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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 0000-0002-6228-5473), León, María Pilar, Contreras-Jordán, Onofre Ricardo, Morley, David (ORCID 0000-0002-4389-8573)
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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  Value: <anid>AN0154828099;53x01feb.22;2022Jan25.06:13;v2.2.500</anid> <title id="AN0154828099-1">Spanish physical education teachers' perceptions of talent development </title> <p>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.</p> <p>Keywords: More able; gifted; curriculum; sport; inclusive education; ability</p> <hd id="AN0154828099-2">Introduction</hd> <p>Discovering emerging talent in sports has motivated researchers and practitioners alike to deepen their knowledge. However, research in this field is fraught with difficulties and ambiguities ([<reflink idref="bib61" id="ref1">61</reflink>]). While there is a consensus on the definitions of 'talent', 'talent identification', 'selection', and 'development', the application of these terms to physical education (PE) remains inconclusive. The PE talent discourse was first modelled by [<reflink idref="bib9" id="ref2">9</reflink>], using policy dimensions related to gifted and talented (G&T) development in UK schools ([<reflink idref="bib10" id="ref3">10</reflink>]) to define, identify, and develop talented children in PE. The model was drawn from perspectives in education, sport, and PE. It has subsequently been used to build perspective and understanding of the field in several empirical studies and systematic reviews ([<reflink idref="bib22" id="ref4">22</reflink>]; [<reflink idref="bib27" id="ref5">27</reflink>]; [<reflink idref="bib30" id="ref6">30</reflink>]; [<reflink idref="bib51" id="ref7">51</reflink>]). We aim to clarify the distinction between PE and sport through their differing goals and discuss differentiated approaches to talent development (TD) in these two separate domains. [<reflink idref="bib9" id="ref8">9</reflink>] viewed <emph>PE</emph> as a statutory curriculum subject taught by specialist PE teachers and provided within schools and s<emph>port</emph> as a codified competitive activity that can be delivered in after-school clubs and/or community/performance settings. This model was premised on the notion that PE provided a domain for the identification and multidimensional development of a child's potential (physical, creative, social, and cognitive), while TD in sports is focused on physical ability ([<reflink idref="bib9" id="ref9">9</reflink>]; [<reflink idref="bib34" id="ref10">34</reflink>]).</p> <p>[<reflink idref="bib29" id="ref11">29</reflink>] highlighted this multidimensional perspective in the educational context through a differentiated model of giftedness and talent. The core of the model is that the TD process involves the transformation of outstanding natural abilities (gifts) into outstanding systematically developed practical skills that define expertise (talent) in a particular field. In other words, the developmental progress from gifted to talented should proceed through the processes of defining, identifying, and developing talent to enable the fulfilment of potential. Specifically, this study follows [<reflink idref="bib44" id="ref12">44</reflink>] in denoting <emph>defining</emph> as the process of establishing a framework of dispositions that characterise children with the potential to become talented in PE; <emph>identifying</emph> as the process of using a range of predefined criteria to recognise individuals with potential; <emph>providing</emph> as the process of supporting those so identified; and <emph>developing</emph> as the process of defining, identifying, and providing talent in PE.</p> <p>Gagné's framework (2004) was subsequently adapted by [<reflink idref="bib9" id="ref13">9</reflink>] in the PE context. They claim that PE has the potential to develop talent in relation to five abilities or dispositions (i.e. psychomotor, cognitive, interpersonal, intrapersonal, and creativity) that are affected by personal (i.e. genetics, commitment, and resilience) and environmental characteristics (i.e. teachers, coaches, peers, and family support). Through the process of identification, practice, and provision, TD in PE (TDPE) could lead to one or more possible outcomes, such as lifelong physical activity, rewarding PE experience, sport leadership, and elite sport performance. This study focused on PE teachers' perceptions of abilities, personal and environmental characteristics, processes, and possible outcomes in PE.</p> <p>Traditionally, TDPE is considered a key stage in sports expertise acquisition ([<reflink idref="bib7" id="ref14">7</reflink>]; [<reflink idref="bib9" id="ref15">9</reflink>]; [<reflink idref="bib12" id="ref16">12</reflink>]; [<reflink idref="bib17" id="ref17">17</reflink>]; [<reflink idref="bib19" id="ref18">19</reflink>]). Thus, sports talent has dominated PE, despite claims regarding the educational definitions of talent (i.e. ability; [<reflink idref="bib29" id="ref19">29</reflink>]; [<reflink idref="bib54" id="ref20">54</reflink>], [<reflink idref="bib55" id="ref21">55</reflink>]). Many countries have supported the significance of PE in developing a child's sporting talent through specific legislation and policies ([<reflink idref="bib57" id="ref22">57</reflink>]). For instance, in England, PE talent identification gained support through a G&T programme, which was a part of the Excellence in Cities initiative aimed at improving opportunities for school children in inner-city areas ([<reflink idref="bib32" id="ref23">32</reflink>]). The evidence suggests that the teachers responsible for the programme's administration were concerned about the lack of clarity on the relationship between PE and sports (see [<reflink idref="bib8" id="ref24">8</reflink>]; [<reflink idref="bib10" id="ref25">10</reflink>]). However, it was clear that PE teachers considered sporting performance as the main criterion for identifying talented pupils ([<reflink idref="bib11" id="ref26">11</reflink>]).</p> <p>Furthermore, the literature discusses interventions used in primary schools. For example, [<reflink idref="bib33" id="ref27">33</reflink>] examined the validity of the athletic skills track (AST) as a way to assess fundamental movement skills among children with PE. [<reflink idref="bib58" id="ref28">58</reflink>] designed a Skills4 Genius sports-based training programme based on thinking, motor competence, and in-game creative behaviour in team sports. [<reflink idref="bib39" id="ref29">39</reflink>] examined the factors influencing selection in playing levels and playing positions in a school-based soccer programme. [<reflink idref="bib49" id="ref30">49</reflink>] evaluated a new combination of test items to be used as a tool to determine fundamental movement skills performance in children. [<reflink idref="bib26" id="ref31">26</reflink>] evaluated perceptuomotor skills as a part of talent detection for table tennis. However, despite the plethora of interventions conducted within the school context globally ([<reflink idref="bib18" id="ref32">18</reflink>]), few have investigated the role of PE in developing talent ([<reflink idref="bib27" id="ref33">27</reflink>]). It could be argued that PE has been used to harvest potential within a specific sport or groups of sports, relying predominantly on physical ability. [<reflink idref="bib9" id="ref34">9</reflink>]: 136) made the following claim:</p> <p>[S]ports-based programs often ignore pupils who are potentially talented, but who, due to lack of opportunity or support, are currently underachieving, as well as those who excel in the other, non-performance aspects of PE, such as leadership, knowledge, and understanding.