Building a physically active and talent rich culture: An educationally sound approach

Abstract

Physical education and sport are often critically evaluated for the potential impact they can have on the development of children, both from the perspective of health and the development of sporting talent. Reflecting these two important goals, this paper presents an evaluation of the efficacy of an evidence-based, educational and inclusive approach to the promotion of lifelong physical activity and development of talent in children. A two-year pilot programme (n = 1060, mixed gender) was delivered through formal lessons and extracurricular activity clubs within the Scottish Education System utilizing an integrated package of physical and mental skills development. A triangulation of qualitative and quantitative data, collected through a range of interviews and the Young Peoples’ Physical Activity Questionnaire and Young People’s Perception Questionnaire, provided evidence for the efficacy of such an approach in short-term promotion of present activity levels and longer term changes in the key attitudes required for success (e.g. perceived competence, self-determination and self-motivation). Significant improvements in participation levels, self-determination, perceived competence and self-motivation were found, supporting the qualitative results relating to the positive impact of the programme. The impact of such a philosophy and programme on child development, teacher education, initiative coherence, physical activity and talent development are discussed.

“Deliberate Preparation” as an Evidence-Based Focus for Primary Physical Education

“…The dichotomous 'possible suggestions' depict a divided approach to delivering PE. This is in contradiction to research findings evidencing that effective delivery of an integrative PE programme is underpinned by a unified system: one to which all educators, school sports and clubs can subscribe (Collins et al, 2010;Jess & Collins, 2003;MacNamara et al, 2011). For example, a lack of policy stipulation leaves financial allocation at the discretion of individual institutions to invest in either specialised teacher training, or employ external coaches and increase extracurricular games activities.…”

“…However, discrepancy appears between the research findings, policy and practice in PA promotion throughout the UK (Collins et al, 2010;Bailey, Morley, & Dismore, 2009;Côté, Lidor, & Hackfort, 2009;Green, 2009) and similar trends prevail globally.…”

“…An increasing body of research has explored the identification, development, and application of psycho-behavioural skills needed to control, exploit, or simply to cope with the varied challenges and demands faced by individuals as they pursue personal objectives in PA and PE Collins et al, 2010;Fairclough et al, 2009;MacNamara et al, 2011;Whitehead, 2010).…”

“…Development in PA is dynamic and non-linear (Simonton 2001;Memmert, Baker, & Bertsch, 2010) and there are multiple pathways that individuals may take as they progress in their activity Memmert, Baker, & Bertsch, 2010;Pankhurst & Collins, 2013). For present purposes, we consider how multiple pathways could be catered for within a development model: From our perspective, PA promotion should enable individuals to seamlessly move across a participation-performance continuum; engaging in a physically active life at any age or level (Collins et al, 2010;Collins et al, 2012;Jess & Collins 2003;MacNamara et al, 2011;Pankhurst & Collins 2013). Accordingly, it is crucial for development systems to offer maximum flexibility, enabling movement across the Participation-Performance-Excellence (PPE) continuum at any age.…”

“…Accordingly, it is crucial for development systems to offer maximum flexibility, enabling movement across the Participation-Performance-Excellence (PPE) continuum at any age. Collins et al, 2010;MacNamara et al, 2011) This model is presented in Figure 1. ****Insert Figure 1 near here**** Full coverage of the derivation and application of this model is available elsewhere .…”