How To Make PE More Inclusive - Blog

Inclusive PE blog banner with the title ‘How to Make PE More Inclusive’. Shows pupils outdoors in sports bibs using adaptive equipment such as ear defenders, promoting accessible physical education and expert advice for schools.

Banner for a blog on making PE inclusive, featuring children on a grassy field wearing colorful bibs and ear defenders. Highlights expert tips and adaptive equipment ideas for creating accessible physical education in schools.

Blog banner titled ‘How to Make PE More Inclusive’ with guidance from a specialist teacher. Image shows pupils in sports bibs using ear defenders during outdoor PE, emphasizing inclusive practices and adaptive equipment for schools.

How to Make PE More Inclusive: Expert Advice and Equipment Ideas from Specialist Teachers

Creating truly inclusive PE lessons is an ongoing goal for many schools. Ensuring that every pupil, including those with special educational needs and disabilities (SEND), can take part in physical activity helps to build confidence, coordination and a lifelong love of movement.

To explore how schools can make PE more accessible for all, we spoke with members of the Specialist Teaching and Learning Service (STLS) - a team that supports schools across Kent in meeting the needs of pupils with sensory, physical and complex learning differences.

In this interview, our specialist guests share practical advice for PE teachers and school staff on adapting lessons, creating inclusive environments, and choosing the right adaptive sports equipment to support participation. Whether you teach in primary or secondary school, these expert insights will help you make physical education more inclusive, engaging and rewarding for every pupil.

Thank you so much for meeting with us today, could you tell us about your role within the Specialist Teaching and Learning Service?

Of course! We’re a small team of specialist teachers working across the county to support children with physical disabilities and complex medical needs in mainstream schools and nurseries. We’re really fortunate to work with children of all ages, from babies right through to those moving on to further education.

In some cases, we’re able to support the same child throughout their entire school journey, which is incredibly rewarding. The pupils we work with have a wide range of physical abilities, for example, some use equipment to help with their mobility, and our role is to help them access every part of school life, including PE and sport.

We also work closely with other professionals to make sure school staff have the knowledge and confidence to maximise each child’s inclusion and potential.

What types of physical or learning needs do the children you work with typically have, and how can these affect participation in PE and school sport?

We support a really diverse group of children. Some have complex physical conditions and use equipment such as walkers or wheelchairs to get around school. Others have less visible physical difficulties, which can make taking part in PE and sport extremely challenging without the right support in place.

We also support children with fluctuating conditions — so, one week they might need particular adaptations, and the next they might not. We also support children whose physical needs may increase as time goes on, which means we have to plan ahead carefully to make sure staff are ready and confident to support as their physical needs change.

An inspirational quote image displaying: “Taking part in PE and sport is extremely challenging without the right support in place.” The background shows a student receiving guidance from a teacher, symbolizing inclusion and support in physical education.

What types of physical or learning needs do the children you work with typically have, and how can these affect participation in PE and school sport?

We support a really diverse group of children. Some have complex physical conditions and use equipment such as walkers or wheelchairs to get around school. Others have less visible physical difficulties, meaning taking part in PE and sport can be extremely challenging without the right support in place.

We also support children with fluctuating conditions — so, one week they might need particular adaptations, and the next they might not. We also support children whose physical needs may increase as time goes on, which means we have to plan ahead carefully to make sure staff are ready and confident to support as their physical needs change.

What types of physical or learning needs do the children you work with typically have, and how can these affect participation in PE and school sport?

We support a really diverse group of children. Some have complex physical conditions and use equipment such as walkers or wheelchairs to get around school. Others have less visible physical difficulties, which can make taking part in PE and sport extremely challenging without the right support in place.

We also support children with fluctuating conditions — so, one week they might need particular adaptations, and the next they might not. We also support children whose physical needs may increase as time goes on, which means we have to plan ahead carefully to make sure staff are ready and confident to support as their physical needs change.

How do you support schools and PE teachers in developing inclusive PE provision for pupils with SEND?

We usually work directly with teachers to help them adapt lessons for individual pupils. Every school and every child is unique, so we start by looking at the current PE curriculum and talking through any potential challenges. Wherever possible, we explore ways to adapt lessons and activities to maximise inclusion.

If there are sports or activities that a pupil might find difficult to access, we work with the school to adjust their plans. This might include choosing an alternative activity that meets the same learning objectives but allows everyone to take part, or even changing the LO to enable all to be successful. For example, the outcome of lessons to not be for all children to be able to do a forwards roll but for all children to demonstrate travelling from A to B using a variety of methods including a roll. This could be a log roll or teddy bear roll.