</p> <p>Spain's compulsory educational system is divided into three phases: preschool (3–6 years), primary (6–12 years), and secondary (12–16 years). The general educational law ([<reflink idref="bib38" id="ref35">38</reflink>]) provides regulations via a <emph>real decreto</emph> for each of these three phases. The Spanish secondary education curriculum is governed under Real Decreto 1105/2014. It provides schools the discretionary authority to adopt plans such as enrichment programmes for gifted students. Although there is evidence regarding enrichment programmes in other curriculum subjects in Spain (e.g. Maths, Science, Linguistics; [<reflink idref="bib16" id="ref36">16</reflink>]; [<reflink idref="bib40" id="ref37">40</reflink>]), knowledge of the relationship between these methods' purpose/foci and TDPE in Spanish schools' curricula remains limited. The only mention of sports TD in the Real Decreto is that regarding the exemption of elite athletes from PE in schools. Thus, apart from the paucity of specific guidelines regarding G&T development in schools, the Spanish curriculum also fails to provide a general framework for G&T students.</p> <p>Meanwhile, in Spain, it is necessary to obtain a degree in the science of physical activity and sport (Real Decreto 1105/2014) to qualify as a PE teacher in secondary education. The degree comprises four academic courses, and students must acquire a series of professional specific competencies (PSC). These PSCs must be developed through the application of knowledge, procedures, skills, and attitudes to practice ([<reflink idref="bib15" id="ref38">15</reflink>]). The PSC for PE teachers in secondary education is stipulated in the framework book for Science of Physical Activity and Sport ([<reflink idref="bib24" id="ref39">24</reflink>]). They include the following:</p> <p></p> <ulist> <item> To plan, design, develop, and evaluate physical condition.</item> <p></p> <item> To understand the context and epistemology of the profession.</item> <p></p> <item> To select and understand the appropriate use of sport equipment.</item> <p></p> <item> To plan, evaluate, and organise resources, physical activities, and sports.</item> <p></p> <item> To design, develop and evaluate the teaching–learning process.</item> <p></p> <item> To promote and evaluate healthy and autonomous habits in physical activities and sports.</item> <p></p> <item> To identify the risks for health in physical activities and sports.</item> <p></p> <item> To plan, develop, and evaluate training/performance processes at different levels.</item> <p></p> <item> To apply physiological, biomechanical, behavioural, and social principles to physical activity and sports.</item> </ulist> <p>In addition to the above-mentioned degree, it is also necessary to acquire a master's degree in teacher training for one academic year, which provides PE teachers with the pedagogical and didactic training according to the general law ([<reflink idref="bib38" id="ref40">38</reflink>]) necessary to become a competent teacher (Real Decreto 1105/2015). The contents of the course are (a) physical condition and health, (b) games and sports, (c) outdoor activities, (d) corporal expressions, and (e) attitudes and values. In short, becoming a PE teacher in secondary education requires five years of education.</p> <p>The TDPE policy has been introduced in other countries to varying degrees. For instance, in England, the G&T initiative was part of a broader policy, which was supported by other organisations (e.g. Youth Sport Trust) that provided guidance, support, and detailed policy to schools ([<reflink idref="bib9" id="ref41">9</reflink>]). However, the information provided by Spanish education authorities is significantly lower than its English counterparts to support TDPE in schools. It could be argued that, as the detailed guidance required to effectively establish a TDPE programme is lacking, the development of talent in Spanish schools is dominated by the sporting performance criterion, as evidenced in other countries. Therefore, this study explores Spanish PE teachers' perceptions regarding how they define, identify, and develop G&T students in PE. We hope that the findings of this study will lay the foundation for building appropriate guidelines and policies for Spanish legislation.</p> <hd id="AN0154828099-3">Methods</hd> <p>We employed an interpretivist approach, as we sought to understand and interpret teachers' perceptions, values, attitudes, beliefs, and strategies for developing talent in PE ([<reflink idref="bib25" id="ref42">25</reflink>]).</p> <hd id="AN0154828099-4">Participants</hd> <p>A purposive convenience sampling approach was employed to select PE specialist teachers through existing networks ([<reflink idref="bib14" id="ref43">14</reflink>]). The sample consisted of 20 PE teachers (n = 17 males and 3 females) recruited from 15 city secondary schools and one rural secondary school. The schools were located in four regions of Spain, mostly in the centre of the country (80%). Specifically, 14 participants worked in the region of Castilla-La Mancha, three in the region of Murcia, two in Andalucıa, and one in Castilla y León. Teachers' years of service ranged from one to 28 (<emph>M</emph> = 8.5, <emph>SD</emph> = 8.6); participants were classified into three groups and given a pseudonym to ensure their anonymity:</p> <p></p> <ulist> <item> The first group (< 4 years) included nine men (Pablo, Gabriel, Santiago, Rodrigo, Jesús, Raúl, Juan, Miguel, Daniel).</item> <p></p> <item> The second group (4–14 years) included six men (Antonio, Luis, Damián, Fernando, Sergio, Álvaro).</item> <p></p> <item> The third group (≥ 15 years) included two men and three women (Carlos, Abel and Llanos, Carmen, and Pilar).</item> </ulist> <hd id="AN0154828099-5">Materials</hd> <p>Semi-structured interviews were used to obtain the data. We asked interviewees a series of predetermined but open-ended questions ([<reflink idref="bib5" id="ref44">5</reflink>]). This allowed us to follow an interpretivist approach by uncovering existing knowledge in a way that could be expressed in the form of answers, allowing for interpretation in data analyses ([<reflink idref="bib28" id="ref45">28</reflink>]).