Inclusion doesn’t just happen in children’s sessions — it has to be designed.
It’s easy to assume that if a group activity is running, then everyone is included.
But that’s not always the case.
Through working with children in Active Nutrition sessions, I’ve seen that every child arrives with a different starting point.
Different levels of:
💠 coordination
💠 confidence
💠 attention
💠 physical ability
💠 understanding
And if sessions aren’t designed with that in mind, some children naturally drift to the edges. Not because they don’t want to take part, but because the activity doesn’t quite meet them where they are.
Over time, this has shaped how I now design sessions.
Rather than planning one version of an activity, I build in options from the start.
For example:
✅ If an activity involves running, I’ll always include options like walking, hopping, or pushing.
✅ If we’re using targets, I adjust distances or sizes so every child can experience success.
✅ If instructions are given verbally, I also demonstrate visually.
✅ If a child isn’t ready to join in straight away, I allow space for them to observe and step in when they feel comfortable.
Research in areas like physical literacy and motivation also supports this - children are more likely to engage when they feel capable, included and supported within the activity.
What I’ve found is that inclusion isn’t about lowering standards. It’s about creating multiple entry points so every child can access the activity in a way that works for them.
Because when children feel included, they move more.
When they move more, they build confidence.
And when they build confidence, they’re far more likely to keep coming back.
For me, inclusion isn’t something to think about after the session.
It’s something that needs to be designed into it from the very beginning.
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