The characteristics of pupils who are talented in PE, sport and dance are enhanced and developed when they are given sufficient opportunity to practise and perform. Research has shown that schools with high-quality PE and school sport offer focused practice that is:

regular and frequent

purposeful and intense

motivational and enjoyable.

Many pupils who are talented in PE, sport and dance take part in focused physical activity for between four and 16 hours a week -- top-level performers may train or practise for three or more hours a day. For all pupils, but particularly the talented, opportunities for practice and performance should be in contexts that suit their age, ability and size. Due consideration must be taken of their emotional, intellectual and social maturity.

Teachers need to recognise and acknowledge pupils who are talented in PE, sport and dance. Teachers' training and development needs should be identified and met, to enable them to support talented pupils as effectively as possible.

Schools also need to consider how their whole-school policies, practices and systems can best support pupils who are talented in PE, sport and dance. For example, they need to think about:

how assessment leads to the identification of pupils who are talented in PE, and how systems for tracking them can be used to decide the best ways to sustain or enhance their rate of progress

how to support pupils facing conflicting demands on their time and energy -- for example, pupils performing at a high level in sport may find competitions clash with key points for coursework or exams

not allowing pupils to specialise too early -- a greater breadth of experience will support talented pupils' thinking and creative skills, as well as helping them to develop greater skilfulness

the grouping of pupils in lessons and out of lessons -- how to provide equal opportunities for smaller, younger pupils to have the opportunity to play, compete and perform with others of similar levels of maturation and size

giving talented pupils opportunities to use equipment and facilities suited to their size and experience

valuing pupils who are talented in PE -- making use of them as role models can enhance their own progress and the aspirations of other pupils

how to provide additional time and space for practice or training, either in or outside the core hours of the day. This can help talented pupils manage their work and training more effectively.

Schemes of work

Managing provision in the general guidance

Matching teaching to pupils' needs in the general guidance

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