Understand well to develop better: gifted students in physical education and sport

Abstract

Introduction: The traditional view of gifted students in education emphasizes cognitive skills and academic excellence. Practical subjects like physical education and sports have an underestimate role in their inclusion. Moreover, the diversity of concepts used as synonyms (without being so) leads to widespread confusion that does not benefit this type of student. Objective: The aim of this narrative review is analyzing the different models of identification of talent to contribute to the optimal development of gifted students. Method: This narrative review combines theoretical analysis and reflective insights to explore the role of physical education in socially including gifted students. Engaging with expert literature, the authors propose a holistic educational approach that employs physical education to foster cognitive abilities beyond motor skills. The study discusses two dimensions: (a) models for identifying and developing gifted students, and (b) the contributions of these models to their optimal development. Results and conclusions: 10 theories concerning gifted/talented students’ identification and/or development are presented and share key elements. They adopt a holistic approach, recognizing cognitive, physical, emotional, and social aspects. Interaction between individuals and their environment is emphasized, especially in sport field, with models like Bloom and Gilbon model highlighting gradual progress. Ericsson's theory underscores commitment and practice. Models like Gagné and Balyi stress individual differences. All theories view talent as evolving, not innate. Choosing a model depends on goals and students. Combining approaches from different models might offers a holistic view. Educators benefit from tailored strategies that consider individual needs and variations. Continuous assessment and adaptation foster well-rounded growth and potential in gifted students.