The excluded? "Performance equity" in inclusive physical education

From the perspective of the "excluded", this article aims to show the extent to which camouflaged performance and ability imperatives are woven into basic assumptions of educational theory and subject didactics within sports education. We follow the hypothesis that the theoretical modelling of these basic assumptions in the current sport pedagogical discourse has an excluding effect for people with disabilities or creates injustices and prevents the recognition of performance diversity. We discuss that the basic assumptions of educational theory and subject didactics need to be reformulated at the level of sport pedagogical theory development in order to promote "performance equity" in inclusive physical education. In the first part of the article, an attempt is made to theoretically approximate the term "performance equity" and in the second part the perspective of disability studies and its critique of (dis)ableism is taken in order to sketch a theoretical framework for the pedagogical analyses of sport pedagogical modelling. These analyses identify excluding elements in prominent subject didactic conceptions and illustrate how these models counteract equitable performance assessment. Finally, the aim is to put forward proposals for discussion on which criteria can be used for a diversity-sensitive reformulation of basic assumptions in sports pedagogics that promotes the recognition of performance diversity in the context of inclusive physical education.