Supporting Success in Gym Class: Inclusive PE Strategies for Children with Developmental Coordination Disorder (Without the Shame)
Jul 24, 2025
Physical education (PE or “gym class”) can be one of the most challenging parts of the school day for a child with Developmental Coordination Disorder (DCD)—but with the right accommodations, it can become a space for growth rather than frustration. The goal of these accommodations is to provide meaningful modifications and support in physical education (PE) without making the child feel singled out, pitied, or “less than.” In Part 1 of this article we will discuss useful accommodations, and in Part 2 we will discuss ways to integrate these accommodations in ways that avoid embarrassment and stigmatization for the child with DCD.
PART 1
Here’s a detailed list of gym accommodations that are appropriate and supportive for elementary-aged students with DCD, organized by category, along with examples and the rationale behind each.
Gym Accommodations for Students with DCD
1. Modified Participation
• Allow the child to participate at their own pace
• Permit partial participation in skill-based activities while still engaging socially
• Offer alternate versions of the activity that are simpler and adapted to the child’s coordination level
Example: Instead of competitive relay races, the student walks or jogs a shorter distance with peer encouragement.
2. Adapted Equipment
• Use larger or softer balls for catching and throwing
• Use low-impact equipment (e.g., foam paddles, lighter bats, scarves for tossing instead of balls)
• Offer visual targets that are larger and more forgiving
Example: If the class is playing kickball, allow the student to use a larger, slower-moving ball and run to a shorter base.
3. Peer Pairing or Buddy System
• Pair the student with a patient, supportive peer during partner or group activities
• Allow for non-competitive team roles that foster inclusion without high performance pressure
Example: A student might serve as a helper or scorekeeper in a game rather than performing motor tasks that are overwhelming.
4. Pre-Teaching and Visual Support
• Offer visual models or step-by-step demonstrations of new motor skills
• Give the student extra time and individual instruction to learn new movements
• Use video modeling or simplified charts showing the sequence of an activity
Example: Before a new unit (e.g., jump rope or throwing), the OT or PE teacher previews it with the child in a quieter setting.
5. Predictable Routines and Reduced Complexity
• Keep routines consistent: same warm-ups, same rules, same expectations
• Reduce multi-step instructions or provide them one step at a time
• Avoid fast-paced transitions or chaotic group movement without preparation
Example: Instead of giving 4 instructions at once (“Get your ball, find a partner, stand on the line, and wait for the whistle”), break it down with modeling and repetition.
6. Alternate Assessments and Grading
• Grade based on effort, participation, and improvement, not skill mastery
• Allow verbal or visual demonstrations of understanding instead of physical performance
Example: A child might demonstrate knowledge of basketball rules by explaining or drawing them, even if dribbling is a challenge.
7. Incorporate Motor Planning and Regulation Breaks
• Allow frequent rest breaks or self-regulation time when the activity is physically or emotionally taxing
• Include activities that improve balance, posture, and body awareness (e.g., yoga, stretching, core work)
Example: During high-energy games, the child can take breaks with a sensory corner setup (therapy ball, mat, fidget) before rejoining.
8. Collaboration Between OT and PE Teacher
The occupational therapist can:
• Suggest specific activities to build foundational motor skills (e.g., hopping, catching, jumping)
• Co-develop a movement support plan
• Provide visuals, equipment modifications, or adapted warm-ups
Example: The OT may recommend core-strengthening activities or alternative movement games like bean bag toss or animal walks that build coordination.
Emotional and Social Accommodations
• Protect the child from embarrassment—no being “last picked,” no public grading
• Avoid high-pressure competition; allow cooperative games
• Provide positive reinforcement and encouragement frequently
• Allow a safe exit strategy if the child becomes overwhelmed or frustrated
Why These Accommodations Matter
Children with DCD are often:
• Acutely aware of their differences
• Reluctant to participate due to repeated failure
• At higher risk for anxiety, low self-esteem, and social withdrawal
Physical education should build confidence, not erode it. When gym is inclusive, children with DCD not only improve physical skills, but also learn to enjoy movement, socialize more easily, and feel a sense of belonging.