</p> <p>This type of interview was selected because of its flexible process, as the interviewer did not have to strictly follow the order outlined in the interview guide. Given the uncertainty of the responses owing to the paucity of research in this field, a flexible structure was deemed most appropriate. Moreover, additional questions could be used depending on the interviewees' responses, to enable them to expand or clarify their ideas ([<reflink idref="bib14" id="ref46">14</reflink>]).</p> <p>The questions in the interview guide were established based on previous studies ([<reflink idref="bib1" id="ref47">1</reflink>]; [<reflink idref="bib22" id="ref48">22</reflink>]; [<reflink idref="bib23" id="ref49">23</reflink>]; [<reflink idref="bib31" id="ref50">31</reflink>]). They aimed to ask participants about relevant aspects of the study topic to facilitate a comparison of the findings to those of similar studies done in other countries ([<reflink idref="bib11" id="ref51">11</reflink>]; [<reflink idref="bib22" id="ref52">22</reflink>]). These relevant aspects were as follows: (a) the characteristics of G&T students in PE (e.g. 'How do students reveal themselves as G&T pupils in PE classes?'); (b) the identification of G&T students in PE (e.g. 'In your lessons, how would you identify a G&T student?'); (c) teaching strategies for G&T students (e.g. 'Do you alter your teaching methods for G&T students within your lessons?'); (d) PE teachers' knowledge of policies regarding the teaching or identification of G&T students (e.g. 'Are you aware of a policy or guidance that informs you about teaching G&T pupils, or helps you identify who they are?'); (e) PE teachers' views on extracurricular activities regarding the development of G&T students (e.g. 'Do you think after-school sports play a role in identifying and developing G&T students in PE? If so, how does this work?').</p> <p>The initial semi-structured interview guide was composed of 15 questions, and the final version had 18 questions (see Table 1).</p> <p>Graph</p> <p>Table 1. Semi-structured interview guide.</p> <p> <ephtml> <table><thead><tr><th>Questions</th></tr></thead><tbody><tr><td>1. What do you think the aim of PE is?</td></tr><tr><td>2. What does the term gifted and talented (G&T) mean to you?</td></tr><tr><td>3. How would you characterise G&T pupils? What makes pupils Gifted and Talented?</td></tr><tr><td>4. How do students reveal themselves as G&T pupils in PE classes?</td></tr><tr><td>5. What formal and informal training opportunities have you had for identifying G&T children in PE? Was the training effective?</td></tr><tr><td>6. In your lessons, how would you identify a G&T student?</td></tr><tr><td>7. How do you assess G&T children in PE? Do you have a tool/protocol for that?</td></tr><tr><td>8. Do you challenge G&T students in different ways to other students? If so, how do you do this?</td></tr><tr><td>9. Have you ever identified a sport talented child? How did you do it?</td></tr><tr><td>10. How would you identify a talented child in team sports? Please, give an example</td></tr><tr><td>11. How would you identify a talented child in individual sports? Please, give an example</td></tr><tr><td>12. Do you alter your teaching methods for G&T students within your lessons? (Probes: pedagogy, your teaching styles and/or your planning of lessons)</td></tr><tr><td>13. Are you aware of a policy or guidance that informs you about teaching G&T pupils, or helps you identify who they are?</td></tr><tr><td>14. In practice, what does this policy mean to you?</td></tr><tr><td>15. Do you think after-school sports play a role in identifying and developing G&T pupils in PE? If so, how does this work?</td></tr><tr><td>16. What are the key features of G&T pupils? (Probes: decision-making, technical, tactical, etc.)</td></tr><tr><td>17. Is there anything during the interview that you would like to add to or change now?</td></tr><tr><td>18. Finally, is there anything that I've not mentioned that you'd like to talk regarding G&T</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> Questions 9, 10, and 11 were added to the initial version</p> <hd id="AN0154828099-6">Procedure</hd> <p>This study was approved by the Ethics Committee of the University of Castilla-La Mancha (ethics number 2018/05/059). Teachers provided verbal consent to participate in this study after being informed about its purpose.</p> <p>Based on the extant literature, an interview guide comprising 15 questions was created. Revisions were made to the interview guide based on recommendations from two PE experts. Ten Spanish PE teachers were interviewed. These interviews were then transcribed and read carefully by the first author, who assessed each question's ability to elicit responses appropriate to the study's aims. After several meetings with the research team, the final version of the interview guide included three new questions based on the teachers' responses. This questionnaire was administered to 10 Spanish PE teachers. The three new questions were added to the initial version to delve deeper into PE teachers' perceptions of talent identification. The purpose of these additional questions was to determine whether teachers had identified any talented children and to reveal the criteria used to detect talent in collective and individual sports.</p> <p>The interviews lasted 30–45 minutes. They were conducted both face-to-face (<emph>n</emph> = 11) and remotely via Skype teleconferencing (<emph>n</emph> = nine) between September 2019 and February 2020, according to the participants' availability or preference. All interviews were audio-recorded and transcribed verbatim.</p> <hd id="AN0154828099-7">Qualitative analysis</hd> <p>The participants' responses were transferred to Atlas.ti 8.4.15 software for coding. A thematic analysis was conducted following the recommendations of [<reflink idref="bib13" id="ref53">13</reflink>]. This approach was selected for its theoretical flexibility; it enabled us to interpret and abstract both the manifest and latent content and create themes and subthemes ([<reflink idref="bib63" id="ref54">63</reflink>]).</p> <p>First, the interviews were read separately by the first and second authors to make note of the initial ideas and get acquainted with the data. A number of initial codes were generated and grouped into potential themes and subthemes. Second, we created our own thematic maps and had discussions to resolve discrepancies and to develop the final thematic map. All the themes were reviewed and named, along with a thematic descriptor (i.e. explanation of subthemes), which provided the clarity needed to align participant quotations that supported these themes and subthemes. Finally, this preliminary categorisation was discussed and refined by the fourth author. After the final themes and subthemes were established, the first and second authors analysed all the interviews and established the associated quotations.