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

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.This research was financed by the Ministry of Science and Innovation (SPAIN) in the framework of the research project “Impact of a physical activity programme aimed at gifted and talented students in primary education” (PID2022-137397NB-I00)

Relation between the physical demands and success in professional soccer players

Background: The analysis of the efforts performed during a soccer match and its relation with the competitive success still presents numerous questions. Objective: 1) To describe and compare the physical demands (total covered meters and meters covered at high speed ranges), between the teams of the Spanish First and Second Division league. 2) To determine if the distance covered of the teams is related to the sports success (final classification, the points obtained and the goals in favour and against). Method: A total of 712 games (First and Second Division) were analysed using a computerized multi-camera system (Mediacoach, Mediapro and LaLiga ©). In order to quantify the physical performance, the following distances were recorded: total distance (TD), the distance covered between 21-24 km/h (DHI) and distance covered above 24km/h) (DVHI). In order to quantify the sports success, we considered the final classification, the obtained points as well as the goals in favour and against. Results: The total distance covered by the teams of the First and Second Division Leagues was similar, however, the distance covered at high intensity and distance covered at very high intensity was greater in the teams of the First Division (p1.2). No relations were detected between the meters covered and the recorded success indicators. Conclusion: This data should be taken into account by the coaches and physical trainers when guiding the training process of their teams. The distance covered during the competition does not have a direct relationship with success

The role of physical education in the achievement of international recommendations: A study based on pedagogical models

Physical activity (PA) has been associated with numerous benefits. The World Health Organization recommends practicing 60 minutes of Moderate to Vigorous PA (MVPA). However, young people are not achieving these recommendations. Physical education, due to their purely motor character has been highlighted as a change agent. Traditional sport teaching has not attracted young people to the achievement of these objectives. Thus, new models, such as Sport Education, have been proposed to increase the students’ interest. The objectives of this study were to evaluate the PA in two pedagogical models in PE lessons, as well as the differences in the teaching process phases. In addition, there were checked if there existed PA differences in terms of gender and to determine the contribution of each model to the MVPA in primary education students. The results showed that Sport Education helped to the achievement of a greater MVPA percentage than the Direct Instruction in both genders, with a varying contribution of the different phases

High-performance football in Spain: Systematic review (2015–2019)

Research in relation to elite football has shown a positive impact in the improvement of different variables related to training processes, as well as in the evaluation and analysis of performance. The objective of this review is to offer an overview of the most recent scientific publications in relation to high-performance Spanish football. For this, a systematic review was carried out from 2015 to 2019, searching with the terms of the UNESCO Thesaurus: “football”, “Spanish”, “Spain”, “the league”, “elite”, “professional football”, or “high performance” in two important international databases (Scopus and Web of Science) and in the Spanish Dialnet database, allowing the selection of original articles (experimental, descriptive, quasi-experimental and / or case studies), which included information on this line of research. A total of 380 articles were found, although after applying the review's inclusion criteria, they were reduced to 56 articles. These publications were divided into four main categories: 1) research related to game conditions; 2) research related to training and workloads of physical, physiological and mechanical capacities; 3) research related to tactical-technical aspects; and 4) other topics investigated. A discussion was had on each of these categories. In conclusion, this systematic review makes it possible to observe the analysis of Spanish high-performance football research easily and quickly in recent years, as well as identify the most relevant scientific issues at present. These results are interesting for researchers and/or professional technical coaches of football, as well as for university professors or coaching courses

Physical education teachers\u27 self-reported communication of content relevance

Communicating how class content can satisfy students’ personal interests and goals—referred to as content relevance—is an important teaching behavior that has been linked to numerous indices of student success in school. However, no known studies have examined teachers’ communication of content relevance in K-12 physical education. The purpose of this study was two-fold: (a) to determine the extent to which physical education teachers report communicating content relevance, based on their status as either elementary or secondary teachers, years of teaching experience (\u3c 5 years vs. \u3e10 years) and level of expertise (expert vs. novice), and (b) to identify ways in which the teachers apply this communication behavior when teaching. One hundred and three K-12 physical education teachers attending a state physical education convention were surveyed using an established scale from classroom research. Additionally, participants provided written examples of how they communicated content relevance in their physical education classes. Between-group differences in self-reported communication behavior were analyzed using three separate one-way Analyses of Variance (ANOVA). The teachers’ examples were categorized and organized into themes. Results indicated the only factor accounting for significant differences in teacher communication was teacher expertise, with experts reporting higher frequency of using content relevance strategies than novices. Themes identified in the teachers’ examples served to illustrate multiple ways relevance can be infused into physical education instruction

