Introduction
Literacy, in most literal form is a situation where an individual is able to read or write. Literacy enables a person to acquire important skills such as reading, writing and listening that help them to carry day to day activities. In balancing lifestyle and enhancing effective participation in physical activities, student demand this skills to be efficient in gathering and acquiring sensible knowledge. The essay outlines major literacy requirements that are demanded in stage four and five of the PDHPE syllabus as essential components in life and in school.
The essay below identifies the major literacy requirements that are observed in chapter 4 and 5. The literacy demands are based into three categories: reading, listening and writing. The implications include Personal and narrative writing. The learner must start the story strong, be sure that he includes a beginning and the end, use dialogue in the story and give sensory details. Another important element of literacy requirement is explanation. This is very common in adolescence. In education, the teachers will put much emphasis on the factor that contributes to influencing the sense of self in adolescent stage (Charlotte, 2001). The teachers must focus on the “impact of the image of the body, the opinions about being male or female, physical, social and emotional variables” (Jacaranda. Ruskin, 2002). Another aspect is the use of Meta language where a language can be used to describe and make statements in a different language. The expressions that learners get familiar with include italics, writing on a different line and quotation marks. . Learners are placed in a position to examine the challenges and opportunities that comes by in their life.
The literacy demand that is also common is listening and it helps students to be very competent in literacy. Effective listening will present with the strategies that enhance the abilities to cope and feel supported and how people evaluate their capacity to respond positively to change. This is associated with the following literacy requirements: mind map, research and time management timetable. Through reading, a learner will be able to take full participation in supporting networks and benefit a lot in seeking the support. The community is also in a position to establish a community support network that will help individuals cope in different scenarios.
In working out positives and addressing power abuse, the factors that lead to positive relationships are analyzed. The learning tools are evaluated through the form of writing. They include the anti-bullying pamphlet, case studies, school policy document and many others. The anti-bullying pamphlet is designed in a way that it has the prevention strategies to ensure that any case of violence and intimidation is not entertained (Bentley & Reid, 1998). The school policy document ensures that it governs and protects all positive and satisfying relationships and punishes those in a position to break these rules.
In addition, teachers have a responsibility to select and design other ways to learn so that they can provide more information with depth to the already taught content (Joseph, 2000). The considerations in providing more content is based on assessing the importance of recognition of effort and achievement in the sense of self, scrutinizing the specific hurdles that faces the young, explore the different forms of family structures and analyze the ways in which concepts are interlinked with relationships, parenting and sexuality.
In movement skills, the syllabus accommodates for the active participation and this will lead to an improvement in performance and skills. In many cases, students will learn about composing movements so that they can accomplish set goals and objectives. The movements will help an individual in personal growth and their development. This is commonly observed during interactions, decision making and problem solving. The scholars will learn about the types of movements, the aspects of movement skill development and the influences on skill development and performance.
Lifelong physical activity
There are literacy demand of writing demanded to achieve a balanced lifestyle and participation in physical activity. Balanced lifestyle and regular exercise enables a person to regulate their body and mental health. The body health is enhanced by controlling weight, and reduced disease risks, such as cancers and cardiovascular disorders. Mentally, an individual gains mood, mental health, and increases chances to live longer (Ruskin, Fitzgibbon, Proctor & Steward, 2000). Therefore, the literacy demand includes writing skills that can assist in writing a reflection on the current levels of physical activities by recording them on diary or journals.
The personal strengths and abilities contribute to enjoyable life and successful participation in exercises by understanding the skill related and health-related components of fitness. In this scenario there is a high demand for writing skills that should assist the person to write role play script and design an action plan. A student should script components such as coordination, balance, flexibility, muscular endurance and body composition that give them a competitive advantage in physical activities. The roles such as self-efficacy and motivational climate can effectively enhance one’s enjoyment of physical activity.
Skills that enhance learning in PDHPE
Communication
A student has to be embodied by the skills that help them to attain healthy, fulfilling, and active lifestyle. These skills involves communicating efficiently, make knowledgeable decisions, positive interaction with groups and individuals, have confidence and competence in range of situations and creatively solve problem. In order to justify opinions, individuals demand listening skills that enables them to respond accordingly to verbal and non-verbal messages, consideration of context including audience and purpose, and express meaning clearly, articulately and concisely. The listening demand in communication enables a person to fit in circumstances such as informal interactions, formal presentation, social situation, movement settings in promoting physical and health activity.
Decision-making
Students applies decision-making in a thoughtful and informed decision behavior considering the rapid change in information and knowledge related to physical and health activity. They therefore demand literacy of writing in order to be collaborative and consultative in confront decision-making situations, (Lees & Lees, 2004). In a movement environment, student needs to write down decisions in predictable context and to improvise in unpredictable and dynamic situations. Writing is also demanded in order to “assists in evaluating decisions and determine course of action” (Lees & Lees, 2004).
Movement
Students are capable of moving with creativity and skill in a wide range of movement situations. There is low literacy demand of writing or reading to apply movement as a source of personal satisfaction and enjoyment. This is because in the motions the students are able to figure out the capability and flexibility of moving body. Movement is used to satisfy personal needs and interests such as medium for communication and expression in a social interaction, teamwork, and cooperation context (Joseph, 2000). As a result, literacy is required since movement skills enable a student to collaborate and communicate effectively in a movement settings.
Planning
Problem solving
In the community and individual health context, students are able to apply problem-solving strategies in different ways. However, there is high literacy demand of writing down the detected problem and the way to solve it. This gives students capacity to think creatively hence finding the appropriate ways of handling transitions in life and manage resources effectively. In a group or teamwork, students are able to write down strengths, options, and solution to the identified problems (Charlotte, 2001). In this way, they are able to manage challenges and changes and develop positive response. With the written information, students are therefore able to predict, spot, clarify, and solve problems, come up with the strategies to solve problems, mitigating the choice of strategies and applying them, and assessing the process and outcome.
References
Lees, R., & Lees, A. (2004). Personal development, health and physical education. Sydney: McGraw-Hill.
Queensland/Victoria Health and Physical Education Consortium, & Queensland. (1996). Professional development modules for teachers of health and physical education. Queensland: Health and Personal Development Unit, Dept. of Education, Queensland.
Ruskin, R., Fitzgibbon, L., Proctor, K., & Steward, K. (2000). Outcomes: Personal development, health & physical education. Milton, Qld: John Wiley & Sons.
Ruskin, R. (2002). Personal development, health and physical education. Milton, Qld
Linde, Charlotte (2001). Chapter 26: Narrative in Institutions. In: Deborah Schiffrin, Deborah Tannen & Heidi E. Hamilton (ed.s) "The Handbook of Discourse Analysis." Oxford & Malden, MA: Blackwell Publishing
Joseph, R. (2000). The evolution of sex differences in language, sexuality, and visual–spatial skills . Archives of Sexual Behavior, 29(1), 35-66. doi: 10763428
Bentley, D., & Reid, D. (1998). Literacy Skills. Oxford: Heinemann Educational