</p> <hd id="AN0154828099-8">Findings</hd> <p>Five main themes were derived from the qualitative analysis: (a) multicompetences in PE talent students, (b) constraints for TDPE, (c) lack of consensus in talent identification, (d) strategies for TD strategies, and (e) extracurricular sports (clubs) as an ideal context for TD. These themes were used to structure the findings presented below. The findings are represented through thick textual descriptions that engender honesty and transparency as hallmarks of quality in qualitative research ([<reflink idref="bib62" id="ref55">62</reflink>]). This section demonstrates the data and invites readers to construct their own knowledge and explore the extent to which the data resonate with them ([<reflink idref="bib60" id="ref56">60</reflink>]); we then move onto the analytical 'tell' in the Discussion section.</p> <hd id="AN0154828099-9">Multicompetences in PE talent students</hd> <p>This theme was subdivided into six subthemes: psychological, physical, attitudinal, technical–tactical, efficiency, and interpersonal (social). The teachers in our study stated that PE talented students had multicompetence. These included physical skills: '[The talented student] has good physical conditioning. I mean, to be fast, resistant, strong, and flexible' (Jesús). However, some PE teachers also considered other competencies of PE talented students, such as attitude (e.g. Luis: 'I also value attitude very much...there are boys or girls who are not technically good at sports, but have a very good attitude; they try [to improve].'); technical–tactical (e.g. Carmen: 'Technical and tactical have to be combined for the guy to excel.'); efficiency in understanding the teachers' instructions (e.g. Gabriel: '[The talented student] has more facility to perform the tasks and understand everything at first.'); and social skills (e.g. Luis: 'Outgoing students who know how to relate to the group and work as a team.') Social competencies were also supported by other teachers: 'Leadership capacity when doing activities, helping or guiding other students' (Fernando).</p> <p>Teachers also mentioned psychological skills, although to a lesser extent. Carlos shared, 'There are other components such as the student's personality in terms of competition stress. I mean the anxiety of the competition stress and [quick] decision-making.'</p> <hd id="AN0154828099-10">Constraints for TDPE</hd> <p>This theme was composed of four subthemes: lack of curricular guidance, lack of resources and knowledge, students who have already been identified, and TDPE dependence on curricular content.</p> <p>All teachers claimed that they received no curricular guidance for working with PE talented students, as a female teacher (Pilar) explained: 'The curriculum in this regard leaves a gap that we do not know how to fill.' The absence of curricular guidance is related to the lack of resources and knowledge, as other experienced teachers also pointed out: 'We lack instruments or training...except for the physical tests, I would not know to specify any test or instrument' (Damián); 'We do not know how to work with them [talented students]' (Pilar). Hence, teachers had to demand an orientation to the curriculum: 'That kind of thing [talent identification and development] should be included in the curriculum' (Rodrigo) because 'it would very helpful' (Raúl). Further, in relation to the lack of resources and knowledge, teachers also mentioned the lack of time: 'In PE class we have little time to develop [talent]. We can identify...[talent], but we must dedicate exclusive time to that individual so that he can develop his talent in time' (Gabriel).</p> <p>Another constraint regarding TDPE is that talented students were already identified in previous educational stages (e.g. Antonio stated: 'In secondary, they are normally already detected') or in sports clubs. As Pilar explained, 'Usually, talented students that I observe are already in sports clubs.' In line with this, Pablo said, 'We have had several cases of children [with] elite athlete accreditation and are exempted [from PE lessons]; therefore, we do not teach them.'</p> <p>Finally, secondary PE teachers explained that TDPE depends on the curricular content:</p> <p>In an individual sport in which physical and aerobic abilities predominate, a physical test should be performed. If you want a guy who can perform in team sports, the guy would first perform a part of the session in which physical abilities are evaluated and then they would take part in collective or cooperative games [to assess] if he was able to work in a team, understand the game, know how to adapt [to the situation], and get ahead of others. (Jesús)</p> <p>Regarding this last subtheme, Raúl stated, 'In an individual sport, you can focus more on technical aspects, [but] in team sports...you also focus on tactical aspects and teamwork.'</p> <p>Some teachers explained that some talented children were not good at corporal expression or were not interested in this content. A female teacher stated, 'Some children are great at some activities, but then you propose other types of rhythmic or choreographic activities, and they are not so good' (Llanos). Similarly, Luis said, They're physically talented students, but when it comes to corporal expression, they do not like it.'</p> <hd id="AN0154828099-11">Lack of consensus in talent identification</hd> <p>The results revealed a lack of consensus regarding the identification of students with PE talents. Most teachers referred to physical tests as Antonio did: 'I conduct flexibility tests, speed tests, and horizontal jump tests. I also conducted an endurance test for the older students to obtain various parameters and see that some [students] can be more talented in these aspects.'</p> <p>However, other teachers described their use of sports and games to identify talented students: 'For example, passing games...I would do alternative sports like Colpbol' (Llanos). This identification through sports and games was sometimes conducted by observation, e.g. 'The main tool to identify talented students is observation' (Daniel). In observation, teachers used their own experiences or intuition. For example, Carlos explained that he had one very talented student who went onto play in a professional football team. He claimed that he identified this student using observation and personal experiences: 'I'm also a football trainer and I saw that the student was very good.' Another teacher (Carmen) stated, 'I would not need any kind of test, scale, or ranking. I would know to say this one and that one [talented students]'.</p> <hd id="AN0154828099-12">TD strategies</hd> <p>This theme comprised four subthemes: student tutors, more challenging tasks, role models, and the lack of curricular acceleration or enrichment implementation.</p> <p>Some teachers mentioned the first subtheme (<emph>student tutors</emph>). For example, Abel shared: '[the talented student] is not only the leader of the session but also a collaborator to help their colleagues'. Additionally, many PE teachers mentioned using <emph>more challenging tasks</emph> to motivate talented students (e.g. Rodrigo: 'My methodology would not change, but I would try to empower that student, making tasks a little more difficult for them'). However, these challenging tasks did not always focus on improving student talent (e.g. Santiago: 'I would propose a more specific task with a higher level'). Sometimes, PE teachers would also limit their high abilities:</p> <p>If there is a guy in a team and it is clear that he is going to score 50 points and the other team two [points], the player loses interest. Then, I limit the number of shots. When you score six baskets, you cannot shoot more...That maybe, is not right, but it is to somehow balance the level of the class. (Carmen)</p> <p>Similarly, Pilar explained: 'If there is a talented student in any team sport, they are obliged not to score goals, just do passes.'