TELEPY SPORTS SCHOOL

PLAY FOR SPORT, PLAY FOR LIFE - 1.‘sport should be accessible for everyone’

Our role in talent support is twofold:

1. We create opportunities

for gifted and talented

students in PE and sport

to develop their potential,

achieve in their learning in

both school and sport

experiences and develop

life skills.

PLAY FOR SPORT, PLAY FOR LIFE – 2.‘sport should be accessible for everyone’

2. We encourage anybody to take part in any of our sport programmes, since sport provides a platform for people to develop themselves. It is an excellent opportunity to challenge existing practice and to show what people are able to do and achieve.

SNAPSHOTS IN THE TELEPY SCHOOL

SPORTS EDUCATION

It encourages students to experience many roles for responsibility. Students are identified as part of a team and encouraged to develop team work, delegation, support and mentoring.

GIFTED IN PE

The Gifted in PE program

aims to support the

development of our

learners through the 5

abilities – Physical,

Cognitive, Social, Personal

and Creative.

TALENT DEVELOPMENT

ABILITIESIDENTIFICATION AND

SELECTIONTEACHING AND

SUPPORTOUTCOMES

COGNITIVE

CREATIVE

PERSONAL

PHYSICAL

SOCIAL

Pupils are recognized as talented when they demonstrate high level ability within the full range of PE contents, or have the potential to do so.

Pupils unique needs are met through a differentiated, flexible and progressive approach.

Elite sport performance

Lifelong physical activity

Rewarding PE experience

Sport leadership

OTHER FACTORS

AGEEarly maturation and the impact this can have on identifying talent at an early age.

BODY TYPE, MATURATION

Different body shapes and sizes may be suited to certain activities or individual playing positions within team sports.

Sport opportunities are often different for boys and girls, so we are aware of

Talent Identification Portfolio

Personal Details

Name Age

Form: 1.A or 9.E Gender

Background information

Current Attainment level

Extra Curricular Activities

Representational Achievements

Informal Assessment/Observation

Current Attainment level

Extra Curricular Activities

Representational Achievements

Informal Assessment/Observation

(standardised; NC assessment; dynamic assessment; revealing opportunities; standardised tests, etc.)

ZSOLT KACZUR, AGED 15

May, 2010 – Lithuania, Weight-lifting Championship, 6th place: Slovakia – 2nd place., International Weight-lifting Championship, 1st place.

ZOLTÁN SINKÓ, AGED 17

2009 – Young Talents’ Olympics, boxing, 1st place

2010 – Budapest Championship, 1st place

RENÁTA TÓTH, AGED 16

2010 – Budapest Gymnastic Championship, adult, 2nd place (floor), 3rd place (beam)

ÁDÁM BABOS, AGED 17

2010 – Gymnastic Youth Championship of the Hungary, 1st place (floor and horse)

ROLAND VERES, AGED17

2010 Slovakian Open 32kg, 37kg, 1st place

2010 Austrian Classics 32kg, 37kg 1st place

2010 Golden Belt (Genova) 32kg, 37kg 1st place

DÁNIEL KORNAKKER, AGED 15

2010 – Hockey Championship in Slovenia (Bled), 2nd place (U15 player)

PERSONAL FACTOR

We also support the individual needs of talented students to achieve a manageable balance between schoolwork and out-of school participation in elite sport.

TAMÁS LAKATOS 9.ETABLE TENNIS 4TH PLACE

ZOLTÁN HARCSA 12.EBOXING 3RD PLACE

LEVENTE VÁGNER 10.EGYMNASTICS 5TH PLACE

Differentiation – maximum opportunities for revealing opportunities

COGNITIVE FACTOR

Differentitationenables pupils to work on tasks and participate in activities appropriate to their ability levels.

Lessons are delivered

on the basis of the

National Curriculum

for Sport Schools in

the sport classes. It

covers aspects of

lifestyle management,

target setting and

planning skills.

Lessons are delivered on the basis of theNational Curriculum in the other classes. Their coexistence provide the multidimensional atmosphere that makes differentiation possible.

CREATIVITY – ‘A STYLE’ OF INTELLIGENCE IN PE

It is used to identify talent

in PE. It could involve pupils completing conventional

tasks in a novel way.

Inclusion

Verbal or written manners for those who have the intelligence to express their creativity but cannot demonstrate it physically.

SOCIAL FACTOR - ENRICHMENT

Our talent development is mostly based on Renzulli’sEnrichment Triad Model, where the whole talent development can be followed.

This approach suits the multidimensional aspect of talent development in general, i.e. it allows pupils to fulfil a variety of roles.

Quality standard – Parents and the Wider Community

Our school implementing the Sports Curriculum work closely with the National Institute for Sport, local or regional governing bodies of sport, clubs, school sports associations and other organisations or agencies.

To enable young athletes to maximise their sporting and academic potential, we work together with our students’ parents, mentors (if they have) and coaches to reduce conflict between education and sport.

THANK YOU FOR YOUR ATTENTION