The Interplay of Game Rule Adjustments With Self- and Peer Assessment in Supporting Balanced Participation in Physical Education

Background: Physical education and team sports can greatly foster students’ holistic development, but approaches that neglect students’ needs may lead to disengagement from physical education and physical activity. Purpose: This case study examined how two preservice teachers implemented game rule modifications during a basketball unit, involving 47 students across two classes, with the aim of promoting more balanced participation and reducing individualistic behaviors. Method: Data were collected through game recordings, self- and peer assessments, questionnaires, and preservice teachers’ reflective diaries. Results: Findings indicate that game modifications are crucial for balanced participation. Analyzing student interactions, centrality, and participation levels helped preservice teachers make informed decisions about adjusting game modifications and addressing imbalances. Self- and peer assessments induced students to reflect on their participation. Conclusion: The study underscores the need for further research and investment in teacher education to equip teachers with the skills to adapt games and modifications for diverse student needs.