Our focus is always on the skills being developed, and we help teachers plan with their whole class in mind. Ultimately, we want every child to have the chance to enjoy school sport, to feel part of a team, and to try new activities they can carry with them into adult life.

What are some of the key challenges schools face when creating accessible and inclusive physical education opportunities?

When we work with PE teachers, we often find that they’re incredibly enthusiastic about inclusion and want to give every child the best opportunities, but they’re not always sure where to start, especially with children who have physical disabilities or complex medical needs. It’s completely understandable that staff can feel nervous about doing the “wrong thing.”

In these situations, we always encourage schools to speak with medical professionals, such as physiotherapists or occupational therapists, who are usually happy to offer guidance and support. Beyond that, children and their parents really value the chance to share not only the parts of school life they find challenging, but also their strengths and successes, which can be built on through school sport and PE.

Having a clear, individual risk assessment for each activity or lesson, and drawing on advice from professionals about what is safe, can give teachers the confidence to include children with more complex needs.

Another challenge many schools face is a lack of adaptive equipment that can make a real difference. Sometimes something as simple as a batting tee can be key to a pupil’s success. Accessible facilities can also be a barrier, for example no step-free access to fields or sports halls. These challenges often require creative thinking, and in our experience, PE teachers are some of the most adaptable and resourceful teams to work with.

Shop Inclusive and Adapted PE Equipment

Batting Tee

£36.00

£36.00 ~~£36.00~~

18cm Batting Tees (Set of 6)

£25.00

£25.00 ~~£25.00~~

7cm Flexiball (Set of 12)

£33.00

£33.00 ~~£33.00~~

Wheelchair Hoop

£51.00

£51.00 ~~£51.00~~

How can teachers adapt traditional sports or PE activities so that every pupil, regardless of ability, can take part and feel successful

By using adaptive teaching methods, teachers can make sure all learners can participate and feel a sense of achievement through carefully considered adjustments to activities. In some areas of PE and sport, these adaptations mean that the activity itself doesn’t have to change for every child, it’s about tweaking how it’s delivered:

Space: Using smaller areas can give extra support and make activities feel more manageable, while larger spaces can introduce more complexity for learners who are ready for it.

Groupings: Changing how pupils are grouped can encourage peer support or provide a targeted challenge, depending on the needs of the children.

Equipment: Even small changes in equipment can make a big difference. Larger or softer objects can help build confidence, while smaller or faster ones can stretch skills for those ready for more challenge.

Rules: Adapting the rules or conditions of a task can sharpen focus, simplify participation, or introduce extra difficulty as needed.

Timing: Adjusting the time for tasks can also help, extending it to give support or shortening it to increase pace, so every learner is engaged and challenged.

Some of the children we work with may be experiencing fatigue, recovering from surgery, or managing an illness. Often, these kinds of adaptations are all that’s needed to help them reintegrate or take part comfortably alongside their peers.

Through these approaches, teachers can create truly inclusive PE environments where every pupil has the chance to participate, progress, and succeed.

What sports and games are best suited to an inclusive PE curriculum, and how can teachers adapt them to support pupils with SEND?

For most children, small adaptations are often all that’s needed to help them take part. But for some pupils, their condition means that alternative activities may need to be included, either for them individually or for the whole class.

Inclusive target activities, like Boccia and New Age Kurling, are fantastic ways to involve these pupils alongside their peers in a competitive but accessible way. We’ve also seen a lot of enjoyment from whole-class games such as sitting volleyball, and where possible, using sports chairs to play wheelchair basketball or football.

Accessing Paralympic-style sports gives all students a really valuable experience, and it’s not just something for them to enjoy when the Paralympics are on TV! These activities allow every pupil to take part, feel included, and develop new skills in a supportive, fun environment.

New Age Boccia Set

£160.00

£160.00 ~~£160.00~~

New Age Kurling Bronze Bundle

£320.00

£320.00 ~~£320.00~~

What sports and games are best suited to an inclusive PE curriculum, and how can teachers adapt them to support pupils with SEND?

For most children, small adaptations are often all that’s needed to help them take part. But for some pupils, their condition means that alternative activities may need to be included, either for them individually or for the whole class.

Inclusive target activities, like Boccia and New Age Kurling, are fantastic ways to involve these pupils alongside their peers in a competitive but accessible way. We’ve also seen a lot of enjoyment from whole-class games such as sitting volleyball, and where possible, using sports chairs to play wheelchair basketball or football.

Accessing Paralympic-style sports gives all students a really valuable experience, and it’s not just something for them to enjoy when the Paralympics are on TV! These activities allow every pupil to take part, feel included, and develop new skills in a supportive, fun environment.