EFFECTS OF MODIFICATION OF TASK CONSTRAINTS IN 3-VERSUS-3 SMALL-SIDED SOCCER GAMES

In this study, the pedagogical principles of representation and exaggeration of Game-Centred Approaches (GCAs) as task constraints were examined. Youth soccer players' game performance was analysed according to tactical problems. Two different 3-versus-3 games were analysed using the Game Performance Evaluation Tool (GPET), namely a game modified by representation and a game modified by the pedagogical principles of representation and exaggeration that enhanced the problem of attacking the goal. It was found that there were a greater number of decision-making units for attacking during the modified game, which enhanced the problem of attacking the goal, although differences were not found to be significant. The players' tactical problem adaptation was significantly better in the game that was modified by representation with regard to maintaining possession of the ball (p<0.01) and advancing on the goal (p<0.05). Significant differences were also observed in getting-free decisions and executions (p<0.05 and p<0.05), and in kicking decisions and executions (p<0.01 and p<0.01). The findings suggest that a game focused on attacking the goal was more tactically complex than a game that was only modified by representation

Tactical awareness, decision making and skill in youth soccer players (under-14 years)

The purpose of this study is to assess the technical-tactical knowledge of high performance soccer players. The sport performance of sixteen 14-year-olds who play for the Spanish soccer club Albacete Balompie was analysed in a modified game as “seven-a-side match” using video assessment (Game Performance Evaluation Tool, GPET), this tool evaluates decision making and execution: control, dribbling, passing, shooting, getting free, set, marking, clearance, tackling, locking, trapping/interception, and defence help/double teaming. The players were interviewed twice to ascertain their basic knowledge. In the first interview they were asked about their knowledge of invasion games, taking soccer as a reference. In the second interview their procedural knowledge was analysed using video sequences of real game play from a “seven-a-side match”. The results revealed that players acquired game performance (decision-making and execution) before specific game knowledge. They also performed better in response selection than response execution, and showed a greater command of offensive play and individual aspects of the game, both in terms of knowledge and game situations

Game-Based Approaches' Pedagogical Principles: Exploring Task Constraints in Youth Soccer

This study tested the use of two pedagogical principles of Game-based approaches, representation and exaggeration, in the context of game performance of U10 soccer players. Twenty-one players participated in two 3 vs. 3 small-sided games. The first small-sided game was modified by representation. The second small-sided game was modified by enhancing the penetration of the defense tactical problem for invasion games. Decision-making and execution were assessed using the Game Performance Evaluation Tool. No significant differences were observed between games in the number of decision-making units related to keeping possession, nor in those related to penetrating the defense. No significant differences were observed in any execution ability (ball control, passing, dribbling and get free movements). The findings suggested that both games could provide similar degeneracy processes to the players for skill acquisition (specific and contextualized task constraints in which they could develop their game performance and the capability to achieve different outcomes in varying contexts). Probably both games had similar learner-environment dynamics leading players to develop their capabilities for adapting their behaviours to the changing performance situations. More research is necessary, from the ecological dynamics point of view, to determine how we should use small-sided games in Game-based approaches

Relative Age Effect in Spanish Football: the 2013/14 Season

Grouping people by chronological age reveals developmental differences between them. Such differences of up to twelve months are known as 'relative age'and its consequences constitute what is termed the 'relative age effect'(RAE). Nowadays, studies on football point to the possible selection of talented players influenced by this phenomenon that is detrimental to players born in the last months of the year. The objective of this paper is to study the presence of the 'relative age effect'in the Spanish Football Premier League during the 2013/14 season. The analysis includes all Premier League players in the 2013/14 season (20 teams, 474 players). Frequencies were established by quarters and semesters, and the chi-square test was used to verify the homogeneity of the distribution. Results confirmed a greater representation of players born in the first half of the year, indicating statistically significant values (p 0.05). Conclusions confirm a slight increase of this RAE phenomenon in the 2013/2014 season. Therefore, a review of selection procedures of players is required in order to balance the probabilities of success for those who are born later in the year

Proposal for a multidisciplinary assessment of talented football players

Given the limitations of the traditional perspective of talent assessment in sport, new instruments of performance analysis are necessary to facilitate the transferability to training and competition of the information reported. In this sense, the multidisciplinary approach of assessment, based on the dynamic ecological theories, would be an indispensable methodology for the contextualized analysis of sport performance variables. In this regard, this paper presents a proposal of some instruments designed under this approach. Four tools are described for: (i) talented young players' identification and selection processes, (ii) analysis of tactical knowledge, (iii) integrated assessment of physical performance and, (iv) Decision making and technical-tactical execution evaluation. The use of this kind of assessment instruments and processes will allow a better quality approach to the understanding of the factors that are influencing talent and performance in football