The Self-determined Exercise and Learning For FITness (SELF-FIT; Australia New Zealand Clinical Trial Registry: ACTRN12615000633583) intervention was designed based on self-determination theory to increase secondary school students’ physical activity levels. The intervention included a novel gaming tool (fitness dice) and teachers were trained to teach in an autonomy supportive way. In this study, we reported the qualitative data collected from the trial. Seventy-five students and 11 teachers from 10 Hong Kong secondary schools were interviewed through focus groups and through interviews respectively. Thematic data analysis was conducted. Students and teachers felt that the intervention enhanced students’ knowledge of physical fitness and how to perform exercises (competence), gave them control over which activities to do (autonomy), and increased students’ connectedness with peers and teachers (relatedness). In turn, students’ motivation for physical activity was enhanced. These findings provided evidence for effectiveness of SDT-based PA promotion intervention with autonomy-supportive teachers. Copyright © 2015 International Journal of Sport Psychology.

Purpose: Evidence demonstrates that many school children fail tomaster fundamental movement skills (FMS). Little is known about the teaching and learning of FMS in Hong Kong. This study aimed to capture voices from both teachers and students to better understand the current FMS practices in primary physical education Methods: Semistructured interviews with physical education teachers and focus groups with students were conducted. Thematic analysis of teacher transcriptions was performed. Student focus groups were analyzed using a framework approach, guided by TARGET (i.e., Task, Autonomy, Recognition, Grouping, Evaluation, and Time). Results: Several "teacher"level themes were developed: Self-efficacy (mis)judgment, limited pedagogical content knowledge, ineffective instructional and assessment strategies, insufficient teacher training, and deprioritization of skill development in physical education. Students perceived the need for a more student-centered approach to the teaching of FMS. Conclusions: Results highlighted the need for a different approach to initial and continuous teacher education in FMS. Further investigation into the most effective forms of teacher education is necessary, in order to improve the teaching and learning of FMS in schools. Copyright © 2023 Human Kinetics, Inc.

Background: Assessment for learning has been identified as an effective strategy to help children learn more effectively. Developing children to master basic movement skills in primary school requires formative assessments to inform instruction and learning. This study reports the rationale and methods for an assessment-based intervention that emphasizes fun, mastery and support (A + FMS) designed to improve fundamental movement skill (FMS) proficiency of primary schoolchildren. Methods/design: Utilizing a cluster randomized controlled trial, the A + FMS intervention was designed to improve FMS proficiency of Hong Kong Chinese schoolchildren. A target sample of 282 students or more from 10 Grade 3 classes (from five schools) will be recruited and randomly assigned into an experimental group or a wait-list control group. Competence motivation theory provided a framework for the intervention that emphasizes fun activities to develop basic fundamentals, improving mastery of movement, and providing support for teaching and learning skills. Primary outcome measures are the raw scores of six objectively measured FMS (i.e., jump, hop, skip, dribble, catch, and overhand throw). Secondary outcomes include self-reported measures: enjoyment in physical education, perceived physical competence, perceived skill competence, and perceived social support. Teachers in the experimental group are required to attend a six-h training workshop and integrate 550 min of assessment for learning strategies into their physical education lessons. Resources such as videos, skills checklists, and equipment will also be provided to support children to accumulate extra learning and practice time after school. The rate of changes in primary and secondary outcomes across the experimental and control groups will be compared to determine the effectiveness of the program. Discussion: The A + FMS is an innovative school-based intervention targeting improvements in movement mastery by supporting physical

Physical education teacher education is a time when preservice teachers can reinforce their physical literacy (PL). Professional coursework within the teacher preparation program should also develop their teaching efficacy. In this regard, the purpose of this study was to examine the predictive relationship between preservice physical education teachers' perceived PL and teaching efficacy. The findings revealed that the PL dimension of self-expression and communication with others was the most significant predictor of teaching efficacy in developing content knowledge, applying scientific knowledge to teaching, teaching students with special needs, and using technology. Furthermore, preservice teachers' knowledge and understanding of PL predicted their teaching efficacy in accommodating skill level differences within instruction. These predictive relationships suggest that preservice teachers' PL influences their efficacy to enact effective teaching behaviors and should remain an ongoing priority of physical education teacher preparation programming suggested by the United Nations Educational, Scientific and Cultural Organization. Copyright © 2021 Human Kinetics, Inc.

Despite physical education's health enhancing potential, students' activity levels in lessons are low. We evaluated a school-based intervention that involved rope skipping on students' moderate-to-vigorous physical activity (MVPA) in physical education. The intervention was evaluated using a clustered randomized controlled trial in 24 classes (N = 731 students; M = 14.38 years; all from Secondary 2) from 12 Hong Kong schools during September to December 2013. The primary outcome was percentage of lesson time spent in MVPA. Secondary outcomes included students' vigorous activity, counts per minute, perceived autonomy support and motivation for physical education. Accelerometer-based activity measures were taken from a sub-sample of 168 students during lessons 1 to 3 (baseline) and lessons 5 to 7 (treatment phase). Participants self-reported motivation variables at lessons 4 and 8. Teachers allocated to the experimental group included an intervention during treatment phase; those in the control group continued usual practices. The intervention involved a 15-minute rope skipping activity where students completed intervals of skipping with rests in between. Using multilevel modeling, we examined the intervention effects on measured outcomes, and whether effects differed for boys and girls. Overall intervention effects were not found. However, girls in the intervention group spent more time in MVPA (β = 0.25) and had higher counts per minute (β = 0.32) than control group counterparts at treatment phase. Perceived autonomy support and motivation variables were similar across groups. The intervention increased activity levels of girls, but not boys. Implementation of the intervention may reduce differences between boys' and girls' physical education activity levels. Trial registration: ANZCTR: ACTRN12613000968774. Copyright © 2017 Elsevier Inc. All rights reserved.

