A case study to show the effects of the gifted and talented provision on an identified student’s journey through physical education in secondary schools.

Caplen, M. (2015) A case study to show the effects of the gifted and talented provision on an identified student’s journey through physical education in secondary schools. Undergraduate thesis, University of Chichester.

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Abstract

The aim of this case study was to investigate the current gifted and talented provision put in place by the Physical Education Department. Three teaching professionals within Physical Education were interviewed, alongside a focus group of ten previously identified gifted and talented students (identified by the Physical Education department) within Physical Education. The qualitative data collected was transcribed and coded accordingly, allowing for the theoretical framework of rhetoric vs reality to be used when examining the data. The study found that both teachers and identified gifted and talented students share obvious views on the successful and unsuccessful elements to the gifted and talented provision currently in place. Both teachers and pupils agree that they already see a great amount of challenge and development within lessons. However, all participants agree that in order to continuously develop these students, there must be extra-curricular provisions provided which are solely directed towards the gifted and talented in PE. Recommendations for future research would include a comparative research study looking at two or three different school approaches on gifted and talented provision, in order to enhance their own gifted and talented provision.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Physical Education
Uncontrolled Keywords: Gifted and talented, secondary school, physical education
Subjects: L Education > L Education (General)
Divisions: Departments > Physical Education and Sports Coaching
Undergraduate Dissertations
Depositing User: Ann Jones
Date Deposited: 21 Oct 2015 11:23
Last Modified: 21 Oct 2015 11:23
URI: http://eprints.chi.ac.uk/id/eprint/1532

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