Towards a model of talent development in physical education

Abstract

Traditional conceptions of talent generally emphasise the construction of threshold values and the development of relatively unitary abilities, and this approach still dominates talent development programmes for elite sport. Most researchers in the areas of talent development and high ability now favour domain-specific, multidimensional conceptions of ability that stress the development of behavioural potential and its interaction with personal and environmental characteristics. This paper presents a model of talent in physical education, drawing together findings from a wide range of literature on the realisation and inhibition of abilities, international studies of effective school-based identification and provision strategies, and a conception of the subject as an integration and realisation of different forms of ability. In presenting this model, the authors aim to redress the imbalance within the current debate from an almost total concern with out-ofschool clubs and the preparation for adult elite sport, in favour of a more equitable and inclusive approach, premised upon the unique importance of mainstream, curricular physical education within any talent development scheme.3

A multidisciplinary review into the definition, operationalization, and measurement of talent

“…Informed by this finding, scholars in the giftedness literature currently tend to advocate a multidimensional conception of talent building on domain-specific theories of multiple intelligences referring to different areas of human functioning (Bailey & Morley, 2006;Major, Johnson & Deary, 2012;Robinson, Zigler & Gallagher, 2000;Robinson & Clinkenbeard, 1998).…”

“…It states that talent is the combination of three clusters, namely general or specific high ability, task commitment, and motivation. Numerous other authors argue that motivation plays a central role in achieving excellence in that it exerts a positive influence on the willingness, capacity and preference to engage in deliberate practice (Bailey & Morley, 2006;Ericsson et al, 1993;Feldhusen, 1994). Deliberate practice refers to activities that are structured, goal-orientated, require effort and are not always inherently enjoyable, with an average of ten years elapsing between first work and best work.…”

“…It can be attained by engaging in formal, non-formal, or informal learning activities inside or outside of the school-or workplace Ericsson et al, 1993;Pfeiffer, 2009) The affective component. Since the eighties, a wide range of studies have discussed what we label 'affective' factors as vital to excellent performance (Bailey & Morley, 2006;Gagné, 2010;Robinson & Clinkenbeard, 1998). Kane (1986, in Bailey & Morley, 2006 (Lubinski & Benbow, 2000, p. 146).…”

“…Since the eighties, a wide range of studies have discussed what we label 'affective' factors as vital to excellent performance (Bailey & Morley, 2006;Gagné, 2010;Robinson & Clinkenbeard, 1998). Kane (1986, in Bailey & Morley, 2006 (Lubinski & Benbow, 2000, p. 146). As illustrated by this fragment and by the above definition of talent, the affective component is made up of two main elements: 'motivation to invest' (i.e., activities in which one wants to invest energy) and 'interest areas' (i.e., activities one likes and finds important).…”

“…Within this perspective, the conceptualization of talent that Gagné (2004) Based on Gardner's theory of Multiple Intelligences (1983, in Bailey & Morley, 2006Baldwin, 2005), in which nine forms of intelligence were incorporated (i.e., linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodilykinesthetic intelligence, musical intelligence, intrapersonal intelligence, naturalistic intelligence, existential intelligence, and spiritual intelligence), Gagné distinguished between four ability domains (i.e., intellectual, creative, socio-affective, and sensorimotor) that can lead to extraordinary performances in seven domains of human functioning (i.e., academics, arts, business, leisure, social action, sports, and technology). Other conceptualizations of talent closely resemble that of Gagné, but differ slightly in terms of categorization and specificity of the ability domains, and the human functioning domains considered (Feldhusen, 1994).…”