Key Arguments For Inclusive Physical Education

The purpose of this essay is to highlight the key arguments in favour of the following motion:
“We can ‘inspire all pupils to achieve and excel’ and ‘become physically confident’ in PE, it is not just for ‘gifted and talented’ sports performers?”
Such a motion addresses a range of topics within a physical education context, in this essay, the focus will be that of inclusion, looking at the benefits (Individual and wider) of an inclusive Physical Education for all, regardless of ability. As well as the detriment that sporting ability as a measure of physical competence can have upon individuals . This essay will highlight three key arguments in favour of the motion based upon moral concepts, empirical evidence and pedagogical practice. The
On the face of it, many may see these as physical outcomes, however, many authors and researchers have published work over the last 25 years identifying that Physical Education is diverse in that it has been identified to have outcomes associated with social, moral and lifelong development as well as Physical development (Sallis and Mckenzie, 1991; 2012; Miller et al., 1997; Lawson, 1999; Moore, 2002; Kay, 2003; Doll Tepper, 2005; Fairclough and Stratton, 2005). This combination of outcomes associated with just one subject area makes Physical Education unique in its contribution to lifelong learning and participation in physical activity (Whitehead, 2013). This vast array of outcomes suggests that the potential to ‘achieve and excel’ in Physical Education is not so black and white, but rather a subject with many shades. McKenzie, Sallis, & Rosengard (2009) found that evidence based programs aimed at implementing health oriented physical education lessons and developing practitioners resulted in improvements in “fitness, sports skills, academic achievement and teaching quality”. Through inclusive and personalised learning can practitioners begin to ensure that ‘all pupils can achieve and excel’ in physical education, effective and proven strategies such as Differentiation (Vickerman, 2004) or through the use of different teaching styles such as Mosston and Ashworth’s (1986) spectrum of teaching styles, can provide examples
Emphasising the importance of Physical Education to each individual’s holistic development. Stidder and Hayes (2013) argue that “all children are entitled to engage with all aspects of a broad, balanced and relevant Physical Education”, a notion that is directed through a strong moral compass, particularly concerning children with Special Educational Needs and Disabilities (SEND) who it is said have a “fundamental right to an inclusive education” (Vickerman and Hayes, 2013), as well as the importance of recognising that equality for children with SEND is “socially and morally right in any modern society” (Avramadis and Norwich, 2002) a view backed by