How to apply Inclusive Physical Education with focus on team sport activities?

The main goal is to:

  • find the right sport
  • ensure equal opportunities
  • have everyone involved participate, teach, and observe
  • be careful
  • have all involved learn
  • adapt to everyone’s needs
  • have everyone believe that they can participate in team sports

It is also important to remember that rule changes of well-known games (like basketball, football, etc.) can also have negative consequences. If goals are counted twice if they are scored by children with physical disabilities, for example, this retains stigmatization and counteracts a perspective that values differences. In this context, the introduction of playing field zones (e.g. in hockey, football or basketball), in which players of roughly equal strength play against each other, is much more effective. For games that are unknown to a learning group or movement games rule adjustments are relatively easy to make. In both cases, pupils have no fixed ideas about the respective rules and are therefore open to entering into a process of rule-making.

Sports lessons can be experienced in different movement relationships. Not all activities always have to be done together. Depending on the situation, activities can be done in separate groups, in pairs or individually. Offering different movement relationships is of particular importance for the pupils in inclusive physical education.

Large differences in individual physical and cognitive prerequisites can lead more quickly to underperforming or performing more than expected in inclusive physical education. The intensity and distribution of the load as well as the breaks should be well planned.

Movement tasks should vary, everything should gradually change; the quality of movement should be maintained. Different rituals can be used to provide a clear structure within the variety of activities.