I believe that in many circumstances and in differing situations, children's emotions and discomforts are being over looked in the physical education setting. Ideally a teacher would like to have all their students, as well rounded as possible, as far as intellectually, emotionally and physically. I am afraid it is almost impossible these days, with the influx of divorce, widening gap in socioeconomic status, increased diagnosis of attention disorders and the increased number of kids that are less active these days. This is a serious demand put upon any teacher. Though these problems are extensive, they still nonetheless are real; a policy that is trying to help and is being adopted into Saskatchewan's physical education policies is the term regarded as "inclusion", which is part of the governments aim of "lifelong participation". Inclusion education is about students with disabilities or other inequalities having the same choices and chances to participate in activities in their education as their peers. I felt it was my responsibility both for myself and the kids that I would teach in the future, to explore this aspect of teaching to better understand what goes on in the gym.Of course I can understand the importance and significance of inclusion needed in all areas of teaching. To reflect on my past experience, growing up as a timid, shy and overwhelmed child in school, I had but one place I felt somewhat comfortable and that was the sports field. With being fairly gifted with my coordination, I felt it was my one place to shine at school. Comfort was the key for my success in physical education; it unlike other classes put me in a situation I felt I could compete in. So when phys ed. came around I flourished and almost always tried to be the best I could, and because of this, I feel that most of the time I was one of the favorites for the phys ed. teachers. This is another area of concern (favoritism) that I would like t...
