Practicing the art of noticing in physical education

Abstract Education, including physical education (PE), is a realm where practices of inclusion matter daily. These practices aim to contribute to equality in the classroom/gym and the wellbeing and future prosperity of students. However, they can alienate some students and lead to new forms of isolation. This paper explores how exclusion can persist in practices that are meant to include. We apply a composting narrative approach to open up the messy practices in which Dutch PE teachers are entangled. The paper explores how an exploration of inclusive teaching practices can reveal underlying mechanisms of exclusion in PE, and how the art of noticing could help to imagine new practices. The first part of the paper examines current perspectives on inclusion in PE and how teachers navigate and are shaped by discursive practices that inform their practices of inclusion. The second part focuses on dilemmas teachers face in their practices of inclusion. Viewing dilemmas as ‘ruins’ opens possibilities for imagining new beginnings. Teachers are encouraged to practice the art of reflexive noticing to discover different ways of questioning, navigating and wondering in PE practices. This approach allows teachers and students to collaboratively transform PE lessons into joyful learning spaces for all.