Spanish Physical Education Teachers' Perceptions of Talent Development
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| Title: | Spanish Physical Education Teachers' Perceptions of Talent Development |
|---|---|
| Language: | English |
| Authors: | Prieto-Ayuso, Alejandro (ORCID |
| Source: | European Physical Education Review. Feb 2022 28(1):3-19. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Physical Education Teachers, Teacher Attitudes, Talent Development, Ability, Psychomotor Skills, Barriers, Teacher Competencies, Extracurricular Activities, Secondary School Teachers, Gifted Education |
| Geographic Terms: | Spain |
| DOI: | 10.1177/1356336X211010838 |
| ISSN: | 1356-336X |
| Abstract: | Since Bailey and Morley (2006) developed a model of talent development (TD) in physical education (PE), several researchers have attempted to understand TD in the PE context. However, the definition of 'talent' in PE remains unclear. Currently, "identifying" refers to using a range of predefined criteria to recognise potential; "providing" to offering support for those identified; and "developing" to the process of defining, identifying, and providing talent in PE. This study aimed to examine secondary school PE teachers' perceptions of TD processes in PE. A purposive sample of 20 Spanish PE teachers was interviewed (n = 17 males and 3 females). Through thematic analysis, five main themes were identified. Teachers associated talented students in PE with physical abilities. Teachers suggested several limiting factors in identifying and supporting talent within PE, including a lack of curricular guidelines, knowledge, and time. However, some teachers acknowledged that they were not equipped with strategies for TD in PE. Some teachers employed strategies to limit the abilities of talented students and balance the level of the class, while others found it difficult to develop talent in PE. Additionally, extracurricular activities were considered to play a key role in TD. Furthermore, teachers' pedagogy might be biased when developing talented students in PE, as the difference between sports talent and PE talent is unclear. Our results reveal a need for professional development in TD for PE teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1328635 |
| Database: | ERIC |
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| Abstract: | Since Bailey and Morley (2006) developed a model of talent development (TD) in physical education (PE), several researchers have attempted to understand TD in the PE context. However, the definition of 'talent' in PE remains unclear. Currently, "identifying" refers to using a range of predefined criteria to recognise potential; "providing" to offering support for those identified; and "developing" to the process of defining, identifying, and providing talent in PE. This study aimed to examine secondary school PE teachers' perceptions of TD processes in PE. A purposive sample of 20 Spanish PE teachers was interviewed (n = 17 males and 3 females). Through thematic analysis, five main themes were identified. Teachers associated talented students in PE with physical abilities. Teachers suggested several limiting factors in identifying and supporting talent within PE, including a lack of curricular guidelines, knowledge, and time. However, some teachers acknowledged that they were not equipped with strategies for TD in PE. Some teachers employed strategies to limit the abilities of talented students and balance the level of the class, while others found it difficult to develop talent in PE. Additionally, extracurricular activities were considered to play a key role in TD. Furthermore, teachers' pedagogy might be biased when developing talented students in PE, as the difference between sports talent and PE talent is unclear. Our results reveal a need for professional development in TD for PE teachers. |
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| ISSN: | 1356-336X |
| DOI: | 10.1177/1356336X211010838 |
