Inclusive Practices in Physical Education: Strategies for Teaching Students with Diverse Learning Abilities

This study explores the challenges and opportunities in implementing inclusive physical education (PE) teaching practices at the University of Cebu–Main Campus for the school year 2024–2025. It examines the profiles of PE teachers in terms of gender, age, and teaching experience, the extent of their inclusive practices, and the level of student engagement in PE classes. Using a descriptive-correlational research design, the study gathered data through a validated questionnaire with high reliability scores (Cronbach’s alpha of 0.820 and 0.934). Respondents included PE teachers and students from PE 101 to PE 104. Findings revealed that while teachers actively practice inclusive education and students show high engagement, there is no significant correlation between these variables. This indicates that other factors may influence student engagement. The study concludes with the recommendation of an action plan to enhance inclusive education and calls for ongoing teacher support and curriculum development in inclusive PE environments.