Talented in Sport

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Talented in Sport

• Junior Athlete Education
• Training Workshop for Local Delivery Agencies

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JAEf Talent Support
Hundreds of thousands of young people dream of
sporting glory, tens of thousands start out on
the journey but only few have the privilege of
realising their dreams. Schools and teachers play
an instrumental role in recognising, guiding,
supporting and inspiring this talent along this
pathway, whatever the destination.
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Task 1 Discuss what this equation represents 3.5
x 5.5 x 48 x 6 Senior elite athlete
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How long does it take to be the best?

• . About 8 to 12 years of training
• (Bloom 1985 K. A. Ericsson et al 1993)
• ten year rule expert performance occurs five
  to ten years after maturation
• (K. A. Ericsson et al 1993)

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Outcomes of the Day

• At the end of the day delegates will have
• a better understanding of Gifted Physical
  Education and Talented in and Sport.
• a clarity of Gifted and Talented within PESSYP.
• an overview and understanding of the new JAE
  framework (JAEf).
• familiarised themselves with the new JAE
  workshops.
• explored ways of delivering and implementing the
  new JAE workshops.

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Gifted in Physical Education, Talented in Sport
It is important to recognise giftedness in the
full context of learning in all aspects of the
curriculum and that talented is demonstrated as
success in the performance in a particular sport.
This distinction has been highlighted to
recognise the difference between SPORT and
PHYSICAL EDUCATION.
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National PE Sport Strategy for Young People
(2008-2011)
Leadership and Volunteering
Gifted and Talented
Competition
Clubs
Disability
Swimming
Extending Activities
Coaching
Infrastructure
Professional Development
Enhancing Existing Provision
Extending opps beyond the School / College Day
Building Capacity
Youth Sport Trust
5 Hour Offer
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Gifted and Talented in Physical Education and
Sport
Task 2 (15 mins) How does your school support,
identify and provide for gifted and talented
pupils in Physical Education and Sport?
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Defining the 5 abilities

• Physical ability is revealed through a pupils
  competence and fitness to perform a range of
  physical activities
• Cognitive (thinking) ability is shown in planning
  and compositional settings, as well as knowledge
  and understanding of central physical educational
  concepts
• Social ability is exhibited in social contexts
  and is the basis of leadership, teamwork and
  similar concepts
• Personal ability underpins an individuals
  capacity for self-regulation, self-belief and
  commitment to mastery
• Creative ability is evidenced when a learner
  responds to challenges and tasks with fluency,
  originality and sensitivity to problems
• Morley and Bailey

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_____ __ __ ___ ____ _____
1. Raising the quality of PE for GT young people
3. Raising the quality of coaching competition
for young talented performers in sport
2. Ensuring appropriate personal development
support for young talented performers
Youth Sport Trust
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5 hour offer Gifted Talented

• Ensuring appropriate personal development support
  for young talented performers - advocating the
  use of Junior Athlete Education as a personal
  development framework for young talented
  performers in schools.
• Providing a series of tools and training which
  help schools to implement the JAE framework.
• Working with schools to embed personal
  development support for young talented performers
  into their whole school GT strategy.
• Innovating targeted personal development support
  for young performers in challenging areas.

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5 hour offer Gifted Talented

• 3. Raising the quality of coaching and
  competition for talented performers in sport
  supporting the expansion of the talent pool by
  providing high quality coaching and competition
  pathways that allow talented performers to
  progress.
• Ensuring high quality competition and
  simplification
• of competition pathways.
• Offering high quality coaching across the stages
  of
• the participant development model.
• Offering talent transfer opportunities to assist
• talented performers to fulfil their
  potential.

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Integrating Gifted in PE, Talented in Sport
into whole school GT
Whole school GT Policy
Talented in Sport (Personal development support
JAEf )
Gifted in PE (HQ TL in PE. CQS and Self Review)
Gifted and Talented Strategy in PE and Sport
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JAE Framework
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JAE Framework
JAE Pillar 1 Recognising Talent Ensuring the
school can confidently select the appropriate
young people on to their talent support
programme. JAE Pillar 2 Guiding Talent Schools
guiding their young performers through the
critical years of physical and mental development
and on to sustainable and appropriate pathways
that allow them to realise their sporting
potential as adults. JAE Pillar 3 Supporting
Talent Schools empowering their young talented
performers with the skills and support to balance
the conflicting challenges of their sport,
studies and personal lives. JAE Pillar 4
Inspiring Talent Schools inspiring their current
and future young performers to achieve their
potential and to develop into role models within
their own school and the wider community.
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JAE Framework
TOOLS Multi-skill Academies Assessment NGB
guidelines I eXcel Card
tools Multi-skill Academies Club-links NGB
relationships Talent transfer
tools Young Ambassadors 100ME Sport
Awards Fairplay Local role models
tools Life-skill workshops JAE Mentoring Team
YOU Performance Parent Multi-skill academies
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Talent Support
Consider What are the roles and responsibilities
from a school perspective? How can schools
support the Physical Education and community /NGB
sport experience for a young talented athlete?
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JAE 5 Abilities Matrix
JAE 5 Abilities Matrix
High quality teaching in PE High quality
coaching in sampling sports
JAE talent support programme
Youth Sport Trust
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Needs of a Young Talented Performer

