Meaningful Physical Education in the Primary Years: Developing Subject Knowledge for Inclusive and Purposeful Practice

Wintle, Jordan ORCID: https://orcid.org/0000-0002-1195-4964 (2026) Meaningful Physical Education in the Primary Years: Developing Subject Knowledge for Inclusive and Purposeful Practice. In: Developing Subject Knowledge Across the Primary Curriculum. Sage.

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Abstract

This chapter explores the development of subject knowledge in primary physical education through the lens of meaningful physical education (MPE). It aims to support student teachers and educators in understanding not just what to teach in PE, but why and how to create inclusive, relevant, and engaging movement experiences for all learners. Rather than viewing PE as a vehicle for delivering isolated sports or prescriptive content, this chapter foregrounds the role of purposeful pedagogy in shaping children’s relationships with movement. A central theme is the importance of offering children access to a broad range of movement forms that build foundational and transferable movement patterns—such as balancing, jumping, travelling, striking, and object control. These movement patterns underpin motor competence, support physical literacy, and provide the tools for pupils to confidently engage in a variety of physical activities throughout their lives. By focusing on transferable skills rather than specific sports, educators can ensure that PE is inclusive, developmentally appropriate, and responsive to the diverse needs and interests of learners. The chapter introduces the key features of meaningful physical education: fun, social interaction, challenge, motor competence, personal relevance, and delight. These features offer a flexible framework to support the development of subject knowledge and inform pedagogical decisions in planning, delivery, and reflection. Emphasis is placed on supporting student teachers to view PE as an opportunity to nurture not only physical development but also social and emotional growth. Throughout, the chapter draws on inclusive pedagogies, highlighting strategies to meet the needs of all learners—including those with SEND—and discussing the role of PE in building equitable practice. Approaches such as offering choice, listening to pupil voice, and adapting curriculum design are positioned as key tools for ensuring that all children feel seen, valued, and successful in physical education.

Item Type:	Book Section
Subjects:	L Education > L Education (General)
Divisions:	Schools and Research Institutes > School of Education, Health and Sciences
Depositing User:	Jordan Wintle
Date Deposited:	19 May 2026 10:38
Last Modified:	19 May 2026 10:38
URI:	https://eprints.glos.ac.uk/id/eprint/16269

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