Spanish physical education teachers’ perceptions of talent development
Bibliographic Data
| ID | 12565326 |
|---|---|
| Authors | Alejandro Prieto-Ayuso (0000-0002-6228-5473, University of Castilla-La Mancha), María Pilar León (0000-0003-1639-0034, University of Castilla-La Mancha, Spain; University of Alfonso X The Wise, Spain, corresponding author), Onofre Ricardo Contreras Jordán (0000-0002-8034-0245, University of Castilla-La Mancha), Onofre Ricardo Contreras-Jordán (University of Castilla-La Mancha), David Morley (0000-0001-7286-0606, La Trobe University) |
| Year | 2021 |
| Volume | 28 |
| Issue | 1 |
| Pages | 3-19 |
| Publication date | 2021-05-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Physical Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1356-336X • E-ISSN: 1741-2749 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1356336x211010838 |
| OpenAlex | W3161659023 |
| Language | EN |
| Citations received | 4 |
| References cited | 48 |
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
Context (archaeology · Limiting · Mathematics education · Nonprobability sampling · Pedagogy · Perception · Physical education · Population · Qualitative research · Sociology · Thematic analysis · Engineering · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Sport Psychology and Performance
The Sage Encyclopedia of Qualitative Research Methods
Designing Qualitative Research
Transforming gifts into talents
The Influence of the Family in the Development of Talent in Sport
Biological maturation of youth athletes
Content analysis and thematic analysis
Generalizability in qualitative research
Handbook of Gifted Education
The constitution of the ‘able’ and ‘less able’ student in physical education in Norway
The challenges of widening ‘legitimate’ understandings of ability within physical education
Three Worlds
Towards a model of talent development in physical education
Extra‐curricular Physical Education
Differences between Physical Education and Top-Level Sport
Challenging Thinking About the Relationship Between School Physical Education and Sport Performance
Figuring out the prevalence of fitness testing in physical education
The meaning of physical education and sport among elite athletes with visual impairments
Using thematic analysis in psychology
Qualitative Quality
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |