Implementing differentiated instruction in university physical education

Although there is increasing awareness of student diversity in higher education, university physical education still depends on standardized instructional methods that fail to meet the varied needs of students. This study utilized a descriptive research design to explore the perceptions of first-year undergraduate students regarding differentiated instruction (DI) practices, engagement outcomes, and the barriers to implementation within a university physical education context. Data were gathered using a structured self-report questionnaire and analyzed with descriptive statistical methods. The findings indicated that students generally hold moderately positive perceptions of differentiated instruction (DI). Notably, flexible activity formats, fitness-based grouping, and adaptive assessment emerged as the most appreciated aspects of differentiated teaching. Students indicated positive motivational outcomes and an improved sense of inclusion, suggesting that the implementation of differentiated instruction effectively enhances engagement, regardless of previous physical competence. Structural barriers, notably large class sizes and time constraints, have been identified as the main obstacles to consistent implementation. The findings highlight the necessity of institutional support, policy reform, and professional development as essential components for achieving sustainable differentiated physical education practices.