Quality physical education classes do more than teach sports skills—they create spaces where every student feels motivated, supported, and successful. Using the principles of Universal Design for Learning (UDL) helps teachers design PE experiences that reach students with different abilities, interests, and backgrounds. In essence, every student is as unique as their fingerprints. How can we design lessons that set students up for success? UDL focuses on three major ideas: engagement, representation, and action & expression.
You can help students make more effective choices by supporting them in goal-setting. Goals encourage students to focus on self-improvement rather than competition. PE becomes more meaningful when activities connect to real life and students’ identities. In my class, students set a personal goal connected to the day’s learning, think about why it matters, and reflect on it at the end of class. They consider what helped them succeed, what they can improve, and any challenges they faced. This routine encourages students to take responsibility for their learning and become more aware of their growth.
Joy and play are also important, including novel activities such as archery, obstacle courses, music, and culturally relevant games, dance, and units from different cultures while discussing how teamwork, coordination, and fitness relate to everyday health. We can provide an inclusive environment by reducing anxiety and bias. For example, in my class, I use “beat your best” challenges, which help students stay motivated. Other strategies to minimize stress include avoiding public fitness comparisons, using mixed-ability groups, and providing non-competitive alternatives for students who may feel uncomfortable with traditional competition. To ensure everyone feels included, it’s important to form random teams and use strategies such as allowing students to work in trios rather than only pairs, so students don’t feel left out. I use an app on my phone called team shake, which makes team making easy and equitable. I also love using different-colored wristbands for grouping, as this makes it much easier to know who is on your team.
To sustain effort and persistence, students need clear goals and support. In my class, I use daily objectives and I can statements, and modify or scaffold them when needed to create multiple entry points for learners. For example, during our pickleball unit, students work toward goals related to serving, striking techniques, and collaboration. To support multiple entry points, I created tiered skill challenges, offered modified equipment, and built in collaborative activities to help students stay engaged.
Positive, action-oriented feedback, such as specific coaching tips, helps students improve without feeling discouraged. Finally, emotional growth matters in PE. Reflection discussions, goal tracking, sportsmanship lessons, and student surveys help students better understand themselves and others while building confidence and empathy.
Students understand information differently, so P.E instruction should be presented in multiple ways. Teachers can combine verbal explanations with demonstrations, diagrams, videos, and visual posters to support learner variability. Slow-motion examples and live modeling help students better understand movement skills. Representation also means ensuring students see themselves reflected in learning. Highlighting athletes from diverse backgrounds and adaptive sports (e.g., wheelchair basketball) helps students recognize that physical activity is for everyone. To deepen understanding, teachers can connect new skills to familiar experiences. For example, throwing techniques may relate to baseball or football, while balance skills apply across yoga, dance, and basketball. Combining movement, discussion, observation, and strategy instruction helps students transfer learning across different contexts..
Clear language is important, especially in active settings. To support our students, we can pre-teach vocabulary such as “pivot” or “aerobic,” pair words with visuals, and use color-coded equipment or icons to simplify instructions. Demonstrations, as well as including language objectives, can support multilingual learners.
For example, one way this can look in practice is by intentionally connecting content goals with opportunities for language development. Here is a P.E. indicator for grades 3-5. Demonstrates striking an object with a short-handled implement in a variety of practice tasks. To further support students, a related language objective might be: Students will be able to verbally explain and demonstrate the proper technique for striking an object with a short-handled implement, using target vocabulary (e.g., grip, swing, follow-through) during practice tasks. In addition to demonstrating, students have the opportunity to speak and listen, which are two of the language domains.
Inclusive language also matters. Avoiding gender stereotypes and using respectful language terminology creates a more welcoming environment for all students. For example, when forming teams or groups, make sure you place students of mixed genders on the same team. You can make groups ahead of time or use the team-making app Team Shake. I have utilized this app for years, and it has saved me so much time.
Students should have different ways to participate, communicate, and demonstrate learning. Not all students move the same way, so PE should include flexible participation options such as walking instead of running, seated activities, or modified movements. Modified equipment, larger balls, grip aids, and fitness technology can improve accessibility and confidence. Students can also express their learning creatively. In addition to physical demonstrations, when the learning objectives allow, I allow written reflections, drawings, video submissions, or student-created workouts and games.
Skill development improves when students receive guided practice, repetition, and feedback before performing independently. Most importantly, PE programs should value reflection, improvement, and growth over athletic ability alone. Students also benefit from learning how to set goals and monitor progress.
Above all, inclusive PE means ensuring every student belongs. Modifying games, adapting activities, and removing barriers before the lesson allow teachers to create learning experiences in which all students—regardless of ability or background—have opportunities to succeed. Universal Design for Learning is instrumental to physical education teachers in creating a more inclusive, engaging, and empowering experience. When we provide multiple ways to engage, learn, and participate, students are more likely to build confidence, enjoy movement, and develop lifelong healthy habits. UDL reminds us that successful P.E is not about creating one “perfect” athlete—it is about helping every student discover and value ways to move, grow, and thrive.
Jake Bersin is a veteran health and physical education educator with over two decades of experience. A dedicated advocate for his profession, Jake serves on the board of the Massachusetts Association for Health, Physical Education, Recreation, and Dance (MAHPERD) and leads PR and advocacy efforts on the Eastern District Association (EDA) board. He also brings vital insights to a broader audience as the host of the MAHPERD podcast, Voices from the Field. Jake is passionate about pushing students, educators, and the profession itself to new heights. Jake was honored as the 2021 MAHPERD Elementary Teacher of the Year.
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