Physical education (PE) can be a context in which students are ‘educated through the physical’, which includes the possibility to learn social inclusion as an important life skill and contributor to the greater good of society. A key goal in the Norwegian educational system is that such positive life skills become internalised in students. The aims of this study were to understand students’ experiences of and behaviour towards social inclusion – such as passing the ball – in team activities and how the teacher facilitated the learning of social inclusion. We use Dewey’s pedagogical perspective on education, and Johnson and Johnson’s cooperative learning model to discuss possible consequences and implications of our findings. The participants consisted of two secondary classes from two state schools in Norway, where one class was investigated in depth. Methods comprised written narratives, interviews, observation and video recordings of PE lessons. Data creation was triangulated, and thematic analysis was conducted. The results highlighted a paradox between students’ experiences of and behaviour towards social inclusion in team activities. Students disliked socially exclusive behaviours, but they often provided positive feedback when the behaviour was seen as successful in the context of a game; furthermore, students could themselves behave in a socially exclusive manner. Although the teacher could ‘teach by telling’ the students to pass the ball or by having rules, passing the ball did not become internalised in students. We discuss a model of ‘learning through experiences and reflections’, according to which students may learn to become socially inclusive beings.

体育（PE）可以是一种“通过体育教育”的环境，其中包括学习将社会包容作为一种重要的生活技能和对社会更大成就的贡献的可能性。挪威教育系统的一个主要目标是使这种积极的生活技能在学生中得到内化。这项研究的目的是了解团队活动中学生对社会包容的经历和行为，例如传球，以及老师如何促进社会包容的学习。我们使用杜威对教育的教学观点以及约翰逊和约翰逊的合作学习模型来讨论我们的发现可能带来的后果和影响。参加者包括来自挪威两所公立学校的两个中学班，在其中一堂课进行了深入研究。方法包括体育课的书面叙述，访谈，观察和录像。对数据创建进行了三角测量，并进行了主题分析。结果突显了学生在团队活动中的社会包容经历和行为之间的矛盾。学生不喜欢社交上的排他性行为，但是当在游戏中将行为视为成功时，他们通常会提供积极的反馈。此外，学生们可以以社交独有的方式表现自己。尽管老师可以通过“告诉”学生传球或有规则来“教书”，但传球并没有被学生所接受。我们讨论了一种“通过经验和反思学习”的模型，