Undergraduate Course: Developing Talent (EDUA10206)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Available to all students
|Summary||This course will examine key issues and current debates concerning the recognition and facilitation of talent in educational settings and how it has been historically and is currently conceptualized. Working from the key principle that talent is a broad, multidimensional concept, the course will examine how the widespread implementation of talent development principles, frameworks and practices can be employed in schools. More specifically, current approaches to talent development will be outlined and critically evaluated (e.g., psycho-behaviours, focussing specifically on MacNamara's (2011) Psychological Characteristics of Developing Excellence (PCDEs) framework). Furthermore, the wider educational benefits of developing psycho-behaviours in school settings will be explored, namely their transferability and potential to enhance learning, attainment and achievement in other facets of young peoples' lives - and in other subject areas in the curriculum, as well as the long-term positive impact on pupil health and wellbeing.
The main themes, frameworks and concepts covered in this course are:
- What is talent? Contemporary views, issues and debates e.g. talent development v talent identification in physical education and youth sport settings.
- Schools as talent development environments - Examining stage models, pathways, talent development frameworks and curriculums and their efficacy in school settings.
- Developing expertise - applying the principles of deliberate preparation, deliberate play, and deliberate practice.
- The role of psycho behaviours in talent development - Examining the wider role and application of Psychological Characteristics of Developing Excellence (PCDEs) (MacNamara, 2011) across physical education and youth sport settings.
The course will be taught through weekly lectures, seminars and practical workshops. The course content will be delivered in a variety of ways i.e. whole group lectures, small seminar group discussions and student led tasks. In addition to the taught lecture, seminar and workshop programme, students will learn independently e.g. undertaking set reading prior to each session, as well as completing formative and summative assessment tasks.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Demonstrate a systematic, extensive and comparative knowledge and understanding of essential and advanced materials, techniques and skills relating to talent development and how they link to educational settings and professional practice.
- Use their knowledge, understanding and skills in the systematic and critical assessment of a wide range of concepts and ideas relating to talent development, and in both identifying and analysing complex problems and issues; demonstrating some originality and creativity in formulating, evaluating and applying evidence-based solutions in physical education settings.
- Exhibit skills in identifying information needs, and in the systematic gathering, analysis and interpretation of ideas, concepts and qualitative and quantitative data and information from a range of evaluated sources relating to talent development and physical education, including current research, scholarly, and/or professional literature.
- Communicate the results of their study and other work accurately and reliably using the full repertoire of the principal concepts and constructs relating to talent development.
|1. Collins, D. & MacNamara, A. (2018) Talent development: a practitioner guide, London: Taylor and Francis.|
2. Côté, J. & Vierimaa, M. (2014) The developmental model of sport participation: 15 years after its first conceptualization. Science & Sports: 29, p.63-69.
3. Croston, A. (2013) A clear and obvious ability to perform physical activity¿: revisiting physical education teachers¿ perceptions of talent in PE and sport. Physical Education and Sport Pedagogy: 18, 1, p.60 -74.
4. MacNamara, A. (2011) Psychological Characteristics of Developing Excellence. In Collins, D., Abbott, A. & Richards, H. (2011) Performance psychology: a practioner's guide (pp. 47-64), Edinburgh: Churchill Livingstone.
5. MacNamara, A., Collins, D., Bailey, R., Toms, M., Forde, P. & Pearce, G. (2011) Promoting lifelong physical activity and high level performance: realising an achievable aim for physical education. Physical Education and Sport Pedagogy: 16, 3, p.265-278.
|Graduate Attributes and Skills
||Graduate Attributes: Research and Enquiry
1) search for, access, critically analyse, evaluate and synthesise relevant literature and information in order to develop their knowledge and understanding relating to education, physical education, physical activity, sport and well-being
2) critically question current physical education knowledge and policy and how these elements relate to wider issues within society nationally and globally (e.g., environmental, health and sustainability issues)
3) identify and define problems relating to education, physical education, physical activity, sport and well-being research methods to address these
Graduate Attributes: Personal and intellectual autonomy
During this course students will:
1) be independent learners who take responsibility for their own learning, and are committed to continuous reflections, self- evaluation and self-improvement
3) be open to new perspectives, methods and creative ideas in understanding education, physical education, physical activity, sport and well-being
Graduate Attributes: Skills and abilities in communication
1) be able to communicate using oral and written methods to specialist (e.g., staff, fellow students) and non-specialist audiences (e.g., schools, research participants)
3) be able to engage in critical discussion demonstrating listening skills, effective use of evidence and own experience to support assertions, and clear articulation of points.
Graduate Attributes: Personal effectiveness
1) be able to plan, execute and critically evaluate a significant research and/or evaluation project in the area of education, physical education, physical activity or sport
2) have the confidence to make informed decisions relating to problems and issues in physical education.
4) be able to transfer knowledge, skills and abilities to a professional context (e.g., schools, health promotion organisations)
|Keywords||Physical education,Talent,Talent Development,Potential
|Course organiser||Dr Murray Craig
Tel: (0131 6)51 6043
|Course secretary||Ms Barbara Kucharska
Tel: (0131 6)51 1196