Spanish physical education teachers' perceptions of talent development.

Autor/inn/en	Prieto-Ayuso, Alejandro; León González, María Pilar; Contreras-Jordán, Onofre Ricardo; Morley, David
Titel	Spanish physical education teachers' perceptions of talent development. Gefälligkeitsübersetzung: Die Sichtweise von spanischen Sportlehrkräften zur Talententwicklung.
Quelle	In: European physical education review, 28 (2022) 1, S. 3-19Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X211010838
Schlagwörter	Kompetenz; Umfrage; Verhalten; Umfrage; Curriculum; Lehrer; Lehrerfortbildung; Spanien; Sport; Verhalten; Begabtenförderung; Sportunterricht; Entwicklung; Fachdidaktik; Begabung; Kompetenz; Sportpädagogik; Außerunterrichtlicher Schulsport; Talentsuche; Fachwissen; Heterogenität; Zeitbudget; Sekundarbereich; Lehrer; Lehrerfortbildung; Fachwissen; Begabtenförderung; Begabung; Curriculum; Außerunterrichtlicher Schulsport; Fachdidaktik; Physische Leistungsfähigkeit; Sport; Sportpädagogik; Sportunterricht; Zeitbudget; Entwicklung; Heterogenität; Talentsuche; Spanien
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. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1