Spanish physical education teachers’ perceptions of talent development

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 crite...

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Bibliographic Details
Published in:European physical education review 2022-02, Vol.28 (1), p.3-19
Main Authors: Prieto-Ayuso, Alejandro, León, María Pilar, Contreras-Jordán, Onofre Ricardo, Morley, David
Format: Article
Language:English
Subjects:
Ability
Barriers
Extracurricular Activities
Foreign Countries
Gifted Education
Physical Education Teachers
Psychomotor Skills
Secondary School Teachers
Talent Development
Teacher Attitudes
Teacher Competencies
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Summary: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.
ISSN:1356-336X
1741-2749
DOI:10.1177/1356336X211010838