ABSTRACT
Students experiencing cognitive or learning difficulties, those who experience generalised movement difficulties and who are not recognised as physically disabled individuals or as being clumsy, may experience unfavourable circumstances in physical education classes because of teachers’ expectations about their abilities and capabilities. The aim of this chapter is to examine strategies that are suggested when teaching physical education to students experiencing cognitive or learning difficulties, as well as the empirical support for these strategies. In this chapter, we centre our conversation on cooperative learning, micro-teaching tips and class organisation strategies that have been described in the extant literature. While there is literature that supports some of these strategies among nondisabled students, support is largely lacking when discussing students experiencing cognitive or learning difficulties. To take a step forward, scholars should consider centring the voices of those experiencing cognitive or learning difficulties to co-construct pedagogical strategies.
