Background: Reviews academic research of PDHPE students attitudes towards literacy and numeracy, and its integration in Physical Education (20 marks
EDU3209:
Background: Reviews academic research of PDHPE students attitudes towards literacy and numeracy, and its integration in Physical Education (20 marks)
Provide context for this study
Could say: there is very little literature on pdhpe teachers, to highlight the relevance on doing this research
Survey and Results: Complete the survey questions that capture PETE students attitudes towards the integration of literacy or numeracy and physical education and review the findings (5 marks)
The excel spreadsheet
Complete the survey
Examine the findings
Analysis: Review the responses, categorising the data to identify major themes that address the research questions and themes provided (20 marks)
THEMATIC ANALYSIS OF THIS Data.
Major things and minor things. How you discuss this will be important. Use direct quotes from the survey data to highlight. Interpret what that means.
Conclusion: Discusses the survey findings regarding PDHPE teacher education students attitudes toward integrating physical education, numeracy and literacy with other findings reported in the literature (20 marks)
Recommendations: Identify recommendations to support PDHPE teachers in integrating literacy and numeracy into PDHPE (15 marks)
Assessment 1: research task
Background: Reviews academic research of PETE students attitudes towards literacy and numeracy, and its integration in Physical Education (20 marks)
Survey and Results: Complete the survey questions that capture PETE students attitudes towards the integration of literacy or numeracy and physical education and review the findings (5 marks)
Analysis: Review the responses, categorising the data to identify major themes that address the research questions and themes provided (20 marks)
Conclusion: Discusses the survey findings regarding PDHPE teacher education students attitudes toward integrating physical education, numeracy and literacy with other findings reported in the literature (20 marks)
Recommendations: Identify recommendations to support PDHPE teachers in integrating literacy and numeracy into PDHPE (15 marks)
Results:
Q1) The responses about literacy and numeracy can be summarized into three main themes:
Core Skills:
Literacy: Involves reading, writing, speaking, and comprehension.
Numeracy: Involves understanding and using numbers and basic mathematics.
Everyday Application:
Literacy: Essential for communication and interpreting information.
Numeracy: Key for solving problems and making logical decisions in daily life.
Educational Context:
Literacy: Often associated with language skills and English.
Numeracy: Linked to mathematical reasoning and problem-solving.
Q2) The responses about experiences with literacy and numeracy in school can be summarized into three main themes:
Positive Literacy, Negative Numeracy:
Many students enjoyed literacy due to engaging content but struggled with numeracy, often due to difficulty or lack of interest.
Impact of Teaching:
Positive experiences were linked to supportive and engaging teachers, especially in literacy. Negative experiences, particularly in numeracy, were associated with rigid teaching methods and lack of support.
Learning Styles:
Students who found a subject aligned with their learning style had more positive experiences, while those who felt a mismatch often struggled, especially with numeracy.
Q3) The literacy habits described in the responses can be categorized into four key themes:
Preference for Visual Media:
Many respondents prefer viewing over reading or writing, often engaging with movies, TV shows, or digital platforms like news, documentaries, and social media.
Functional and Academic Literacy:
Some individuals focus on reading and writing primarily for academic or functional purposes, such as assessments, studying, or formal communication, rather than for enjoyment.
Selective Reading Interests:
Respondents who read tend to have specific interests, such as sports, health, or specific genres like drama, and often read occasionally rather than regularly.
Technology and Convenience:
Technology plays a significant role in shaping literacy habits, with many relying on digital platforms for reading and writing, and some mentioning that technology has made literacy tasks easier.
Q4) The data on who is mainly responsible for shaping literacy and numeracy skills can be thematically coded into four themes:
Parental Influence:
Many respondents emphasize the foundational role parents play in early literacy and numeracy development. Parents are seen as key to introducing and reinforcing these skills during childhood, often through activities at home.
Teacher and School Influence:
Teachers and schools are identified as critical in building upon the foundation set by parents. They are viewed as the primary source of formal education in literacy and numeracy, particularly in delivering content and skills necessary for academic success.
