Introduction: Peer tutors are students who assist other students with disabilities to acquire complete skills, tasks and achieve goals. Physical education teachers continue to face many challenges due to large class sizes and a variety of abilities in specific physical activities. Objectives: a. To review research on peer tutoring in physical education, b. To discuss evidence-based practices for implementation of peer tutoring programs in physical education and adapted physical education. Hypothesis: The study was hypothesised that Peer tutoring strategies in multiple types were used in inclusive physical education programme was given positive results. Methodology: Including students with disabilities in physical education may cause many challenges for teachers who are not properly prepared to include students with various disabilities. The active nature of the environment and needs of students with disabilities requires extra instructional adaptations in which unidirectional, reciprocal, cross-aged, and class-wide peer tutoring. Students with disabilities were benefited cognitively, physically and socially through physical activity. Studies indicated that training peer tutors can be an important asset in implementing a program. Benefits for both peer tutors and students with disabilities in the three categories of students with autism, visual impairments and severe disabilities were found. Although there are many challenges to a general physical education class and peer tutoring combined with inclusion is beneficial for students with and without disabilities. Conclusion: Multiple types of peer tutoring strategies were used in inclusive physical education programme was proved positive results compared to other existing deciplines.
