Floyd G. Robinson

Bio: Floyd G. Robinson is an academic researcher. The author has an hindex of 1, co-authored 1 publications receiving 3 citations.

Marking Physical Literacy or Missing the Mark on Physical Literacy? A Conceptual Critique of Canada’s Physical Literacy Assessment Instruments

Abstract: Margaret Whitehead first introduced the concept of physical literacy over 20 years ago. Since that introduction, physical literacy has been gaining in popularity within many Western physical education and sport contexts. This is particularly true within Canada, where physical literacy has been embraced by two of the nation’s most notable national physical education and sport organizations (i.e., Physical and Health Education Canada, Canadian Sport for Life). As physical literacy has been generating interest and action by these organizations, they, and others, have been quick to also seek methods by which to measure it. However, it is our observation that despite the promises and possibilities of physical literacy resources, initiatives, and programs, Canada’s most accessible physical literacy assessment instruments are wanting for focused and direct contemplation. In this article, we offer a conceptual critique of the physical literacy assessment instruments being developed for and practices being...

Diversity in domains of development: Research findings and their implications for gifted identification and programming

Abstract: A domain‐specific developmental model of giftedness is proposed as being more consistent with what is known about high level development than the widely‐used categorical model. A research project is described which involved administering several measures in three different domains—Linguistic, Logical/Mathematical, and Social/Emotional—to 343 categorically gifted early adolescents (grades 6, 7, and 8). Results are interpreted as supportive of a perspective on giftedness as high level development which occurs in one or more specific domains, and which is generally consistent with gender socialization practices. Implications for gifted assessment and programming are discussed, particularly the need to provide flexibly responsive programming designed to match students’ diverse educational needs as they vary both within and across individuals, and to reconsider educational practice regarding the Social/Emotional domain.

Enrichment Programming for Secondary School Gifted Students: A Narrative Inquiry

Abstract: The current constructivist interpretive narrative inquiry study considered the ways in which recently implemented enrichment programming on a system level was experienced by gifted secondary school learners and designated gifted teachers or contacts at the secondary schools. Through an in-depth exploration of stories of experiences that gifted students told about enrichment programming, this study offered significant insight into the unique learning needs and challenges of gifted adolescents in today’s secondary classrooms. Methods included an initial demographic questionnaire followed by a maximal variation sample of 12 participants for the second phase of the study with follow-up focus groups. Focus group interview data were video recorded, transcribed, and returned to participants to be member-checked for accuracy, omissions, deletions, or enhancements, and were subsequently analysed for patterns in experiences that offered insight into students’ and teachers’ perceptions of enrichment programming needs. Results of the study showcased alternative non-credit enrichment programming to be both appreciated and designed well, but the needs of gifted learners in the regular classroom are still not being met, as the remedial needs of struggling learners continue to take precedent in the regular classroom.