New Age Boccia Set

£160.00

£160.00 ~~£160.00~~

New Age Kurling Bronze Bundle

£320.00

£320.00 ~~£320.00~~

New Age Boccia Set

£160.00

£160.00 ~~£160.00~~

New Age Kurling Bronze Bundle

£320.00

£320.00 ~~£320.00~~

For most children, small adaptations are often all that’s needed to help them take part. But for some pupils, their condition means that alternative activities may need to be included, either for them individually or for the whole class.

Inclusive target activities, like Boccia and New Age Kurling, are fantastic ways to involve these pupils alongside their peers in a competitive but accessible way. We’ve also seen a lot of enjoyment from whole-class games such as sitting volleyball, and where possible, using sports chairs to play wheelchair basketball or football.

Accessing Paralympic-style sports gives all students a really valuable experience, and it’s not just something for them to enjoy when the Paralympics are on TV! These activities allow every pupil to take part, feel included, and develop new skills in a supportive, fun environment.

What sports and games are best suited to an inclusive PE curriculum, and how can teachers adapt them to support pupils with SEND?

Choose options

SilverEagle Javelin Set

£290.00

£290.00 ~~£290.00~~

Wheelchair Hoop

£51.00

£51.00 ~~£51.00~~

Choose options

Omnikin Practice Kin-Ball 33"

£160.00

£160.00 ~~£160.00~~

Having the right adaptive equipment is absolutely crucial for supporting inclusion in PE. It gives teachers the flexibility to meet the needs of all pupils and allows children to make choices about the equipment they feel most comfortable with. Often, pupils will start with what feels familiar and gradually challenge themselves as their confidence grows.

In some activities, very specific equipment is needed. For example, a child with Achondroplasia or a wheelchair user might benefit from a shorter javelin rather than a lightweight foam version. Similarly, a larger wheelchair football is easier to see, doesn’t get trapped under the chair, and works well for children using frames.

Other equipment, like a wheelchair hoop, can be used to include both ambulant children and those using wheelchairs or walkers, with adapted rules so everyone can take part safely and enjoyably. The right equipment really makes a difference in creating an inclusive and engaging PE experience for all pupils.

How important is the right adaptive PE equipment in supporting inclusion during lessons?

Having the right adaptive equipment is absolutely crucial for supporting inclusion in PE. It gives teachers the flexibility to meet the needs of all pupils and allows children to make choices about the equipment they feel most comfortable with. Often, pupils will start with what feels familiar and gradually challenge themselves as their confidence grows.

In some activities, very specific equipment is needed. For example, a child with Achondroplasia or a wheelchair user might benefit from a shorter javelin rather than a lightweight foam version. Similarly, a larger wheelchair football is easier to see, doesn’t get trapped under the chair, and works well for children using frames.

Other equipment, like a wheelchair hoop, can be used to include both ambulant children and those using wheelchairs or walkers, with adapted rules so everyone can take part safely and enjoyably. The right equipment really makes a difference in creating an inclusive and engaging PE experience for all pupils.

Choose options

SilverEagle Javelin Set

£290.00

£290.00 ~~£290.00~~

Wheelchair Hoop

£51.00

£51.00 ~~£51.00~~

Choose options

Omnikin Practice Kin-Ball 33"

£160.00

£160.00 ~~£160.00~~

How important is the right adaptive PE equipment in supporting inclusion during lessons?

Having the right adaptive equipment is absolutely crucial for supporting inclusion in PE. It gives teachers the flexibility to meet the needs of all pupils and allows children to make choices about the equipment they feel most comfortable with. Often, pupils will start with what feels familiar and gradually challenge themselves as their confidence grows.

In some activities, very specific equipment is needed. For example, a child with Achondroplasia or a wheelchair user might benefit from a shorter javelin rather than a lightweight foam version. Similarly, a larger wheelchair football is easier to see, doesn’t get trapped under the chair, and works well for children using frames.

Other equipment, like a wheelchair hoop, can be used to include both ambulant children and those using wheelchairs or walkers, with adapted rules so everyone can take part safely and enjoyably. The right equipment really makes a difference in creating an inclusive and engaging PE experience for all pupils.

Choose options

SilverEagle Javelin Set

£290.00

£290.00 ~~£290.00~~

Wheelchair Hoop

£51.00

£51.00 ~~£51.00~~

Choose options

Omnikin Practice Kin-Ball 33"

£160.00

£160.00 ~~£160.00~~

Are there any must-have pieces of equipment that every school should consider for inclusive physical education?