</p> <p>Additionally, some PE teachers considered that talented students could serve as role models for their peers: 'Gifted students are useful for me as a role model...and an example of work. I have had champion students in my classes and their colleagues respect them' (Abel).</p> <p>Another subtheme is related to <emph>curricular acceleration and enrichment.</emph> The results show that these strategies were not implemented. However, some PE teachers stated that it was important and useful to develop their students' talent. For example, '[Enrichment] would be useful, we [teachers] would get great athletes, but within PE it is not implemented' (Pilar). However, teachers expressed difficulties in implementing these strategies. For example, 'It would make sense, but it's very complicated' (Miguel).</p> <p>Contrary to these views, other teachers did not describe these strategies as beneficial. For example, 'It is neither feasible nor interesting. I do not think that a student has to do PE in 3rd grade if he is enrolled in 2nd grade because...I do not think there is much difference [between 2nd and 3rd grade] in terms of content' (Juan).</p> <hd id="AN0154828099-13">Extracurricular sport (clubs) as an ideal context for TD</hd> <p>The vast majority of teachers considered extracurricular sports to be significant in TD. They explained that extracurricular activities are based on sports specialisation, sport performance, and competition. In contrast, PE is broader because it contains several curricular content areas and does not allow talented students to specialise in a particular activity or sport: 'In PE I work on many things, very generic and very broad because of course...I want my students to work on everything' (Antonio). Similarly, another teacher (Carlos) stated, 'PE is poor and it [sport in the extracurricular context] should be increased.' This idea was supported by Álvaro, who explained, 'With two hours [of PE] a week and a large group with diverse abilities, it is difficult for talented students to develop their abilities if it is not through extracurricular sports.'</p> <p>Furthermore, teachers explained that PE is not focused on performance or competition, as it hinders TD. Pablo said, <bold>'</bold>In class, I am not in favour of competition, but yes in extracurricular activities...competing is how you improve.' In line with this view, Sergio explained, 'At school, we must not forget that we do not have the goal of high performance and we care about aspects other than motor skills.' Another teacher (Jesús) explained, '[extracurricular sport] is essential for me because PE is not intended for this group of children.'</p> <p>Some teachers believed that PE was limited for these students; they explained that, when they saw a talented child, they recommended that they join a sports club (e.g. 'If I have a student who runs 100 meters in eight seconds, I would tell him to join an athletics club' [Juan]).</p> <hd id="AN0154828099-14">Discussion</hd> <p>This study examined secondary PE teachers' perceptions of the TDPE process. We asked PE teachers to identify the characteristics of G&T students in PE, explain the strategies they used to identify and develop their talent, and explore the role of extracurricular activities in TD.</p> <p>Prior to discussing our findings, it is important to note that the teachers in this study seemed to use the terms <emph>sports talent</emph> and <emph>PE talent</emph> interchangeably on a regular basis. To address this possible limitation, we used the term <emph>PE talent</emph> throughout the discussion, except when teachers referred more specifically to sports talent (e.g. extracurricular sports activities).</p> <p>Throughout the interviews, we observed an imbalance in the criteria the PE teachers used to identify a talented student, with physical abilities being the most valued aspect. This finding is in line with previous research ([<reflink idref="bib4" id="ref57">4</reflink>]; [<reflink idref="bib22" id="ref58">22</reflink>]) and supports the model proposed by [<reflink idref="bib37" id="ref59">37</reflink>], which focuses on physical abilities. Thus, our results support the previous finding that PE teachers associate talent in PE with exceptional physical skills ([<reflink idref="bib2" id="ref60">2</reflink>]; [<reflink idref="bib34" id="ref61">34</reflink>]). However, it is important to note that, although they were mentioned less frequently, teachers sometimes referred to other competencies and abilities related to talent, such as psychological, attitudinal, social, technical, tactical, and efficiency abilities. Psychological skills were the least-mentioned by teachers, although [<reflink idref="bib3" id="ref62">3</reflink>] point to the essential role of the psychological dimension in TDPE.</p> <p>Some of these abilities are in line with the TDPE model ([<reflink idref="bib9" id="ref63">9</reflink>]), which highlights the cognitive, physical, interpersonal, intrapersonal, and creative dispositions of G&T students in PE. However, none of the participants in our study mentioned creativity as a student characteristic. One reason for this may be the complexity of the evaluation of creativity in the sports field ([<reflink idref="bib43" id="ref64">43</reflink>]).</p> <p>Regarding the identification and development of talent in PE, teachers agreed that there are important limitations that prevent them from conducting these processes. One of the main limitations is the lack of curricular orientation, which may be because countries tend to rely more on sports policies than on educational ones for the detection, identification, and development of sports talent ([<reflink idref="bib27" id="ref65">27</reflink>]). Accordingly, teachers in our study, as well as those who participated in the study by [<reflink idref="bib11" id="ref66">11</reflink>], requested guidance and support from educational authorities for TDPE.</p> <p>In addition to documenting this lack of resources, teachers also highlighted the lack of the time required to develop G&T students in PE, as there were only two weekly PE sessions and a large number of students per class (approximately 25 to 30). The lack of time for development has also been pointed out by Swedish teachers, who were sceptical about sports TDPE because they believed PE should be based on the promotion of physical activity and not sports and competition ([<reflink idref="bib35" id="ref67">35</reflink>]).