Vol. 7, Issue 2, Part F (2025)

This study examines the challenges faced by physical education (PE) teachers in implementing inclusive physical activity programs and explores the institutional, student-related, and resource-based factors influencing these barriers. Inclusive physical activity is increasingly recognized as essential for equitable education; however, limited resources, inadequate training, and attitudinal barriers often hinder meaningful implementation. A quantitative, cross-sectional survey methodology was used to collect data through a structured questionnaire aligned with three research objectives focused on identifying barriers, contributing factors, and effective improvements. The sample included 240 participants, with 151 males (62.9%) and 89 females (37.1%), representing various educational settings such as schools, colleges, and physical education training institutions. The findings indicated that teachers commonly struggle with adapting activities for diverse learners, managing time and classroom behaviour, and securing adequate institutional and administrative support. Furthermore, teacher preparedness and availability of adaptive resources were identified as critical elements influencing the success of inclusive practices. The study concludes that while teachers recognize the value of inclusive physical education, implementation requires strengthened institutional support, access to professional development, curriculum adjustments, and improved resource allocation. Addressing these gaps will help create supportive environments where students of all abilities can meaningfully participate and benefit from physical activity.