ABSTRACT
Debates about how to reduce barriers to participation in Physical Education (PE) has seen the issue of inclusion assume greater significance within PE circles throughout the 1990s and the early 2000s. As Evans and Davies (1993) suggest, promoting equality (and, therefore, inclusion) requires that the underlying structures that perpetuate inequality (exclusion) are challenged. Furthermore, as Penney comments:
When addressing issues of equality, equity and inclusion we cannot restrict ourselves to the ‘immediate’ contexts of physical education and school sport. Rather, these contexts need to be recognised as being in a dynamic relationship with the wider social, cultural, political and economic contexts.
