The case studies below illustrate different approaches to planning, teaching and learning in PE for talented pupils. They focus on the most able pupils in each school -- those who have particular talents in PE or aspects of the subject, and those who are very bright and capable in a more general sense. They also take into account that many pupils who are talented in PE have specific strengths in sport or dance, some aspects of which are outside the statutory framework for PE.

The planning approaches concentrate on progression in terms of possibilities for enrichment, extension and acceleration. Most are based on the QCA/DfES schemes of work for PE. More detailed information on planning for continuity and progression is available, on the QCA website, in PE and school sport make a difference to young people.

Lifestyle management

The school provides a comprehensive support programme for pupils who play sport at county, regional or national level. Pupils are given a lifestyle management programme to help them plan and organise their competitive, academic and social activities. The school works in close partnership with local secondary schools, allowing pupils from these schools to access the programme. Workshops are available to all parents.

Mentor support

Working in close partnership with selected national governing bodies of sport, staff at the school provide neutral mentor support to talented sports performers. These teachers, from a range of subject areas, are available to help talented pupils balance their academic studies with the demands they face as international athletes. The mentor works with young athletes, their parents and coaches to map out a plan that takes into account the pupils' aspirations and needs throughout their school career. Although extremely demanding, the role of mentor is very fulfilling and rewarding. The school has also developed strong links with the local university, which provides sports science support to talented pupils.

Supporting national athletes

Eleven pupils at the school are members of national squads in seven different sports. The school works with key partners to provide a coordinated development plan for the pupils that links good facilities, first-class coaching and a supportive educational programme. The relationship the school has with the Institute of Youth Sport, the National Council for School Sport and National Governing Bodies of Sport is crucial to the support that it is able to provide its talented sports performers. Pupils are provided with a flexible timetable and, where necessary, extra tuition in academic areas to make up for periods when training or competing abroad. The school also provides residential accommodation for pupils who wish to access the programme but live more than 80 miles from the school.

Extra-curricular sporting activities

The school has established a structure that has enabled it to identify and register pupils who have high demands made on them as a result of their extra-curricular sporting activities. This is coordinated across a number of secondary schools in the local area, all of which have invested in training teachers to support pupils on the register. Teachers are trained to deliver lifestyle management workshops to pupils and to mentor pupils. The senior management team at the school has made a commitment to use the programme to extend support to gifted and talented pupils across other subject areas and has included teachers from non-PE areas in the teacher training programme. The school has already begun discussions with feeder primary schools to extend the programme to key stage 2 pupils.

Developing elite athletes

The school has developed and continues to extend links with local sporting clubs to support talented young athletes. In particular, the school looks to provide exit pathways for pupils to continue both in terms of their participation and development as elite athletes. A school bursary initiative is available to pupils and is expected to be extended to pupils playing at county standard and above from partner schools. Pupils are registered on a gifted and talented programme and their individual needs are identified in order to produce individual action plans for each. Lifestyle management workshops are delivered by teachers for pupils at the school and pupils from other local secondary schools.

Specialist coaches are employed to teach talented pupils during curriculum time and master classes are run for pupils from local primary schools in identified sports. The school is also investigating the possibility of training and deploying sixth-form students as mentors to younger talented pupils.

A sports scholarship programme

At the school, one of the first six specialist sports colleges, a clearly-defined support structure has been put in place so that talented performers can fulfil their potential both academically and physically. The sports scholarship programme targets representative-level performers across any sporting activity, assigning them to a personal mentor. The pupil receives a lifestyle management package from this mentor, which includes:

• a personalised training/target-setting programme
• specific/individualised training with college coaches
• sports science support and feedback on performance
• additional high-level specialist coaching for extended learning.

The strength of the overall structure comes from continual partnerships with parents and a supportive local higher education institute.

Fast-tracking

In one secondary school, all pupils are given a choice about what type of learning experience they wish to have. In key stage 4, all pupils follow the same course but the approaches used with each group are different. For those who opt to be in the fast-track group, there is a strong focus on developing high levels of performance. There is an expectation that pupils will work at high levels of technical demand and that they will focus on advanced tactics or compositional ideas. This clear focus encourages the most able performers to take the fast-track route. The overall content is the same as for other groups, but the depth of study and the demands made on skilfulness are greater.

Secondary and primary teachers working together

Secondary teachers work closely with their primary partner schools in one outer-city area to help them spot talented pupils at an early age. They give guidance on what to look for, and the primary teachers then let the secondary teachers know of any pupils with particular talents. When a pupil with specific talents is identified, the school contacts the parents and helps them provide support in the relevant activity. The primary school teachers initially found it difficult to recognise talent, but with support and training are improving and becoming more aware of talented pupils and their needs.

Specialised coaching

Luke is a pupil at an inner-city special school that encourages pupils to travel across the country to pursue the highest possible standards in sport. While Luke was trying to improve his Tetra bowling technique at the indoor arena at Stoke Mandeville, an older adult bowler noticed how Luke's delivery technique was being affected by his disability. He explained to Luke that in his case the bias needed to be on top when he released the wood, thus ensuring it was in the correct position. Working on this advice, Luke practised adjusting his release position, greatly improving his accuracy, and has gone on to take a bronze medal in the national championships. This specialised coaching was made possible by the combined efforts of the school, in making sure that pupils had opportunities to train at high-class venues, and a fellow disabled bowler, whose expert eye spotted the technical fault and whose experience helped put it right.

Schemes of work