AI is most powerful when it supports every pupil’s participation, either by adapting activities for SEND needs or helping fit movement into a busy classroom day. In this way, AI enables the development of physical literacy, confidence, and enjoyment for all.
For class teachers, adapt activities to enable all pupils to participate.
For PE Leads, support staff with inclusive strategies and confidence-building school-wide.
With the right prompts and mindset, AI supports inclusive PE and ensures no child misses out.
Start with pupil needs, not activity perfection. National guidance urges adapting PE to remove barriers for SEND pupils. AI does not replace professional expertise but offers time-saving, practical ways to generate inclusive ideas.
AI can draft ideas, but your professional judgement is essential to ensure they are suitable for your pupils.
Before prompting AI, try a quick inclusion check for your lessons:
These small adjustments can make a big difference to participation and confidence.
In Part 2, we explored lesson-planning prompts. The same approach works well when creating inclusive adaptations or alternative roles.
Always keep prompts broad and anonymised. Never include names or diagnoses.
Describe the learning context generally, for example:
“Adapt a Year 3 tennis lesson on serving for pupils who tire quickly or prefer seated roles. Suggest three alternative contributions and success criteria.”
“For a Year 5 athletics session on triple jump, include scorer and coach roles so everyone contributes, even those with low mobility.”
“Modify this KS1 movement lesson for sensory sensitivities: quieter warm-ups, predictable transitions and limited noise.”
Adapted Year 3 Tennis Lesson (serving focus), inclusive options
Focus: Tennis serving (underarm serve introduction)
Year group: Year 3
Adaptation focus: Pupils who tire quickly or prefer seated/low-movement roles
Three alternative contributions:
1. Seated target server: Pupils serve from a seated position (bench or spot marker) using a foam ball and short racket.
Adaptation benefits: Reduces fatigue/Focuses on technique rather than power/Builds confidence through success
2. Skill coach role: Pupils observe partners and give simple feedback using teacher prompts.
Examples of coaching prompts: "Did they swing low to high?" /"Did the ball go forwards?"/"Did they aim at the target?"
Adaptation benefits: Keeps pupils fully involved without high physical demand/Develops understanding of technique/Builds communication and leadership skills.
3. Scorekeeper or Challenge Leader: Pupils track successful serves or manage mini-challenges.
Examples: Counting successful serves into target/Running a "beat your score" challenge/Timing serving rounds.
Adaptation benefits: Maintains engagement and ownership/Builds maths links (counting scores)/Encourages teamwork participation.
Success criteria: participation, communication and effort.
Not all movement has to happen in the hall or playground. Short bursts of activity can help pupils refocus and stay active throughout the day.
These prompts are perfect for brain breaks, rainy days or quick classroom resets:
“Give me a 10-minute active break for Year 1 that links to counting. Desk-based with no equipment.”
“Create a three-minute Viking-themed movement sequence for Year 4 pupils to do beside their chairs.”
“Plan a week of two-minute calming movement breaks for Year 6 with a focus on end-of-day reflection.”
10-minute active break – year 1 counting movers
Focus: Counting to 20
Space: Classroom (standing beside desks)
Equipment: None
Time: 10 minutes
Warm-up (2 minutes) – Count and move
Teacher calls out numbers while pupils perform movements:
Count to 10 together/Numbers 1–5 march on the spot/Numbers 6–10 small jumps.
Repeat counting backwards from 10 with toe taps/arm circles.
Teaching focus: Clear counting voices and controlled movement.
Main activity (6 minutes) – move and count challenge
Teacher calls a number and pupils perform that number of movements:
Examples: "Show me 5 star jumps" /"Show me 8 knee lifts"/"Show me 6 mini squats"
Add simple questions: "What comes after 7?"/"Can you show me one more than 5?"
Adaptations: Lower impact options (march instead of jump)/seated versions (claps, toe taps)
Quick game (1–2 minutes) – secret number
Teacher performs a movement without saying the number.
Example: Teacher does 7 jumps → pupils count and say the number.
Cool down (1–2 minutes) – calm counting/slow breathing with counting:
Success criteria
Pupils can count movements accurately/stay in their personal space/Join in safely
Your tweaks: Shortened activities to suit transition time and added simple visual cue cards.Scenario: A mixed Year 3 class with a small indoor hall and one pupil experiencing coordination challenges.
Original plan: Outdoor tag game.
AI prompt: “Suggest indoor tag alternatives for a class of 30, year 3 pupils, taking place in a school hall. There is limited space (space: 20x15m). Also provide adaptations for a child with low mobility to ensure inclusion."
Indoor tag alternatives – year 3 (limited hall space)
Class: 30 pupils
Space: School hall (20m x 15m)
Focus: Agility, awareness, teamwork
Inclusion focus: Adaptations for a pupil with low mobility
Because space is limited, these games reduce running speed, use zones, and build in alternative roles.
Option 1 – Zones tag
Option 2 – Blob tag (Team Tag)
Option 3 – Shadow tag
Adaptations for low mobility:
Pupils can: Lead from a stationary position (upper body movements)/lead balance or arm movements/be the movement caller for the class.
Inclusive success criteria
All pupils can: stay safe in their space/follow movement rules/take part in a role.
AI is a tool to support teaching. Teachers remain responsible for safe and inclusive delivery. Always protect pupils and follow school guidance:
Use general prompts only (for example, “pupil who avoids groups”)
Cross-check ideas with EHCPs, SENDCo guidance and family input
Trial ideas with smaller groups before scaling up
These safeguards help ensure that technology supports pupils rather than creating risks.
AI expands inclusive PE options when used carefully. It cannot replace teacher expertise.
AI helps you adapt activities, keep pupils active, and support school-wide inclusion.
In Part 4, we’ll explore how AI can help schools showcase their PE success through newsletters and social media, as well as governor reports and PE Premium impact summaries.
Great PE deserves recognition and celebration.