Toward a Relational Theory of Inclusive Physical Education: A Conceptual Framework for Interpersonal Interaction in Sports Pedagogy

Abstract

Inclusive physical education research has long prioritised curriculum reform and institutional policy, while ignoring micro-level interpersonal relational mechanisms that determine real classroom inclusion. This conceptual article proposes a relational theoretical framework for inclusive physical education from the perspective of relational sociology and interpersonal interaction theory. The model constructs a serial pathway in which teacher–student relational interaction shapes peer reciprocal interaction, further fostering students’ sense of belonging and promoting inclusive participation behaviours, with classroom inclusive climate serving as a critical moderating condition. A set of testable theoretical propositions is formulated. This framework shifts the inclusive PE paradigm from technical instruction to relational social dynamics, bridges the interdisciplinary gap between social interaction theory and sport pedagogy, and provides novel pedagogical strategies and future research directions for inclusive and equitable physical education, especially for multicultural educational contexts.