While the challenges of including all students in physical education are real, there is one overriding consideration: How successful is each child as a result of the teaching approach adopted? Considering the importance of accommodating all students, it is essential that practitioners explore new ways of teaching, discover a range of strategies for including students with diverse abilities, and continually rethink and revise lessons and activities. More than asking which students to include and how to accommodate only these students, practitioners should be asking how they can modify activities for all students to be successful. More than likely, the answer to this question is also complex. Yet, it is not easily discarded when the alternative is a class in which only the skilled feel good about their involvement and achieve desired outcomes, and those less skilled are at risk for ceasing physical activity participation. It also ignores those most skilled who stop participating due to a lack of challenging activities and subsequent boredom. Teaching approaches, inclusive of all, are critical to the success and commitment of all students. While good inclusionary practice takes time and support, the benefits are far reaching.
Kasser, Susan L. and Lieberman, Lauren J., "Maximizing Learning Opportunities Through Activity Modification" (2003). Kinesiology, Sport Studies and Physical Education Faculty Publications. 55.