
• Use multiple stations or circuits
• Plan smooth transitions between activities