Building a Dream Team: Cultivating an Inclusive and Joyful PE Culture

If someone asked you what a positive and inclusive PE culture looked like, what would be your answer?

As a middle school physical education teacher, my goal is for all students to have a place where they feel valued, supported and motivated to participate. If you walked into my gym, I would want you to see students of all backgrounds and ability levels working side by side — encouraging one another, building skills and facing challenges as a team.

I teach my students that it’s not about being the best — it’s about lifting each other up and finding joy in movement. Together, we’re working to create a space where everyone can learn, and everyone feels like they belong. But don’t get me wrong: This is much easier said than done!

Overcoming the Challenges of Creating an Inclusive PE Environment

As physical educators, we all want our classrooms and gymnasiums to be places where students feel safe, valued and excited to learn. But cultivating a truly inclusive environment doesn’t happen overnight. It takes time, intention and a commitment to meaningful connection. Behind every encounter is an “untold story,” a narrative that doesn’t surface until we truly take the time to engage.

Creating a positive culture in PE starts with relationships. While the connection between teacher and student is important, it’s just the beginning.

To build a truly inclusive space, we must also foster strong student-to-student connections. When students feel connected to one another, they are more likely to collaborate, support and help each other develop the skills at hand, and engage in ways that elevate the entire group.

It is so important to prioritize relationship-building from the very start of the school year.  Simple routines, team-building activities and intentional moments of reflection can go a long way in laying the foundation for trust and belonging. Every student should leave your class knowing they are not only welcome, but that they have something meaningful to offer.

And remember — this isn’t a one-and-done effort. Building an inclusive environment is an ongoing process that needs to be nurtured throughout the school year. For students to truly develop a sense of belonging, the educator must continue to set the tone and guide the way. That means helping students recognize and appreciate each other’s differences, while encouraging them to learn from one another’s unique perspectives and experiences.

Before you can grow a strong class culture, you must connect. Connection is the foundation, and without it, growth can’t truly take root.

Who is ‘Good’ at PE?

After attending a session at the 2024 IAHPERD State Convention about the different PE personalities and connection between the content — which was led by physical educators Jordan Manley and Matt Bristol — I became much more intentional about making sure students are aware that everyone is good at PE and everyone belongs. 

Have you ever asked your students, “Who is good at PE?” The first time I posed this question, I wasn’t surprised by the answers. Students pointed to the fastest, most athletic classmates. It was a moment that made me reflect deeply. I realized I had never intentionally created space for this conversation, and it was long overdue.

That simple question has since become a powerful tool in my classroom. It opened the door to rethinking what success in PE really means. Now, before we begin any new skill or activity, I ask the question again. But we don’t move forward until every student responds with the same answer: “Everyone.”

In a truly inclusive PE environment, being “good” isn’t limited to speed, strength or skill. It includes effort, teamwork, empathy and the willingness to try. When students believe that everyone belongs — and that everyone can succeed in their own way — the culture shifts. And it’s a beautiful thing to witness.

Connecting Favorite Movement Experiences

After reading an article by health educator Andy Milne about an assignment which asks students to share their favorite movement experiences, I was hooked.  Now, each year I invite my students to share their favorite movement memory — a moment in time they’d relive if they could, just to feel that same joy all over again.

The responses are always incredibly diverse and heartfelt: hiking with family, playing at the park, spontaneous adventures on vacation, or the thrill of winning a big game. But no matter the story, one thing is consistent — the joy in their voices and the pride they feel in sharing these memories.

These stories do more than just spark smiles; they build connection. Students start to see common threads between their experiences. It lays the foundation for a classroom culture rooted in joy, movement and mutual appreciation.

It’s in that moment I make them aware — and they start to realize — they’re part of a dream team, each with a unique story and something valuable to bring to the group. We all have the power to create fun movement experiences and together we are better.

Dream Team Mentality

As educators, our leadership sets the tone — but it doesn’t stop with us. The energy, mindset and values we model spill over into the way our students treat one another. I make it a point to have intentional conversations about what it means to be part of a “dream team.”

We talk about teamwork — not just in sports or activities, but in life. I want my students to understand that no matter who’s on your team, there’s always potential to build something strong together.

One of my favorite activities is having students reflect on and build their “life team.” I ask them:

• If you could choose the people who make up your life team, who would you pick?
• Who shows up for you, no matter what?
• Who encourages you, challenges you or brings out your best?
• Who makes you feel seen, valued and supported?

Then, I flip the perspective:

• If someone else were building their own life team, would you be on it?

It’s a powerful moment of self-reflection. We explore the qualities that make someone a great teammate — kindness, dependability, fairness, encouragement, effort — and challenge ourselves to grow into those roles.

Sometimes in class, just like in life, you don’t get to choose your team. This is when it becomes even more important to lead with empathy, appreciate others’ strengths, and build trust through communication and collaboration.

Every student has something to contribute, and when they start to see that in one another, good things happen. Celebrate small “wins” together — not only team successes but individual successes as well.

Encourage your students to make the most of every team they’re a part of whether by choice or circumstance and create opportunities to have fun while learning new skills and moving.

The Power of Student Voice in an Inclusive PE Culture

One of the most impactful ways to build an inclusive physical education environment is by giving students a voice in their learning. When students are allowed to explore skills in different ways, it opens the door for deeper understanding, greater confidence and more meaningful engagement.

We know that students learn at different paces and in different styles — so why not create space for that in the gym?

Start by hooking them with activities that make them feel successful right away. Confidence is contagious. When students feel good about what they’re doing, they are more likely to stay engaged and push themselves further.

Offer choices: Let students explore with friends, play in small-sided games, or use modified equipment. Once they’ve built a foundation of skills, hand over some of the creativity. Invite them to create their own games using the skills they’ve learned.

Some of the most exciting and effective activities I’ve ever used in class have come directly from my students.

Often, they work in their dream teams (sometimes by student choice and sometimes by teacher choice) to design and teach these skills/games — sometimes using a rubric I provide, and other times one they’ve helped create. The process naturally builds leadership, teamwork and ownership. What is even better is when students tell me they’ve played these games with their families or friends outside of class. That’s when you know the learning has truly extended beyond the gym.

By honoring student voice and giving them space to contribute, we don’t just create a more inclusive culture, we empower our students to take charge of their learning, connect with others, and see themselves as a valuable part of the class.

It’s Worth the Effort

Inclusion isn’t just a buzzword — it’s a daily practice. And when we get it right, the results are powerful. You will have more time to focus on standards-based instruction. You will see students cheering each other on, trying new things without fear of judgment, and working together in ways that go far beyond the game or activity at hand.

A positive, inclusive PE culture doesn’t come from a single lesson or activity — it comes from consistent, intentional effort throughout the year. It’s built on relationships, trust and the belief that every student belongs. When we create space for connection, celebration and student voice, we don’t just build stronger teams — we help students become stronger people.

It will take time and effort and intention and will not always be perfect, but it is worth every minute. Let’s keep showing up for our students and discover the untold stories. Encourage students to show up for each other, and create movement experiences that stick with them for life.

Additional Resources

• National Physical Education Standards Resources
• Meaningful Physical Education: An Approach for Teaching and Learning, First Edition
• National Physical Education Standards, Fourth Edition

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