Design and management of an inclusive physical activity curriculum for children: systematic literature review

Introduction: Inclusive physical activity for children has become a major educational concern because it is closely linked to access, equitable participation, and the development of children with and without disabilities. A more comprehensive review is needed to guide the design and management of inclusive physical activity curricula in schools. Methodology: This study used a systematic literature review following the PRISMA guidelines, with Scopus as the primary database. Articles published up to 6 April 2026 were screened for relevance, title accuracy, abstract and keyword suitability, data completeness, peer-reviewed status, English language, and open-access availability. Of the 1,082 records initially identified, 97 met the inclusion criteria and were analyzed in depth. Results: The findings produced two main novel contributions. The first is a managerial framework for an inclusive physical activity curriculum for children, covering admission, identification, assessment, child profiles, instructional planning, learning assessment and evaluation, learning outcomes reports, and transition periods. The second is a classroom-level implementation framework that includes learning objectives, methods, materials, media, instructional procedures, evaluation, feedback, and follow-up adapted to children’s characteristics. Conclusions: This study shows that the design and management of an inclusive physical activity curriculum remain highly relevant and make important theoretical and practical contributions to policy, school governance, and adaptive, sustainable inclusive teaching.