Improving student physical training through inclusive and differentiated approaches
Tuul Suvd1
, Oyundari Tumennast 2 ⃰ , Tsogtbayar Chuluunbaatar3 , Battugs Majig4, Bat-Ochir Ayurzana5
*Corresponding Author: Oyundari Tumennast
1 Associate Professor, School of Physical Education, Mongolian National University of Education, tuul@msue.edu.mn
2Lecturer, School of Physical Education, Mongolian National University of Education, oyundari@msue.edu.mn
3Lecturer, School of Physical Education, Mongolian National University of Education, tsogtbayar@msue.ed.mn
4Lecturer, School of Physical Education, Mongolian National University of Education, battugs@msue.edu.mn
5Lecturer, School of Physical Education, Mongolian National University of Education, batochir@msue.edu.mn
Digital Object Identifier: https://doi.org/10.53468/mifyr.2025.05.02.84
Abstract – This study aimed to develop, implement, and evaluate an inclusive physical education (PE) program in higher education to enhance students’ physical development and preparedness. In response to the increasing mental workload and sedentary lifestyles of university students, a customized PE curriculum was designed to address diverse fitness levels and individual needs. The program was piloted at the Mongolian National University of Education (MNUE) with 30 first-year students (15 male, 15 female) from September 4 to November 4, 2024. Instructional strategies were adapted based on students’ initial physical preparedness, assessed through a baseline study. Results showed modest improvements in flexibility (2.1 cm in males and 0.9 cm in females), but overall trends in physical performance indicated the program’s positive impact. The tailored curriculum effectively supported students’ physical activity needs, reduced excess weight, and alleviated stress. This research highlights the importance and effectiveness of differentiated PE instruction in higher education.
Keywords – Curriculum, Learner diversity, Physical education, Physical preparedness, Physical capacity
Article History: Received 29 May 2025, Received in revised form 30 May 2025, Accepted 19 June 2025
Download file: httpsdoi.org10.53468mifyr.2025.05.02.84