</p> <p>In addition to the lack of resources, many teachers in our study recognised their limitations in knowledge and specialised training, which impeded talent identification and development in PE. This might result in a lack of self-confidence and perceived competence among teachers about their ability to meet the needs of talented students ([<reflink idref="bib11" id="ref68">11</reflink>]). This finding is consistent with the results of [<reflink idref="bib22" id="ref69">22</reflink>], who found that many UK teachers were unaware of national guidelines or models for talent identification.</p> <p>Another limitation faced by teachers in our study regarding talent identification in PE is that some students had already been identified by sports clubs or in previous educational stages. Therefore, teachers considered their role in the secondary school to be very limited, as students demonstrating talent in sports were already being supported outside of school. This is no doubt exacerbated by the legislation (Real Decreto 242/2009), which exempts high-performance athletes and those studying professional dance courses from the need to take PE lessons. This legislation could result in a lack of meaningful PE experiences for talented PE students in the educational context, as teachers might think that talented students are already identified and supported in specialised sports centres.</p> <p>Many teachers suggested that the PE content affected their perceptions of G&T students in PE. For example, they believed that, when it comes to individual sports, TDPE should focus on physical and technical abilities, while tactical abilities play a more prominent role in team sports. Apart from individual and team sports, teachers also mentioned other activities, such as orienteering and corporal expression (e.g. dance), although to a lesser extent. They stated that it is difficult to find a student who can master both sports and corporal expression. In addition, they stated that talented students in sports are not always good at corporal expression; moreover, they are not motivated by the PE curriculum content. This statement suggests that corporal expression is an antagonist of sports and that mastery of one or the other is mutually exclusive. In addition, our results show that G&T students in PE do not give corporal expression and sports equal attention. Furthermore, it has been argued that being good at aesthetic movement does not seem to be as highly valued as traditional team sports skills by PE teachers ([<reflink idref="bib1" id="ref70">1</reflink>]). This could be because corporal expression activities are less frequently experienced in PE ([<reflink idref="bib47" id="ref71">47</reflink>]).</p> <p>Despite these limitations, some teachers have tried to identify talented students. However, there is no consensus on identification practices, as was found by [<reflink idref="bib22" id="ref72">22</reflink>]. In line with [<reflink idref="bib1" id="ref73">1</reflink>], our results revealed that physical tests were used most commonly to identify talent in PE, especially in individual sports. In this regard, [<reflink idref="bib22" id="ref74">22</reflink>] found that PE teachers considered physical performance as a primary indicator of PE talent. Therefore, many teachers focused on their students' fitness levels. This could be because the physical domain can be measured easily, objectively, and reliably through tests ([<reflink idref="bib1" id="ref75">1</reflink>]; [<reflink idref="bib21" id="ref76">21</reflink>]).</p> <p>Apart from physical abilities, teachers also considered other aspects of the game (e.g. tactical abilities) to be important for talent identification. Some of our participants stated that one way to assess talent is through direct observation of game and sport situations (e.g. small-side games; [<reflink idref="bib42" id="ref77">42</reflink>]). Frequently, this observation was based on teachers' professional judgement or sporting experiences ([<reflink idref="bib10" id="ref78">10</reflink>]). Our results suggest that teachers in our study felt comfortable identifying talented students based on their observations and intuition, rather than using an assessment rubric. However, using subjective judgements can be difficult when teachers lack experience as players and in cases where bias leads them to mistake sports performance for talent in PE ([<reflink idref="bib23" id="ref79">23</reflink>]; [<reflink idref="bib46" id="ref80">46</reflink>]).</p> <p>Regarding talent identification, our results suggest that most teachers focus on students' current levels of achievement in terms of physical and game performance, which is assessed through observation and physical tests. [<reflink idref="bib11" id="ref81">11</reflink>] found that more than half of the teachers in their study identified students primarily by their current levels of achievement, while only a few identified students through achievement potential. However, we must not forget that potential is the earliest indicator of giftedness and achievement ([<reflink idref="bib50" id="ref82">50</reflink>]). However, if we focus only on current achievements in physical performance, we can ignore late-developing students ([<reflink idref="bib41" id="ref83">41</reflink>]). Therefore, talent identification should be followed by an educational response ([<reflink idref="bib18" id="ref84">18</reflink>]). While [<reflink idref="bib10" id="ref85">10</reflink>] found that teachers perceived talent development as a less complex process than identification, we noticed that teachers in our study did not know how to develop talent in their classes. This finding is supported by previous studies ([<reflink idref="bib11" id="ref86">11</reflink>]; [<reflink idref="bib22" id="ref87">22</reflink>]). In addition, this lack of knowledge could lead to subjective and conflicting TDPE criteria, as evidenced in this study.</p> <p>[<reflink idref="bib9" id="ref88">9</reflink>] found that the two most common approaches used to support G&T students in PE were acceleration and enrichment ([<reflink idref="bib59" id="ref89">59</reflink>]). Acceleration most typically involves promoting students through grade skipping, although there are many other adaptations ([<reflink idref="bib64" id="ref90">64</reflink>]). Enrichment ranges from enhancing activities for talented students within the regular classroom to providing bespoke extracurricular opportunities ([<reflink idref="bib56" id="ref91">56</reflink>]). While some PE teachers in our study indicated that curricular enrichment and acceleration within PE were both non-existent and difficult to provide, some claimed that these approaches would be useful and plausible. In line with this belief, [<reflink idref="bib36" id="ref92">36</reflink>] found that teachers acknowledged several benefits of acceleration, such as providing students with more challenges, increasing their commitment to schoolwork, and enhancing their academic achievement.