Background: Programmes to support children identified as gifted and talented in physical education in the UK have evolved as a result of the work of the Youth Sports Trust and the Excellence in Cities (EiC) scheme. However, beyond insights regarding Gifted and Talented (G&T) Policy, there remains little understanding of the pupil experiences as part of practices within UK schools. Purpose: This article reports on the development of an English university's undergraduate students' E-Mentoring programme, initiated in response to an earlier study that gave attention to pupil voice concerning being placed on their school's G&T register for Physical Education. Drawing upon the theoretical concepts of Bernstein, the processes that underlie the interactions between school pupil and university student were explored. Bernstein's model of the pedagogic device was adopted to better understand the processes underlying the construction, transmission and acquisition of practices and experiences between student mentor and pupil. Method: Adopting a qualitative case study approach, the study revolved around the E-Mentoring interactions between purposively selected secondary school pupils (N = 16) aged 11-16 and second year physical education undergraduate student mentors (N = 12) over the age of 18. During a six-month period participants established a support framework through Computer Mediated Communications (CMC). Weekly correspondences focused on pupil experiences within sport and school. The pedagogic processes underlying relations were understood through the analysis of 189 email correspondences. Digital interactions were supported by two visit days at the university, organised by the student mentors. These experiences and interactions were captured through pupil and student focus group interviews and questionnaires. Findings: The E-Mentoring programme provided space from which pupils began to discuss their experiences of being G&T. Based on established Junior Athlete Education (JAE) frameworks, guidelines (distributive rules) were framed to allow student mentors to be responsible for the transmission of knowledge and practices. In transmitting their own experiences of sport and school, student mentors were able to support pupils in areas such as injury and the management of academic practice. Conclusions: The study highlights how the provision of specific support facilitated the transmission of knowledge of being Gifted & Talented in physical education. Furthermore, the integration of CMC within the mentoring programme enabled student mentors to draw upon embodied dispositions, facilitating the acquisition of practices central to the experience of being G&T. Such support accentuated the voice of the pupil, making it a focal point to our evolvement of mentoring programmes for G&T pupils in physical education. In drawing upon Bernstein's concepts, the study demonstrates the importance of understanding not only the production of discourses regarding being G&T, but also the processes in which they are transmitted, recontextualised and acquired. Some limitations in using forms of CMC as a medium, by which student mentors and pupils interact, are acknowledged.