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Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full potential. Response to intervention (RTI) is a proactive approach to educational-service delivery that relies on data-driven decision making to identify student needs and to tailor support. Traditionally, RTI has focused on addressing the needs of lower-performing students through tiered interventions. The purpose of this article is to review the basic principles of RTI, discuss how they have been applied in physical education thus far, and expand the conceptual framework so it can be used to address the needs of both higher- and lower-performing students.

_eprint: https://doi.org/10.1080/07303084.2017.1356769