</p> <p>Despite these perceived potential benefits, the respondents did not implement these strategies; they developed other strategies in their lessons. The most common one was to make the talented student a tutor, where they would act as a teacher and help classmates with lower levels of physical ability. Talented students are also used as role models to demonstrate the accurate execution of activities proposed by the teacher. However, [<reflink idref="bib6" id="ref93">6</reflink>] advise against using gifted students as a role model, as the students might attribute their gifted peers' success to innate abilities rather than hard work. Therefore, a talented role model might cause children to perceive that they lack control over their own performance, which could worsen it.</p> <p>The third strategy for TD, widely used by teachers examined in previous studies, was to design more challenging tasks for talented pupils ([<reflink idref="bib11" id="ref94">11</reflink>]). However, some PE teachers explained that some of their actions were aimed at limiting the abilities of talented students to balance the level of the class. [<reflink idref="bib11" id="ref95">11</reflink>] found that the most common and successful TD strategy for UK teachers was the use of extracurricular activities. Teachers in our study believed that extracurricular activities provided an ideal setting for sports talent identification and development, as they complement PE and overcome its limitations. However, according to [<reflink idref="bib47" id="ref96">47</reflink>], extracurricular activities are gendered, have a competitive focus, and are dominated by traditional team games.</p> <p>Several teachers explained that, when they saw a student excelling in a sport, they recommended that the student attend sports clubs. However, according to [<reflink idref="bib27" id="ref97">27</reflink>], teachers should not forget their important role, as all talented students attend PE while not all participate in sports clubs, for various reasons (e.g. cost of participating, lack of transport; [<reflink idref="bib11" id="ref98">11</reflink>]). In addition, not all talented students reach an elite level, as shown by several models of sports development ([<reflink idref="bib7" id="ref99">7</reflink>]; [<reflink idref="bib17" id="ref100">17</reflink>]; [<reflink idref="bib20" id="ref101">20</reflink>]). Therefore, [<reflink idref="bib27" id="ref102">27</reflink>] recommend creating communication bridges between schools and sports clubs to ensure cooperation between teachers and coaches.</p> <p>The teachers in our study argued that the identification and development processes should be conducted through extracurricular activities because of the specialisation in sports clubs. This would reduce TDPE to the sports level and exclude the social, cognitive, and creative aspects ([<reflink idref="bib9" id="ref103">9</reflink>]). Furthermore, teachers indicated that sports clubs were based on performance and competition, which drive excellence and appropriate TD; conversely, PE is focused on improvement ([<reflink idref="bib65" id="ref104">65</reflink>]) and psychomotor, cognitive, and affective development ([<reflink idref="bib46" id="ref105">46</reflink>]).</p> <p>The value placed on extracurricular activities for sports talent identification and development could also be due to two other aspects. First, the difficulty in developing these processes in PE may cause many teachers to use performance in sports clubs as an identification criterion in PE ([<reflink idref="bib45" id="ref106">45</reflink>]). Second, it was observed that no teacher suggested talent identification and/or development as a PE objective. This indicates that teachers in this study are arguably more aligned with a performance-focused vision of sports talent in an extracurricular context ([<reflink idref="bib34" id="ref107">34</reflink>]).</p> <hd id="AN0154828099-15">Conclusions</hd> <p>To our knowledge, this is the first study to provide insight into Spanish PE teachers' perceptions of TDPE. It is well known that G&T students in PE have received little attention in the literature and in education research. In addition, very little is known about teacher strategies for identifying and developing talent in PE. Our study addresses this gap in knowledge. It is also a starting point for raising awareness of teachers' and students' needs in this area. Despite its strengths, our study had several limitations. For example, there was a gender imbalance in the participants, as the majority of participants were men. As our study was aimed at secondary PE teachers, it would be valuable to extend the sample to include primary PE teachers.</p> <p>Our findings suggest that teachers should be provided with more support for TDPE. Policymakers can provide these resources in Spain's national curricula. Thus, considering our results, we propose the following recommendations for the curriculum:</p> <p></p> <ulist> <item> Offer a detailed explanation of the difference between talented children in PE and talented children in sports.</item> <p></p> <item> Assess the feasibility of validated instruments that can help identify G&T students in PE, based not only on their sports learning capacity but also on work attitude and social and creative skills (e.g. the Scale for Identification of Sport Potential [SISP]; [<reflink idref="bib48" id="ref108">48</reflink>]).</item> <p></p> <item> Include young elite athletes, normally exempt, in PE so that they can develop the broader skills typically found in PE and not as emphasised within sports.</item> <p></p> <item> Provide orientation about curricular enrichment and acceleration for G&T students in PE.</item> <p></p> <item> Provide PE teachers with training in detecting, identifying, and developing talent for talented students.</item> <p></p> <item> Include PE talent identification and development instruction in undergraduate education programmes.</item> </ulist> <p>In summary, the Spanish PE curriculum needs to highlight the importance of understanding the differences between talented children in sports and talented children in PE. The differences stated by [<reflink idref="bib34" id="ref109">34</reflink>] and the TDPE model presented by [<reflink idref="bib9" id="ref110">9</reflink>] can help policymakers articulate these differences. Furthermore, the Spanish curriculum must document instruments and procedures for developmentally appropriate and differentiated TDPE. This could be augmented by the use of valid tools, such as SISP ([<reflink idref="bib48" id="ref111">48</reflink>]) or AST ([<reflink idref="bib33" id="ref112">33</reflink>]). Finally, the policy of exempting elite athletes from attending PE must be removed because of the conceptual difference between PE and performance sports ([<reflink idref="bib46" id="ref113">46</reflink>]).</p> <ref id="AN0154828099-16"> <title> References </title> <blist> <bibl id="bib1" idref="ref47" type="bt">1</bibl> <bibtext> Aasland E, Walseth K, Engelsrud G (2019) The constitution of the 'able' and 'less able' student in physical education in Norway. 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London: A&C Black.