Sample Language for an IEP or 504 Plan
“Student will receive adapted physical education support including visual modeling, reduced motor complexity, peer pairing, and alternative equipment. The focus will be on participation, effort, and motor planning goals as developed collaboratively with the occupational therapist. Student may take sensory or rest breaks as needed and will not be graded solely on physical skill performance.”
PART 2
How to provide meaningful modifications and support in physical education (PE) without making the child feel singled out, pitied, or “less than.”
Here’s how you can offer inclusive, respectful accommodations in gym class for a child with Developmental Coordination Disorder (DCD)—in ways that protect their self-esteem, dignity, and sense of belonging.
1. Focus on Universal Design, Not Individual Exception
Whenever possible, make the modifications available to everyone, not just the child with DCD.
Instead of: “Tyler can use the larger ball because he has coordination issues.”
Try: “We’re all using different kinds of balls today—pick one that works best for you.”
This normalizes choice and adaptation as part of learning, rather than something “special” or shameful.
2. Shift the Class Culture to Effort, Not Performance
Create a classroom environment where the goal is improvement, not comparison. Many teachers explicitly set this tone from day one: “In our class, we celebrate effort. Everyone learns at their own pace. Some of us are great at running, some of us are great at strategy. We all have strengths.”
When everyone is praised for personal growth (not winning or being the fastest), students with DCD feel safer taking part.
3. Use Flexible Grouping Without Highlighting Differences
Avoid always placing the child with DCD with a “helper peer” in a way that makes the pairing obvious. Instead:
• Use random pairings, rotating partners, or small group rotations that ensure social variety and reduce spotlighting.
• Let kids self-select equipment or modify roles within games quietly and independently.
Example: If a student is better at being scorekeeper or referee, make those roles part of every game rotation—not just accommodations.
4. Teach Everyone About Choice, Adaptation, and Brain Diversity
Depending on the child’s comfort, some teachers use neutral, inclusive language about why different options exist:
“Just like some people wear glasses to help their eyes, some of us need different tools to help our bodies move the way we want.”
This kind of neurodiversity-informed talk helps destigmatize support across the classroom. If the child doesn’t want others to know about their DCD diagnosis, you can still frame changes as “choices that help everyone learn.”
5. Quietly Prepare and Modify Behind the Scenes
Instead of announcing modifications, prep them in advance:
• Lay out a variety of equipment before class
• Go over expectations privately with the student
• Allow movement breaks, check-ins, or alternate roles without drawing attention
Example:
The child is told ahead of time that if the game gets overwhelming, they can offer to be team manager or rotate out to the sidelines for “coach mode.”
6. Teach Self-Advocacy and Give the Child Control
Empower the child to opt in and out of parts of activities: “You can choose to run the full lap, half the lap, or walk and cheer others on today. Your job is to listen to your body and keep trying.” When students feel in control, they’re less likely to feel ashamed and more likely to participate.
7. Celebrate Strengths Outside of Coordination
Highlight the child’s leadership, creativity, strategy, or kindness in gym class. This reminds both the student and their peers that value isn’t based on athleticism alone.
Example:
“Jayden noticed when someone was left out and helped them feel welcome. That’s what being a team is all about.”
This shifts the focus from what the child can’t do to what they can bring to the group.
What to Avoid
• Never say “He gets to do something different because he has trouble.”
• Avoid assigning “helper” students unless it’s part of a rotation all students experience.
• Don’t skip gym entirely unless it’s medically necessary—it reinforces shame and removes social opportunities.
What If the Child Is Still Embarrassed?
Even with care, some children feel self-conscious. In these cases:
• Let them help co-create the plan: “Would you rather modify this part or sit it out?”
• Give them language to use with peers if needed: “I’m working on this differently because it helps me get better at it.”
• Offer positive reinforcement privately, not in front of the class if that’s more comfortable.
The best accommodations are the ones that empower without spotlighting. They happen in the flow of the classroom, built into routines, and rooted in relationships. When children feel safe, seen, and supported, they’re more likely to try, persist, and—over time—thrive.
Parenting Alongside You,
Dr. Emma and the Aparently Parenting Team
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