In most cases, it’s not about having completely different equipment, it’s about using adapted versions of the same items so that everyone can take part. For example, you can get footballs designed for wheelchair users, balls with bells inside that make it easier for pupils with visual impairments to track play, larger footballs that are easier to kick, or foam or beach ball versions that are softer and safer for all pupils to use. These small adjustments can make a big difference in how confident and included children feel.

It’s also worth thinking about the larger equipment and facilities on site. If your school has a table tennis table, for instance, is it adjustable so wheelchair users can play comfortably? The same goes for things like goals, nets, benches, and gym apparatus, ensuring they’re positioned and designed with accessibility in mind helps every pupil take part equally.

Ultimately, inclusion doesn’t always mean investing in specialist kit. It’s about making thoughtful choices, selecting or adapting equipment that meets a range of needs so all pupils can use the same spaces, join in, and enjoy being active together.

Bell Ball

£32.00

£32.00 ~~£32.00~~

Foam Football

£5.00

£5.00 ~~£5.00~~

Are there any must-have pieces of equipment that every school should consider for inclusive physical education?

Bell Ball

£32.00

£32.00 ~~£32.00~~

Foam Football

£5.00

£5.00 ~~£5.00~~

In most cases, it’s not about having completely different equipment, it’s about using adapted versions of the same items so that everyone can take part. For example, you can get footballs designed for wheelchair users, balls with bells inside that make it easier for pupils with visual impairments to track play, larger footballs that are easier to kick, or foam or beach ball versions that are softer and safer for all pupils to use. These small adjustments can make a big difference in how confident and included children feel.

It’s also worth thinking about the larger equipment and facilities on site. If your school has a table tennis table, for instance, is it adjustable so wheelchair users can play comfortably? The same goes for things like goals, nets, benches, and gym apparatus, ensuring they’re positioned and designed with accessibility in mind helps every pupil take part equally.

Ultimately, inclusion doesn’t always mean investing in specialist kit. It’s about making thoughtful choices, selecting or adapting equipment that meets a range of needs so all pupils can use the same spaces, join in, and enjoy being active together.

Are there any must-have pieces of equipment that every school should consider for inclusive physical education?

Bell Ball

£32.00

£32.00 ~~£32.00~~

Foam Football

£5.00

£5.00 ~~£5.00~~

It’s also worth thinking about the larger equipment and facilities on site. If your school has a table tennis table, for instance, is it adjustable so wheelchair users can play comfortably? The same goes for things like goals, nets, benches, and gym apparatus, ensuring they’re positioned and designed with accessibility in mind helps every pupil take part equally.

Ultimately, inclusion doesn’t always mean investing in specialist kit. It’s about making thoughtful choices, selecting or adapting equipment that meets a range of needs so all pupils can use the same spaces, join in, and enjoy being active together.

In most cases, it’s not about having completely different equipment, it’s about using adapted versions of the same items so that everyone can take part. For example, you can get footballs designed for wheelchair users, balls with bells inside that make it easier for pupils with visual impairments to track play, larger footballs that are easier to kick, or foam or beach ball versions that are softer and safer for all pupils to use. These small adjustments can make a big difference in how confident and included children feel.

How does inclusive physical education contribute to pupils’ overall wellbeing, confidence and sense of belonging?

Inclusive PE really makes a difference to how pupils feel about themselves and their place in school. When activities are adapted to suit each child’s abilities, it means everyone can take part and experience success, and that enjoyment can have a huge impact on both their physical health and their confidence.

Being able to join in, achieve something, and see your own progress really helps pupils believe in themselves and feel proud of what they can do. It also gives them the chance to build friendships, work as part of a team, and feel respected and valued by their peers.

For many children, feeling included in PE is about more than just sport, it’s about being part of a group, trying new things, and knowing that their contribution matters. When that happens, it supports their overall wellbeing and helps them feel like they truly belong.

A motivational quote image featuring the words: “Feeling included in PE is about more than just sport, it’s about being part of a group, trying new things, and knowing that their contribution matters.” Set against a backdrop of diverse students in PE.

How does inclusive physical education contribute to pupils’ overall wellbeing, confidence and sense of belonging?

Inclusive PE really makes a difference to how pupils feel about themselves and their place in school. When activities are adapted to suit each child’s abilities, it means everyone can take part and experience success, and that enjoyment can have a huge impact on both their physical health and their confidence.

Being able to join in, achieve something, and see your own progress really helps pupils believe in themselves and feel proud of what they can do. It also gives them the chance to build friendships, work as part of a team, and feel respected and valued by their peers.