</bibtext> </blist> </ref> <ref id="AN0154828099-17"> <title> Footnotes </title> <blist> <bibtext> The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> This work was supported by the European Social Fund through a postdoctoral grant from the University of Castilla-La Mancha (2014/10340).</bibtext> </blist> <blist> <bibtext> Alejandro Prieto-Ayuso https://orcid.org/0000-0002-6228-5473 David Morley https://orcid.org/0000-0002-4389-8573</bibtext> </blist> </ref> <aug> <p>By Alejandro Prieto-Ayuso; María Pilar León; Onofre Ricardo Contreras-Jordán and David Morley</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Alejandro Prieto-Ayuso is Associated Lecturer of Didactics of Physical Education at University of Castilla-La Mancha, Cuenca, Spain.</p> <p>María Pilar León is Associated Lecturer of Didactics of Physical Education at University of Castilla-La Mancha, Cuenca, Spain and University Alfonso X The Wise, Madrid, Spain.</p> <p>Onofre Ricardo Contreras-Jordán is Professor of Didactics of Physical Education at University of Castilla-La Mancha, Albacete, Spain.</p> <p>David Morley is Professor of Sport Coaching in the Discipline of Sport and Exercise Science at La Trobe University, Melbourne, Australia.</p> </aug> <nolink nlid="nl1" bibid="bib61" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib22" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib27" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib30" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib51" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib34" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib29" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib44" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib12" firstref="ref16"></nolink> <nolink nlid="nl11" bibid="bib17" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib19" firstref="ref18"></nolink> <nolink nlid="nl13" bibid="bib54" firstref="ref20"></nolink> <nolink nlid="nl14" bibid="bib55" firstref="ref21"></nolink> <nolink nlid="nl15" bibid="bib57" firstref="ref22"></nolink> <nolink nlid="nl16" bibid="bib32" firstref="ref23"></nolink> <nolink nlid="nl17" bibid="bib11" firstref="ref26"></nolink> <nolink nlid="nl18" bibid="bib33" firstref="ref27"></nolink> <nolink nlid="nl19" bibid="bib58" firstref="ref28"></nolink> <nolink nlid="nl20" bibid="bib39" firstref="ref29"></nolink> <nolink nlid="nl21" bibid="bib49" firstref="ref30"></nolink> <nolink nlid="nl22" bibid="bib26" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib18" firstref="ref32"></nolink> <nolink nlid="nl24" bibid="bib38" firstref="ref35"></nolink> <nolink nlid="nl25" bibid="bib16" firstref="ref36"></nolink> <nolink nlid="nl26" bibid="bib40" firstref="ref37"></nolink> <nolink nlid="nl27" bibid="bib15" firstref="ref38"></nolink> <nolink nlid="nl28" bibid="bib24" firstref="ref39"></nolink> <nolink nlid="nl29" bibid="bib25" firstref="ref42"></nolink> <nolink nlid="nl30" bibid="bib14" firstref="ref43"></nolink> <nolink nlid="nl31" bibid="bib28" firstref="ref45"></nolink> <nolink nlid="nl32" bibid="bib23" firstref="ref49"></nolink> <nolink nlid="nl33" bibid="bib31" firstref="ref50"></nolink> <nolink nlid="nl34" bibid="bib13" firstref="ref53"></nolink> <nolink nlid="nl35" bibid="bib63" firstref="ref54"></nolink> <nolink nlid="nl36" bibid="bib62" firstref="ref55"></nolink> <nolink nlid="nl37" bibid="bib60" firstref="ref56"></nolink> <nolink nlid="nl38" bibid="bib37" firstref="ref59"></nolink> <nolink nlid="nl39" bibid="bib43" firstref="ref64"></nolink> <nolink nlid="nl40" bibid="bib35" firstref="ref67"></nolink> <nolink nlid="nl41" bibid="bib47" firstref="ref71"></nolink> <nolink nlid="nl42" bibid="bib21" firstref="ref76"></nolink> <nolink nlid="nl43" bibid="bib42" firstref="ref77"></nolink> <nolink nlid="nl44" bibid="bib46" firstref="ref80"></nolink> <nolink nlid="nl45" bibid="bib50" firstref="ref82"></nolink> <nolink nlid="nl46" bibid="bib41" firstref="ref83"></nolink> <nolink nlid="nl47" bibid="bib59" firstref="ref89"></nolink> <nolink nlid="nl48" bibid="bib64" firstref="ref90"></nolink> <nolink nlid="nl49" bibid="bib56" firstref="ref91"></nolink> <nolink nlid="nl50" bibid="bib36" firstref="ref92"></nolink> <nolink nlid="nl51" bibid="bib20" firstref="ref101"></nolink> <nolink nlid="nl52" bibid="bib65" firstref="ref104"></nolink> <nolink nlid="nl53" bibid="bib45" firstref="ref106"></nolink> <nolink nlid="nl54" bibid="bib48" firstref="ref108"></nolink>
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  Data: Spanish Physical Education Teachers' Perceptions of Talent Development
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Prieto-Ayuso%2C+Alejandro%22">Prieto-Ayuso, Alejandro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6228-5473">0000-0002-6228-5473</externalLink>)<br /><searchLink fieldCode="AR" term="%22León%2C+María+Pilar%22">León, María Pilar</searchLink><br /><searchLink fieldCode="AR" term="%22Contreras-Jordán%2C+Onofre+Ricardo%22">Contreras-Jordán, Onofre Ricardo</searchLink><br /><searchLink fieldCode="AR" term="%22Morley%2C+David%22">Morley, David</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4389-8573">0000-0002-4389-8573</externalLink>)
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  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22European+Physical+Education+Review%22"><i>European Physical Education Review</i></searchLink>. Feb 2022 28(1):3-19.
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  Label: Availability
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  Data: 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
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  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Talent+Development%22">Talent Development</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Extracurricular+Activities%22">Extracurricular Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted+Education%22">Gifted Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1356336X211010838
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1356-336X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2022
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  Label: Accession Number
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  Data: EJ1328635
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        Value: 10.1177/1356336X211010838
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      – Text: English
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        PageCount: 17
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Physical Education Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Talent Development
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      – SubjectFull: Ability
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      – SubjectFull: Psychomotor Skills
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Extracurricular Activities
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Gifted Education
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      – SubjectFull: Spain
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      – TitleFull: Spanish Physical Education Teachers' Perceptions of Talent Development
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