• Task 5
• In 3 different groups
• Group 1. Cool/uncool
• Group 2. Barriers/challenges task
• Group 3. Team You bus task.
• Read instructions on task cards
• Delegates to complete task 15mins, 5 mins
  presentation feedback to rest of delegates.

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Needs of a Young Talented Performer Cool /Uncool

• have special/extra needs
• are pressured to perform and achieve
  academically as well as in their sport, in school
  and out of school.
• have a greater number of crisis points or
  conflict in their schedule, especially with
  educational and social demands.
• need flexible approach to their education.
• receive mixed messages from those around them
  (due to different priorities of other people.
• have a part to play as role models.
• need to feel valued.
• usually have heavy schedules and time pressures.
• may not have a supportive environment,
  family/friends/peers.
• may have over demanding teacher(s) coach(es),
  tutor, parents.

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Education working with sportworking with
parents
FAMILY and FRIENDS (parents and family)
young athlete
EDUCATION (teacher/school)
SPORT national governing body of sport
(NGB) (coaches/clubs)
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Needs of a Young Talented PerformerBarriers/chal
lenges

• Teachers
• limited understanding of the needs of high
  performing young athletes and may have their own
  goals and objectives different to talented
  performer and their parents and coaches
• initial teacher training does not have specific
  modules on curriculum teaching, learning,
  provision for talented performers..
• Schools
• a limited variety of programmes to develop
  extend and accelerate talented performers.
• no whole school integrated support for talented
  performers.
• Coaches
• coaches own goals and objectives may be
  different to the young talented performer.
• does not appreciate a young performer as a
  whole person
• Parents
• lack of knowledge and understanding in the needs
  of a young performer.
• financial, cultural, transport, implications and
  sometimes under-involved or disinterested.
• NGBs
• limited knowledge of the education system
• communication and links with schools not always
  good

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Needs of a Young Talented PerformerTeam YOU
Who are these people?
sport
friends and family
YOU
academic
Do they know they are part of your team?
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JAE Lifestyle Workshops
Objective of workshops. To help Gifted and
Talented young people to achieve a balanced
lifestyle of training, competitions, schoolwork,
exams and family life. This will then enable the
young person to maximise their sporting and
academic potential maximise career
opportunities.
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JAE Lifestyle Workshops
JAE Pillar 3 Supporting Talent Aim to develop
the Social and Personal abilities to support
young performers in balancing the demands of
their sport and education. Key stage 3
focused. Plus a Performing Parents/Guardian
Workshop. 7 Workshops in total all on the CD.
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JAE Lifestyle Workshops
New JAE Workshops

• Within these workshops there are
• comprehensive and interactive presentations for
  young performers and their parents / guardians.
• activity worksheets that will further enhance a
  young performers and parents/guardians knowledge,
  understanding and skills in all areas of the JAE
  programme.
• high quality lesson plans that will support
  teachers/tutors in delivering the workshops.
• detailed teacher/tutor notes.
• a future action sheet (RAG) for students to
  complete after each workshop.
• a JAE scheme of work.

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JAE Lifestyle Workshops
New JAE Workshops
JAEf Lifeskills Workshop
Life-skills supporting resources
What does it take to become the best? - focuses
on athlete stories from a range of sports.
Living the dream a key stage 4 resource that
provides additional material on goal setting and
time management. Talent Pathways tracks 8
different pathways from school to the top of
sport offering advice for aspiring young
performers
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Outcomes of the day

• At the end of the day delegates will have
• a better understanding of Gifted and Talented in
  Physical Education
• and Sport.
• a clarity of Gifted and Talented within
  PESSYP.
• an overview and understanding of the new JAE
  framework (JAEf).
• familiarised themselves with the new JAE
  workshops.
• explored ways of delivering and implementing the
  new JAE workshops.