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dc.contributor.authorLewis, Angharad
dc.date.accessioned2014-08-15T12:02:45Z
dc.date.available2014-08-15T12:02:45Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10369/6119
dc.descriptionDEGREE OF BACHELOR OF SCIENCE (HONOURS) SPORT AND PHYSICAL EDUCATIONen_US
dc.description.abstractIn recent years literacy and numeracy has become a priority for the Welsh Government’s Education Department (Welsh Assembly Government [WAG], 2013). As a result of an ineffective Skills Framework (Estyn, 2011 & 2012) and a poor performance for Wales in the 2012 PISA results, the Welsh Government introduced a new Literacy and Numeracy Framework (LNF) as a statutory requirement for schools in Wales in September 2013. All teachers are expected to implement literacy and numeracy into their lessons, where appropriate, with the responsibility shared across the curriculum. Little research has previously been conducted regarding the development of literacy skills within PE. Furthermore, no previous studies have researched the development of oracy within PE or the impact of the 'PE T.T.K', providing a rationale for the present study. The aim of the present study was to identify the extent to which PE develops pupils’ literacy skills. The study adopted a qualitative approach, with the use of semi-structured interviews conducted with four female PE specialists who had attended the 'Physical Education Talking Tool Kit' in 2013, an inductive content and deductive content analysis. Two key themes emerged from the research including, factors that affect successful literacy development through HQPE and the impact of the 'PE T.T.K' workshop on training and learning. The results illustrated successful literacy development in PE were dependent on the learning environment, use of resources and the balance between promoting literacy development and the physical activity. Additionally, the 'PE T.T.K' workshop was successfully received by the participants and recognised as being beneficial and valuable to teaching and learning. An implication of the study identified the need for all PE specialists to recognise and reward pupil’s literacy skills alongside their physical competence. In addition, all PE specialist must receive appropriate training to successfully implement the LNF (2013) into their lessons. Future research should be conducted in a cross-section of schools across Wales to provide a more detailed illustration of the PE specialists’ perceptions of how PE assists in developing pupil’s literacy skillsen_US
dc.formatThesisen
dc.languageEnglishen
dc.publisherCardiff Metropolitan Universityen_US
dc.titleDeveloping pupils’ literacy skills within Physical Education.en_US
dc.typeThesisen_US


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