For many children, feeling included in PE is about more than just sport, it’s about being part of a group, trying new things, and knowing that their contribution matters. When that happens, it supports their overall wellbeing and helps them feel like they truly belong.

How does inclusive physical education contribute to pupils’ overall wellbeing, confidence and sense of belonging?

Being able to join in, achieve something, and see your own progress really helps pupils believe in themselves and feel proud of what they can do. It also gives them the chance to build friendships, work as part of a team, and feel respected and valued by their peers.

For many children, feeling included in PE is about more than just sport, it’s about being part of a group, trying new things, and knowing that their contribution matters. When that happens, it supports their overall wellbeing and helps them feel like they truly belong.

Inclusive PE really makes a difference to how pupils feel about themselves and their place in school. When activities are adapted to suit each child’s abilities, it means everyone can take part and experience success, and that enjoyment can have a huge impact on both their physical health and their confidence.

What practical steps can PE teachers take if they’re struggling with inclusion in PE, either across their lessons or for a specific pupil with SEND who needs extra support?

A good place to start is always talking with the pupil themselves about what support they need, you might be surprised by what they’re able to do. Often, just listening to their concerns and making small adaptations can make a big difference.

It can be helpful to structure these conversations with a simple questionnaire, involving the child, their family, and any medical professionals supporting them. This gives everyone a clear picture of what works best. We use a document called 'Me and PE' which you can download below to support these conversations:

Download here

Local schools or sports colleges often have a lead on inclusion in your area and are usually happy to visit and provide support. If your county has a team of Specialist Teachers for children with physical disabilities, they can offer advice tailored to individual pupils. Likewise, physiotherapists or occupational therapists supporting the child can give guidance on specific abilities and adaptations that will help them take part safely and confidently.

What practical steps can PE teachers take if they’re struggling with inclusion in PE, either across their lessons or for a specific pupil with SEND who needs extra support?

A good place to start is always talking with the pupil themselves about what support they need, you might be surprised by what they’re able to do. Often, just listening to their concerns and making small adaptations can make a big difference.

It can be helpful to structure these conversations with a simple questionnaire, involving the child, their family, and any medical professionals supporting them. This gives everyone a clear picture of what works best. We use a document called 'Me and PE' which you can download below to support these conversations:

Download here

Local schools or sports colleges often have a lead on inclusion in your area and are usually happy to visit and provide support. If your county has a team of Specialist Teachers for children with physical disabilities, they can offer advice tailored to individual pupils. Likewise, physiotherapists or occupational therapists supporting the child can give guidance on specific abilities and adaptations that will help them take part safely and confidently.

What practical steps can PE teachers take if they’re struggling with inclusion in PE, either across their lessons or for a specific pupil with SEND who needs extra support?

A good place to start is always talking with the pupil themselves about what support they need, you might be surprised by what they’re able to do. Often, just listening to their concerns and making small adaptations can make a big difference.

It can be helpful to structure these conversations with a simple questionnaire, involving the child, their family, and any medical professionals supporting them. This gives everyone a clear picture of what works best. We use a document called 'Me and PE' which you can download below to support these conversations:

Download here

Local schools or sports colleges often have a lead on inclusion in your area and are usually happy to visit and provide support. If your county has a team of Specialist Teachers for children with physical disabilities, they can offer advice tailored to individual pupils. Likewise, physiotherapists or occupational therapists supporting the child can give guidance on specific abilities and adaptations that will help them take part safely and confidently.

Looking ahead, what improvements would you like to see in how schools’ approach inclusive sport and physical activity?

It would be great to see more forward planning, with teachers using positive language and actively seeking support from other professionals when needed. Thinking ahead about inclusion and being proactive can make a huge difference in how confident pupils feel and how smoothly lessons run.

Are there any specific training or frameworks you’d recommend for schools looking to improve their inclusive PE provision?

There are some really helpful online training resources that teachers can access. For example, PD Net offers courses that provide a broad understanding of how to support children with disabilities across the curriculum.

There are also a number of PE-specific training programmes and frameworks that can help teachers make their lessons more inclusive:

Free Resources - Youth Sport Trust

More Free Resources - Youth Sport Trust

Sainsbury’s Active Kids for All Inclusive Training | Programmes

Inclusive PE Training | Activity Alliance

Inclusion Alliance | Inclusive Education Hub

If you could share one key message or piece of advice with teachers about fostering inclusion in PE, what would it be?

I’d say try to see the lesson from the child’s point of view and approach any challenges with a real “can do” attitude. Sometimes it’s the small adjustments and the mindset that make all the difference, helping every pupil feel included, capable, and valued.

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