DESIGNING INCLUSIVE PHYSICAL EDUCATION LESSONS TO ENHANCE SCHOOL STUDENTS’ ENGAGEMENT: A PEDAGOGICAL FRAMEWORK

Abstract

This article examines the pedagogical potential of inclusive lesson design for improving school students’ engagement in physical education. It focuses on the relationship between individual differences, task adaptation, meaningful participation, and the organization of physical activities in school settings. Drawing on international guidelines and educational literature, the article proposes a practice-oriented framework consisting of learner assessment, task adaptation, active participation, formative feedback, and continuous lesson adjustment. Particular attention is given to adapting movement tasks to different levels of physical preparedness while maintaining common learning objectives and ensuring safe participation. The proposed framework offers practical guidance for physical education teachers seeking to create supportive and inclusive learning environments. As the study is based on theoretical analysis and methodological synthesis, the framework requires further empirical testing in school settings.