Exceptional ability in PE needs to be nurtured and carefully developed through good teaching and stimulating experiences. Talented pupils need frequent and regular activities that focus on and meet their needs -- in lessons, through extra-curricular activities at school, and in clubs and organisations in the community. In the right environment and context, pupils will be able to show and make the most of their exceptional ability.

The curriculum for pupils who are talented in PE could be enriched and extended by:

putting different conditions on them as they work with others on the core tasks in the schemes of work. This could mean limiting the range of skills they can use, making them work in bigger or smaller spaces to put pressure on them, or adapting the core tasks (as outlined in the schemes of work)

selecting more demanding core tasks from the next unit in the area of activity. For example, most of the class could be working on the core task in gymnastic activities unit 3, while the most able pupils are tackling the tasks in unit 4

encouraging a more reflective approach, as outlined in the progression framework in the teachers' guide to the schemes of work. For example, most of the class could be working on consolidating and refining their performance, while the most able pupils are restructuring their thinking by moving on to a similar task with new parameters, or in a new environment or context

broadening the range of pupils' knowledge and experience by providing different types of activity from within the same area of activity. For example, in gymnastic activities, talented pupils could use apparatus for rhythmic gymnastics rather than traditional apparatus; pupils learning basketball and netball could be given opportunities to use their knowledge and skills in handball

broadening the range of pupils' experiences by providing a wider range of activities than required by the national curriculum for PE (see PE and school sport make a difference to young people on the QCA website)

giving pupils different types of experiences that extend their thinking skills. For example, talented pupils could be involved in setting up an enterprise week focused on PE, sport and dance, or a residency in sport or dance. They could be asked to evaluate aspects of performance and preparation, including technical, psychological and physiological factors contributing to high-level performance. Tackling a wider range of tasks than normal will enable them to generate their own ideas and opinions, and to make decisions that affect their behaviour and performance.

Schemes of work

Managing provision in the general guidance

Matching teaching to pupils' needs in the general guidance

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