Inclusion in HPE

What does it really mean to create an inclusive Health and Physical Education classroom? In this episode we explore how to design learning experiences where every student regardless of ability, background, or confidence, feels they belong. From using the Universal Design for Learning (UDL) framework to the TREE model and real-world teaching tips, you’ll walk away with practical strategies to support diverse learners and build a more equitable HPE environment for all. 

Music by amado zapana from Pixabay

Transcript

Hi everyone, and welcome back to the podcast, today we’re tackling a topic that lies at the core of great teaching practice: inclusion.

Let’s start with this simple idea: every child deserves to feel like they belong in HPE.

And yet, for many students, this hasn’t always been their experience. Maybe they were left out because of a disability. Maybe they struggled with language, confidence, or cultural differences. Maybe they just weren’t the “sporty kid.”

Inclusion in HPE means making sure that every student regardless of ability, background, or identity can participate, feel valued, and experience success.

Let’s break it down.

Inclusion starts with mindset.

As teachers, we must first acknowledge that diversity is the norm. In any class, you’ll have students with different physical abilities, learning needs, languages, experiences, and motivations. An inclusive teacher doesn’t try to make everyone the same they embrace those differences and adapt their approach to suit.

Inclusive teaching isn’t just a strategy it’s a philosophy. It’s about being patient with those who need more time. Respecting each child’s individuality. And being adaptable in how we teach and communicate.

It’s also about taking responsibility. Creating inclusive learning environments is your job.

Let’s talk policy.

Australia has a strong framework supporting inclusion in education. We have the Disability Discrimination Act, the Disability Standards for Education, and national strategies that focus on participation, wellbeing, and equity.

In HPE, the Australian Curriculum reinforces this. It clearly states that adjustments must be made both in teaching and assessment so that all students can access learning on the same basis as their peers. And schools are required to follow both national and state policies to ensure inclusive practice is happening every day.

But how do we turn policy into practice?

Universal Design for Learning (UDL) gives us a great starting point.

You might remember UDL from your studies in other learning areas it’s a framework that supports teachers to plan for all learners from the beginning, rather than making one-off adjustments later.

UDL asks us to offer:

• Multiple means of engagement – the why of learning
• Multiple means of representation – the what of learning
• Multiple means of action and expression – the how of learning

In HPE, this might look like offering different ways for students to participate in a movement task maybe one student runs, another rolls, another uses modified equipment. It might mean providing visual instructions, simplifying language, or giving choice in how students show what they’ve learned.

The key here is choice, flexibility, and access.

Let’s zoom in on practical inclusion with the TREE model.

TREE stands for:

• Teaching style – Can instructions be delivered visually? Could peer mentoring be used?
• Rules – Can they be modified to promote success and engagement?
• Equipment – Can we use larger balls, lighter bats, or assistive devices?
• Environment – Can we adapt the space to meet student needs?

With the use of the TREE model, we maintain the integrity of the activity but create room for every student to be involved meaningfully.

And remember, if you can’t modify an activity for a student to experience success don’t force it. Set up parallel tasks at stations. Keep them active, keep them engaged.

Ask your students what they’re able to do. What do they enjoy? What are their goals? And how does their ability or learning need or background affect their participation?

Build realistic but challenging goals. Collaborate with teacher aides, learning support staff, OTs, physios, speech pathologists, and families. It’s a team effort and you’re not in this alone.

Sometimes the biggest barriers to inclusion are not physical they’re social and emotional. Be aware of how peers view difference. Address exclusionary attitudes, challenge stereotypes, and model acceptance.

Encourage reflection. Ask students to journal or talk about what inclusion means. Create moments that build empathy and connection not just skills.

So where to from here?

Start by reflecting on your own beliefs and assumptions about who HPE is for. Spoiler: it’s for everyone.

Then, think about how you:

• Design activities that are open, accessible, and meaningful
• Use tools like UDL and TREE to guide your planning
• Collaborate with others to support student needs
• Shift your language and attitude to promote belonging

Inclusion isn’t about having all the answers. It’s about asking better questions, being open to change, and seeing the potential in every child.

Thanks for joining me today 
 Until next time keep teaching with compassion, creativity, and courage.