ABSTRACT
Deaf children are much more likely to have poorer balance, experience delays in motor development and be less physically active than hearing peers. Physical education can play an important role in narrowing but also exacerbating these disparities. The aim of this chapter is to use creative non-fiction accounts about Ms Patel, a physical education teacher, and Sarah, a Deaf student, as a basis to critique the strategies that are used to teach and support Deaf students in physical education. Specific focus is cast on the positioning of Ms Patel during lessons, the use of non-verbal cues to communicate and for instructional purposes, using interpreters to facilitate communication, and the use of peer-tutoring to support the learning and development of Sarah. While there is some published literature supporting the use of these strategies, the chapter ends by encouraging scholars to strengthen the research base supporting these practices and cautioning teachers against the uncritical acceptance of them.
