To what extent do secondary PGCE PE students develop young people’s literacy skills through PE?

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Author
Compton, Megan
Date
2015Type
Dissertation
Publisher
Cardiff Metropolitan University
Metadata
Show full item recordAbstract
This study aims to research, to what extent do secondary PGCE PE students
develop young people’s literacy skills through PE? The standards of literacy and
numeracy was classed as poor by Her Majesty’s Inspectorate for Education and
Training in Wales (Estyn) (2012). This lead to the Welsh Government (2013) creating
the Literacy and Numeracy Framework (LNF) in order to increased literacy and
numeracy development throughout Wales. Teachers are expected to apply the LNF
across the curriculum. There is a lack of research about Physical Education and how
it can develop literacy skills in young people. Furthermore, there is a restricted
amount of knowledge related to the perceptions of secondary Postgraduate
Certificate in Education (PGCE) PE students regarding literacy development through
PE. Furthermore, four key areas have been selected to focus on during the review of
literature: Literacy development, the LNF, teaching styles and High Quality Physical
Education (HQPE). This study adopted semi- structured interviews with four
secondary PGCE PE students selected at random. Four key themes emerged from
the data analysis: applying the LNF in PE lessons, developing literacy skills in PE,
teaching styles in PE and aspects that effect HQPE. The findings summarised the
participant’s perceptions of how each theme influences the literacy development
within their PE lessons. In addition, each theme was found to have an influence on
the literacy development of young people. Limitations of the study were the size of
the sample group. In order to increase the validity of the findings, it would be
advisable to increase the sample size to more than four participants. Secondly, three
participants were female and one was male. In future studies the findings may have
been more balanced if there was an equal amount of male and female participants.
Furthermore, this could highlight whether the perceptions of male and female
secondary PGCE PE students differ to each other. Future research would be to
assess the validity of the Programme for International Assessments (PISA)
methodology in order to decrease concern regarding the validity of the PISA tests
and in turn, increase the relevance of applying the LNF over schools in Wales.
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