For decades academic curricula for the gifted have been marked by attempts to enrich offerings in order to accommodate to intellectual differences evidenced by this type of exceptionality. However, youngsters have usually been exposed to traditional programs of physical activity. It was the purpose of this article to demonstrate useful ways in which physical activity programs may be made meaningful to creative and gifted children and youth.
Themes have been recommended for the guidance of physical education programs, including exposure to ideas inherent in motion itself, as well as stimulating cognitive processes expressed in physical actions. The article concludes with a model suggesting ways in which curricula decisions, as well as cognitive processes may be shifted to gifted learners. Ways in which various themes presented may be incorporated into the teaching model outlined, are also discussed at the conclusion of the article.
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