Teaching Beyond Barriers: Lived Experiences of Teachers in Inclusive Physical Education

This qualitative phenomenological study investigated the lived experiences of teachers in delivering inclusive Physical Education during the School Year 2025–2026. The study aimed to explore the instructional strategies employed by teachers, the challenges they encountered in inclusive Physical Education settings, the coping mechanisms they utilized, and the support systems available to them in addressing the diverse needs of learners. A qualitative research design using phenomenological inquiry was employed in the study. The participants consisted of five (5) teachers who had direct experience in delivering inclusive Physical Education. Data were collected through in-depth semi-structured interviews to capture the teachers’ lived experiences, instructional practices, challenges encountered, coping strategies, and perceptions of institutional support systems. The findings revealed that teachers demonstrated strong commitment to inclusive and learner-centered teaching practices. Participants reported using adapted and differentiated instructional strategies such as activity modification, simplified instructions, demonstrations, flexible grouping, and adjusted tasks to promote participation and engagement among learners with diverse abilities. These strategies helped create supportive learning environments that enabled learners to participate more confidently in Physical Education activities. The study also identified several challenges encountered by teachers, including addressing varied learner needs, managing classroom behavior, and working within limited resources and facilities. To cope with these challenges, teachers relied on patience, reflective teaching practices, emotional resilience, and continuous professional learning. Collaboration with colleagues, school-based support, and professional development opportunities were also identified as important support systems that strengthened teachers’ ability to implement inclusive practices. Based on the findings of the study, an action plan was proposed to enhance inclusive Physical Education practices further. The plan included strengthening professional development programs on inclusive teaching strategies, providing appropriate instructional materials and adaptive resources, enhancing collaboration among teachers and school personnel, and strengthening institutional support systems within schools. The study highlights the important role of teachers in promoting inclusive Physical Education and supporting the participation and development of learners with diverse abilities. Strengthening teacher capacity, institutional support, and collaborative practices may contribute to more effective and meaningful inclusive learning environments.