Competently Mastering Practising Phases in Inclusive Physical Education: Development of a Draft Sub-Competency Profile for Physical Education Teachers

Research on the specific competencies teachers need to design and guide practising phases in inclusive physical education (PE) is limited. This study aimed to develop a draft of a PE teachers’ sub-competency profile for planning and supporting during practising phases in inclusive PE classes, based on an integrative understanding of competency as a continuum. A corpus of 104 lessons (at 45 min each) of videographed PE classes was created to analyze real daily teaching situations. Using an interpretive analytical approach, performances, situation-specific skills, and dispositions were examined within and across 10 different cases of practising phases and reflexively evaluated at the case level. This led to two key partial requirements: (1) identifying the need for intervention and evaluating the effectiveness of measures, and (2) developing and implementing supportive measures. Moving beyond a technological view of as mere drilling, teachers’ actions in inclusive PE need to reflect a paradigmatic shift from focusing on the aim of practising to the practising individuals themselves.