Shared Responsibility:
Several respondents believe that literacy and numeracy skills are shaped by a combination of parents, teachers, peers, and the individuals own effort and attitude. This perspective highlights the collaborative nature of skill development across different influences.
Peer and Environmental Influence:
As students grow older, peers and the surrounding environment increasingly influence their literacy and numeracy skills. The social context, including peer attitudes toward learning, becomes more significant in shaping these skills over time.
Q5) The responses about preferred reading formats can be thematically coded into the following three themes:
Preference for Printed Texts:
Many respondents prefer reading printed texts because they find it easier to concentrate, engage with the material, and take notes. Printed texts are also seen as less distracting and more tangible, providing a better reading experience for those who prefer physical interaction with the material.
Preference for On-Screen Texts:
Some respondents prefer on-screen texts due to their accessibility, portability, and convenience. On-screen reading is favored for its quick access to information and ease of defining vocabulary or shifting topics, making it ideal for non-fiction or academic reading.
Situational Preferences:
A few respondents have preferences that vary depending on the context. They might choose printed texts for academic or fiction reading, where deeper engagement is needed, but prefer on-screen texts for casual reading, news, or when seeking quick information online.
Q6) Who would you say is responsible for improving your students literacy and numeracy skills?
Collective Responsibility: Literacy and numeracy improvement is seen as a shared duty among all teachers, with specific attention needed from English and Mathematics teachers.
Teacher's Role: Teachers are expected to actively facilitate and encourage literacy and numeracy development through consistent and engaging lessons.
Parental and External Support: Parents and carers also play a crucial role in supporting students' literacy and numeracy development at home.
Ongoing Assessment: Continuous assessment and engagement are essential to monitor and enhance students literacy and numeracy skills effectively.
Q7) Are literacy and numeracy linked to the students achievement, engagement, behaviour, wellbeing? If so, how?
Link to Achievement and Engagement: Strong literacy and numeracy skills are closely tied to better academic performance and increased student engagement. Conversely, weak skills often lead to disengagement and lower achievement.
Effect on Behavior and Wellbeing: Proficiency in literacy and numeracy supports positive behavior and overall wellbeing, while deficiencies can result in poor behavior and decreased self-esteem.
Role of External Factors: External issues such as family problems and socio-economic factors can impact the relationship between literacy/numeracy skills and student outcomes, sometimes diminishing the direct effects of these skills.
Q8) What might be possible barriers (e.g., home environment; lack of aspiration) to improving the students literacy and numeracy?
Home Environment and Family Support: Family issues, lack of parental involvement, and home responsibilities can significantly hinder students literacy and numeracy development.
Resource Availability: Limited access to educational resources at home and insufficient external support can be major barriers.
individual and Social Factors: Low motivation, learning disabilities, and peer influence also affect students' progress in literacy and numeracy.
Q9) How confident are you that you could support the literacy and numeracy needs of all your students?
Mixed Confidence Levels: Teachers express varying levels of confidence in supporting literacy and numeracy, with some feeling more confident in one area than the other.
Need for More Experience: Some teachers believe they need more experience or resources to effectively support all students.
Challenges with Diverse Needs: Addressing the diverse literacy and numeracy needs of all students is seen as challenging, especially for those with different abilities.
Q10) What literacy and numeracy challenges and strategies have you observed in schools?
Literacy and Numeracy Challenges: Students struggle with reading comprehension, spelling, grammar, and basic math concepts. These issues are often linked to learning difficulties, language barriers, and a lack of confidence.
Student Engagement and Behavior: Poor literacy and numeracy skills can lead to disengagement and behavioral issues in the classroom.
Effective Strategies: Strategies like differentiated instruction, games, explicit teaching, and collaborative learning help address these challenges and improve student engagement.
Q11) In your experience, do your students read for enjoyment?
Limited Enjoyment: Most students do not read for pleasure and prefer activities like social media or watching entertainment.
Interest-Driven Reading: Some students read for enjoyment, but only if the topic aligns with their interests.
Mixed Tendencies: A few students read for enjoyment, while others only do so when required.
Q12) The data on students viewing reading as "boring" can be summarized into three main themes:
Relevance and Engagement:
Students often find reading boring when the content isn't relevant to their interests or life experiences. This lack of engagement is exacerbated by school-prescribed texts that fail to capture their attention.
