This study aims to explore the use of Virtual Reality (VR) in Physical Education classes as an alternative tool for students with temporary injuries that prevent them from fully participating in conventional physical activities. These students are often relegated to passive roles during lessons, which limits their engagement and reduces their motivation. In response to this issue, the use of interactive virtual environments was proposed as a way to keep injured students active, involved, and connected to the curriculum content.

The research was conducted in several secondary schools with a sample of students aged 13 to 17 who were temporarily unable to take part in physical activities due to injury. Through structured questionnaires and semi-structured interviews, data was collected on their experiences using VR during class, their perceptions of its usefulness, their motivation, and their level of learning.

The results show that most students responded positively to the experience. Although they were unable to participate in traditional physical tasks, VR allowed them to continue learning key aspects such as game rules, tactical strategies, functional anatomy, and visual-motor coordination through simulations. The opportunity to “be in class” actively — even in a virtual setting — helped them feel included, valued, and part of the group. Additionally, students reported improved mood and motivation toward the subject, avoiding the common feelings of exclusion and uselessness associated with physical inactivity.

Teachers also highlighted the pedagogical potential of VR for reinforcing theoretical concepts in a dynamic way and adapting activities to students' temporary conditions without disrupting the overall class flow. However, some limitations were noted, including the availability of equipment, the need for teacher training, and the alignment of VR activities with curriculum goals.

In conclusion, Virtual Reality proves to be an effective and motivating tool for actively including students with temporary injuries in Physical Education classes. Rather than replacing traditional practice, its value lies in complementing the teaching-learning process, ensuring that all students — regardless of their temporary physical limitations — can participate meaningfully in the educational experience.

Keywords: Virtual Reality, Physical Education, inclusion, temporary injuries, educational innovation, student motivation.