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PE is particularly relevant for intellectually gifted and talented students, as they tend to exhibit lower levels of physical self-concept than their non-gifted peers (Infantes-Paniagua et al., 2022). However, scientific literature on this topic is scarce. PE can also be highly beneficial for physically gifted students, offering them additional opportunities to support their development into future elite athletes. Whereas in many countries additional classes for those who stay behind in motor development are common, as far as we know, additional classes for gifted students are still scarce. This can also be seen in scientific literature, where there have been an absence of research on athletic identification in journals that aim to publish about high ability and education (Persson, 2002) that continues until our days.Recent evidence highlights how physical activity can positively influence cognitive, intellectual, academic, emotional, and social dimensions in children and adolescents (e.g., Donnelly et al., 2016). This makes the research topic even more pertinent within the gifted and talented domain. Therefore, we proposed the current research topic with the aim of exploring and synthesizing the latest findings from various research perspectives on this subject. In doing so we raised some questions to the research community: How can physically or intellectually gifted and talented students be identified? It also suggests the consideration of conducting meta-analyses to clarify the existing evidence. 61Together, the four studies highlight the importance of a broad and multidimensional understanding of 62 talent and its development in different contexts, including educational. Each research paper addresses 63a key aspect that contributes to the overall picture: from conceptualizing and identifying talent to 64 preparing educators who play a critical role in supporting gifted and talented students. 65In short, PE plays a fundamental role in the overall well-being of gifted and talented students, 66 through both physical and socio-emotional development. Through structured activities and tailored 67 programs, these students can channel their energy, improve motor coordination, sport related skills, 68 and achieve optimal physical health. Furthermore, PE fosters skills such as teamwork, resilience, and 69 stress management, which are crucial for their personal and social development. Therefore, it is 70 essential to design programs that integrate challenging and enriching activities, promoting and 71supporting not only their gifts and talent but also a holistic well-being that enables them to thrive in 72 all aspects of their lives. 73The development of this research topic has also highlighted several limitations.
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Gifted students (i.e., those who are more likely to achieve extraordinary goals in one or more domains) generally differ from the non-gifted students in some of the dimensions of self-concept (i.e., a person's perception of him/herself). However, the current research on giftedness has evolved to introduce new possible moderators of these differences so it has become necessary to carry out an update on the topic. The aim of the present meta-analysis (reference: CRD42018094723) was to synthesise the studies since 2005 on differences in self-concept between gifted and non-gifted students. The results showed that gifted students have higher levels of general and academic self-concept, especially in math self-concept. However, no differences were found in behavioural and emotional self-concepts, and only slightly lower scores in social self-concept. In physical self-concept they scored significantly lower than non-gifted students. The differences in this sub-dimension are moderated by identification procedures, geographical area, and age, so it is suggested that social stereotypes about giftedness as well as physical activity habits may be some of the reasons for these differences. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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Este estudio pretendió determinar la asociación entre la actividad física y el rendimiento académico en una muestra española de estudiantes con altas capacidades (AACC). Se llevó a cabo un estudio transversal con una muestra de 219 preadolescentes y adolescentes con AACC. La actividad física se midió a través del cuestionario PAQ-A y el rendimiento académico mediante el autoinforme de las notas globales y de las asignaturas de Lengua, Matemáticas, Lengua extrajera y Educación física. No se hallaron correlaciones significativas, salvo con Educación física. Cuando se realizaron análisis por sexo, se hallaron correlaciones positivas entre la actividad física y el rendimiento académico en chicos. Además, se presentaron indicios de una posible relación cuadrática en forma de U invertida en chicas. Se probaron modelos de regresión incluyendo variables socioeconómicas y culturales que no resultaron significativos para la actividad física. Se discute la existencia de un importante efecto techo, así como de otros elementos, que podrían explicar estos resultados. A pesar de ello, se argumenta que el alumnado con AACC podría beneficiarse de la actividad física. La futura investigación debe encargarse conocer cómo y en qué medida la actividad física puede ser beneficiosa en el rendimiento académico del alumnado con AACC.
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Introduction Attitudes and beliefs guide our decision-making. In the educational context, prior research has noted the existence of prejudices and stereotypes among teachers that make it difficult to identify and care for gifted students. Stereotypes towards gifted students can hinder the identification and development of potential and the development of personality. This study examines Spanish pre-service teachers' stereotypical conceptions of gifted and non-gifted students focusing on physical appearance and athletic ability. Methods Following a mixed methods research with between subjects design and using a convenience sampling, 455 last-year pre-service teachers enrolled during 2023–2024 in one of three university degrees or one Master's degree related to teacher training at University of Murcia were randomly assigned a vignette in order to rate the intellectual ability, motivation, prosociality, and physical characteristics of a fictitious 12-year-old student whose ability level (gifted/non-gifted) and gender (girl/boy), varied. Additionally, participants were asked to describe how they imagined the fictitious student's physical appearance. After exploring measurement invariance (SPSS AMOS 29), a MANCOVA was performed to compare the results across vignettes (SPSS 28). The study delves specifically into the physical characteristics attributed to gifted students through qualitative analysis addressing co-occurrence coefficients (Atlas.ti 9). Results The results suggest that pre-service teachers described gifted students as more intelligent and with better physical attributes, especially gifted females. Furthermore, gifted students of both genders were defined as more intelligent, creative, and tall. They considered gifted girls to be attractive and gifted boys to be good at sports, highly fit, formally dressed, and wearing glasses. Discussion The results are relevant as they allow a greater understanding of the perception of these students. As pointed out by pioneering studies in the field, implicit theories relate intelligence to physical appearance. This evidence could improve the training of future teachers, and therefore, the identification and assessment of gifted students from different areas.
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Tipo de recurso
- Journal Article (5)
Año de publicación
- Entre 2000 y 2026 (3)
- Desconocido (2)