Influence of Digital Media:
Modern digital platforms like TikTok, which provide quick, visually engaging content, compete with reading, impacting students' attention spans and interest in longer-form reading activities.
Strategies for Change:
To make reading more appealing, educators suggest providing students with more choice in their reading materials, integrating reading with interactive activities, and connecting reading content to real-world issues and students' personal interests.
Q13) The data on students' literacy habits can be summarized into three main themes:
Preference for Visual Media:
Students increasingly favor viewing over reading and writing, primarily driven by the widespread use of digital media and platforms like TikTok.
Impact of Digital Technology:
The rise of smartphones and social media has transformed students' literacy habits, with many engaging in reading and writing primarily through online content. However, this often involves interaction with content that may not uphold standard grammatical rules, potentially degrading their literacy skills.
Decline in Traditional Literacy Activities:
There is a notable decline in traditional reading and writing as students grow older, influenced by reduced engagement and the appealing alternatives offered by digital media, though some variability exists with some students still showing interest in creative writing.
Q14) The discussion on the importance of teaching physical literacy compared to literacy and numeracy reveals three key perspectives:
Equal Importance: Most educators consider physical literacy as crucial as literacy and numeracy, emphasizing its role in promoting overall well-being and daily function.
Enhances Academic Skills: Physical literacy not only supports physical health but is also seen as enhancing cognitive abilities and academic performance in literacy and numeracy.
Foundation in Basic Skills: While physical literacy is important, some view it as reliant on foundational literacy and numeracy skills, which are necessary to fully grasp and apply physical education concepts.
Q15) The role of writing in physical education classes can be summarized into four key benefits:
Cognitive Enhancement: Writing activities enhance critical thinking and reflection, allowing students to analyze their performances and understand key concepts deeply.
Theoretical Application: Writing helps bridge the gap between theoretical knowledge and practical application, enabling students to articulate and apply physical education concepts to their activities.
Literacy Development: Engaging in writing within PE classes promotes literacy skills such as vocabulary expansion, effective communication, and general writing proficiency, which are beneficial across all academic subjects.
Retention and Accountability: Writing facilitates better memory retention of physical education concepts and supports goal setting, which encourages students to take accountability for their learning and progress.
Q16) The opportunities for incorporating numeracy in PDHPE classes can be summarized into four main areas:
Data Collection and Analysis: Students engage in collecting and analyzing data related to physical activities, sports statistics, and health metrics, fostering their skills in handling and interpreting numerical data.
Measurement and Timing: Numeracy is applied through measuring physical attributes like speed and distance, and timing sports events, enhancing understanding of practical mathematical applications.
Scoring and Game Management: Activities that involve scoring in games and managing team sizes help students practice basic arithmetic and decision-making skills.
Nutritional Calculations: Students use numeracy to analyze nutritional information and health labels, aiding their understanding of diet and health-related calculations.
The results can be divided into three main themes:
1.Core Skills and Application
Literacy and Numeracy: Focus on foundational skills such as reading, writing, comprehension, and basic mathematics. Literacy involves communication and interpreting information, while numeracy involves problem-solving and logical decision-making in daily life.
2.Educational and Social Context
Teaching and Learning Experiences: Positive literacy experiences are often linked to engaging content and supportive teachers, while numeracy struggles are associated with rigid teaching methods. Subject-specific literacy instruction integrates literacy within content areas to reinforce learning.
Barriers to Learning: Challenges include the home environment, resource availability, individual learning styles, and external factors like socio-economic conditions, which can impact literacy and numeracy development.
3.Student Engagement and Attitudes
Reading Preferences and Habits: Many students prefer visual media over traditional reading, influenced by digital technology. Enjoyment in reading is often linked to content relevance and interest.
Responsibility for Skill Development: Literacy and numeracy improvement is seen as a shared responsibility among teachers, parents, and the broader environment, with a need for continuous assessment and support.
Physical Literacy in Education: Physical literacy is valued equally to traditional literacy and numeracy, with writing and numeracy opportunities in physical education enhancing cognitive skills and real-world applications.
