The Dodgeball Debate: Why PE Teachers Are Divided

By Jarrod Robinson · May 14, 2017 · 2 min read

Few topics in physical education spark more debate than dodgeball. Here's an honest look at both sides, what the research says, and practical alternatives that deliver the same benefits without the controversy.

Few topics in physical education spark more passionate debate than dodgeball. Mention it in a room of PE teachers and you'll get everything from enthusiastic defenders to teachers who wouldn't touch it with a ten-foot pool noodle.

The question isn't as simple as "dodgeball: yes or no." It's about what we're trying to achieve in PE, who we're serving, and whether there are better ways to deliver the same physical and social outcomes.

The Case Against Dodgeball

Critics of dodgeball — and there are many in the PE academic community — argue several key points:

• Targeting and elimination — The core mechanic is throwing objects at people and removing them from play. Students who need the most physical activity are often eliminated first and spend the most time sitting out.
• Bullying by design — Research has shown that stronger, more athletic students disproportionately target less athletic peers. The game's structure enables this rather than preventing it.
• SHAPE America's position — The Society of Health and Physical Educators explicitly lists dodgeball as an "inappropriate practice" in their position statement on PE.
• Not meeting standards — Dodgeball doesn't align well with most PE standards for inclusive, developmentally appropriate physical activity where all students are active for the majority of the lesson.

The Case For Dodgeball (or Modified Versions)

Defenders of dodgeball — and there are just as many — counter with:

• Students love it — Engagement matters. If students are excited and active, that has real value. Forcing activities students hate doesn't build lifelong physical activity habits either.
• Throwing accuracy is a skill — Dodgeball develops throwing accuracy, spatial awareness, agility, and strategic thinking. These are legitimate physical education outcomes.
• Life lessons — Being "out" teaches resilience. Not every activity can guarantee constant participation, and learning to handle temporary setback is a real-world skill.
• Modified versions work — Games like Doctor Dodgeball, Pin Guard, and variations where eliminated players can re-enter address most concerns while keeping the excitement.

What the Research Actually Says

The honest answer is that the research is limited and mostly focused on student perceptions rather than physical outcomes. What we do know:

• Students who are less physically confident report more negative experiences with dodgeball (Joy Butler, 2006)
• Modified versions with re-entry rules significantly increase total physical activity time compared to traditional elimination formats
• Teacher supervision and explicit rules about targeting (no headshots, use soft balls) reduce negative incidents
• Student enjoyment varies enormously by age group — upper primary students tend to love it; the picture is more mixed in high school

Better Alternatives That Deliver the Same Benefits

If you're looking for games that deliver the throwing, dodging, agility, and excitement of dodgeball without the controversy, consider:

• Capture the Flag — Team strategy, running, dodging, no elimination. Every student stays active.
• Benchball / Castle Ball — Throwing accuracy game where "out" players join the other team's bench and can still score. No one sits idle.
• Scatter Ball — Everyone has a ball. If hit below the waist, do 5 star jumps and you're back in. Constant activity, no permanent elimination.
• Target Games — Throwing at targets (cones, pins, hoops) rather than people. Same accuracy skills, no targeting controversy.
• Ga-Ga Ball — Played in a pit/enclosed area with an underhand roll. Hits below the knee only. Fast-paced, inclusive, hugely popular.

My Take

I think the answer lies in the middle. Traditional elimination dodgeball — where kids sit on the sideline for most of the lesson — isn't great PE. But modified versions with re-entry rules, soft balls, and clear expectations can be engaging, active, and inclusive.

The bigger question isn't "dodgeball or not" — it's whether we're designing lessons where all students are physically active, challenged at their level, and having a positive experience. If your dodgeball game achieves that, great. If it doesn't, there are plenty of alternatives that will.

What side of the debate are you on? The PE community is genuinely split — and that's okay.

Need fresh PE game ideas? ConnectedPE's PE Games Generator creates custom games for any skill focus, age group, and equipment list — with alternatives to traditional elimination games built in.

Tags: games, advocacy, inclusion, pedagogy, debate