Talent development in physical education: a national survey of policy and practice in England

Bailey, Richard; Morley, David; Dismore, Harriet

doi:10.1080/17408980701712007

Cited by 29 publications

(40 citation statements)

References 6 publications

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“…This study attempts to provide further insight into the perceptions and processes associated with talent ID in PE and to supplement related findings of the national survey on talent development in PE (Bailey, Morley, and Dismore 2009), which reported data collected nationally in December 2004. This paper presents results from an electronic survey of PE departments' talent ID practices and perceptions within the G&T programme.…”

Section: Physical Education and Sport Pedagogymentioning

confidence: 92%

“…Educationalists have noted the pervasiveness of an elite sport ethos in PE that serves to privilege skill, competition, and winning. This is evidenced through practices such as the continued emphasis on team games in PE (Bailey, Morley, and Dismore 2009;Kirk 1998;Penney and Evans 1999). The process of talent ID in PE serves to support a focus on elite sport development, which, arguably, can undermine attempts to develop a more participatory teaching that works towards developing physically literate individuals.…”

Section: The Aims Of Pementioning

confidence: 94%

“…Results (Table 2) show that the number of PE departments that had their own G&T policy was 77%. In comparison with Bailey, Morley, and Dismore (2009) limited progression in the development of specific policy. Furthermore, those in the current study who reported not having a PE G&T policy were, on the whole, originally part of the EiC initiative.…”

Section: Talent Id Practices In Pementioning

confidence: 96%

“…Physical Education and Sport Pedagogy culminates in a lack of clarity over the methods, purpose and foci of talent ID in PE (Bailey, Morley, and Dismore 2009).…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

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“A clear and obviousabilitytoperform physical activity”:revisiting physical education teachers' perceptions of talent in PE and sport

Croston

2013

Physical Education and Sport Pedagogy

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Background: This paper examines physical education (PE) teachers' perceptions of talent in PE and sport within the context of English policy, where the process of identifying talent has been formalised and supported through specific resources (YST 2009). English policy has merged educational and sporting targets, which has resulted in a shift in foci away from educational objectives towards supporting elite development. Combining the aims of PE and sport contributes to longstanding debates over the nature and purpose of PE. Despite specific initiatives, there remains limited understanding of talent identification (ID) and as such, a danger for talent in PE and sport to be considered synonymous, resulting in a lack of clarity over the methods, purpose and focus of talent ID, and consequently notions of ability in PE. Purpose: In order to gain insight into the processes involved in talent ID in PE an electronic survey was conducted on PE departments' practices and perceptions within London boroughs. The survey aimed to establish a regional picture of respective practices as well as determining how PE teachers define talent in PE and sport. It also attempted to supplement related findings of the national survey on talent in PE (Bailey, Morley, and Dismore 2009). Method: Where an email address was available, an electronic survey link was sent to 400 state secondary schools across all London boroughs during the latter part of the summer term, 2008. A total of 84 (21%) responses were received. Data were collected using an electronic survey consisting of both quantitative and qualitative questions. Questions related to: Gifted and Talented (G&T) Policy; talent ID processes; staff training; and PE teachers' definitions of talent in PE and sport. Analyses of quantitative data were conducted using SPSS (version 15.0) and descriptive frequencies were obtained and reported. Open-ended responses were entered into N-Vivo (#Sage, version 7) and responses were coded into categories in order for themes to be identified. Results and discussion: Talent ID practices are compared to those reported in the national survey on talent development in PE. They reflect limited development in PE specific policy, training, awareness and use of available resources. PE teachers continue to predominantly utilise physical ability as a key indicator of talent; however, there is some indication that perceptions of talent are widening. The findings reveal inconsistencies in PE teachers' definitions of talent in PE and sport, where some are able to distinguish between the two whilst others are not. This is a concern for stakeholders and raises questions on the conceptual clarity of talent in PE. Conclusion: Defining talent in PE remains a contentious issue. The apparent merging of PE and sport, in policy and practice, reinforces the association of talent with physical performance which has re-catalysed debates on whether this is an appropriate way to conceptualise talent within PE. In working towards educational objectives, the

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Section: Physical Education and Sport Pedagogymentioning

confidence: 92%

Section: The Aims Of Pementioning

confidence: 94%

Section: Talent Id Practices In Pementioning

confidence: 96%

“…Physical Education and Sport Pedagogy culminates in a lack of clarity over the methods, purpose and foci of talent ID in PE (Bailey, Morley, and Dismore 2009).…”

Section: Please Scroll Down For Articlementioning

confidence: 99%

See 2 more Smart Citations

“A clear and obviousabilitytoperform physical activity”:revisiting physical education teachers' perceptions of talent in PE and sport

Croston

2013

Physical Education and Sport Pedagogy

View full text Add to dashboard Cite

show abstract

“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Giblin

Collins

MacNamara

et al. 2014

Quest

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The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: a critical review of the literature in England

Wilkinson

Penney

2013

Educational Review

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Talent development in physical education: a national survey of policy and practice in England

Cited by 29 publications

References 6 publications

“A clear and obviousabilitytoperform physical activity”:revisiting physical education teachers' perceptions of talent in PE and sport

“A clear and obviousabilitytoperform physical activity”:revisiting physical education teachers' perceptions of talent in PE and sport

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

The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: a critical review of the literature in England

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