In recent years, studies have discussed how to introduce computational thinking (CT) concepts in mathematics education through mobile app development. In this study, the design of mathematics lessons based on the 5E instructional model to extend the idea of CT in a mobile technology environment (i.e., mobile CT) was investigated. Twenty-three primary five students in Hong Kong participated in this study. The teacher taught the students how to develop a mobile calculation game to learn the mathematical concept “area” through paper prototyping and mobile app development activities. Using a design-based research approach, the study examined students’ performance and behavior in the classroom to acquire mathematics knowledge and mobile CT. Qualitative conversation analysis was used to interpret teacher-student interaction, code files, and screen captures of students’ work. The analysis provided evidence on how students constructed mathematics concepts about “area” and built their mobile calculation games using mobile CT concepts, practices, and perspectives. The results propose the use of the 5E instructional model to enhance students’ engagement in and motivation for mathematics learning and strengthen their problem-solving skills, critical thinking, and communication and collaboration skills. Mobile CT-integrated mathematics lessons suggest ways for future educators to incorporate other mathematics topics into CT education. This study recommends that the 5E instructional model could be suitable for the instructional design of primary school CT-integrated mathematics curriculum. A set of design principles for integrating CT into mathematics curriculum is recommended. Copyright © 2025 The Author(s).

Science, Technology, Engineering, and Mathematics (STEM) self-efficacy refers to students’ belief in their ability to succeed in STEM-related tasks. Although parental involvement is known to positively influence students’ STEM self-efficacy, the relation between different types of parental involvement (e.g., discussions and activities) and students’ STEM self-efficacy across various age and gender groups remains understudied. This study examines the nuanced, age- and gender-specific associations between parental involvement and students’ STEM self-efficacy among primary and secondary students in Hong Kong, a high-performing education system where girls’ performance in Science and Mathematics were higher or similar to boys on the Program for International Student Assessment (PISA) in 2018 and 2022 respectively. Data from 712 students (49% female) from 6 primary and 6 secondary schools were collected via an online survey. Students’ demographic information, parental involvement, and STEM self-efficacy were analysed to address the research questions. Multigroup structural equation modelling revealed that primary students’ STEM self-efficacy benefited from parental STEM-related activities, while secondary students benefited from parental STEM-focused discussions. The relationship between parental involvement and STEM self-efficacy was consistent across genders in both age groups, indicating a consistent benefit of parental STEM involvement for both male and female students. The results of this study underscore the critical role of parental involvement in fostering students’ STEM self-efficacy and suggest that educational programs should include age-appropriate parental involvement elements to foster students’ self-efficacy development in STEM. Copyright © 2025 The Author(s).

This study aimed to investigate differences in parental attitudes toward music and support for music education between typically developing children and autistic children with mild or borderline intellectual disability (ID) in Hong Kong. While research highlights the developmental benefits of music for autistic children with ID, few studies explore formal music training in this population, particularly within the context of cultural influences. The study included 148 participants, consisting of 84 parents of typically developing children and 64 parents of autistic children with ID. A questionnaire was used to assess parental attitudes toward music and their decisions regarding formal music training enrollment for their children. Covariates such as family income, child executive function, and parental expectations were analyzed to identify potential predictors. Parents of autistic children with ID held more positive attitudes toward music compared to parents of typically developing children when controlling for covariates. However, only 14.1% of autistic children with ID were enrolled in formal music training, in contrast to 40.4% of typically developing children. Family income and child executive function emerged as significant barriers to enrollment decisions. The findings highlight a disparity between positive parental attitudes toward music and pursuit of music education among autistic children with ID, highlighting systemic and financial barriers. Accessible music programs, adjustments in parental expectations, and inclusive policies may bridge the gap between parental attitudes and actual support. These insights call for targeted interventions to ensure that autistic children with ID can access the developmental benefits of music education. Copyright © 2025 The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

This study examined the ecological challenges teachers faced in integrating Informal Digital Learning of English (IDLE) among 159 in-service Hong Kong EFL teachers from 2019 to 2024. Analysis of 470 entries revealed that 50% of the challenges stem from exo-system factors (e.g., heavy workloads), 23% were from macro-system factors (e.g., examination-focused education system). Individual factors (e.g., inadequate pedagogical skills) represented 15%, meso-system factors (e.g., parental disapproval) made up 8%, and micro-system factors (e.g., varied learner styles) constituted 4%. With 73% of challenges rooted in exo- and macro-system levels, the study highlights the urgent need for policy changes and administrative support. Copyright © 2025 The Author(s). 

Purpose: Framed by the Concerns-Based Adoption Model, this study investigates female, ethnically diverse preschool teachers’ concerns regarding Science, Technology, Engineering, and Mathematics (STEM) teaching within their participation in a STEM-themed professional learning program and their adoption of STEM content and resources therein. Design/Approach/Methods: An exploratory multiple-case study was conducted with five female, ethnically diverse preschool teachers in Hong Kong. Data were primarily collected through online semi-structured interviews, supplemented by pre- and post-surveys, reflection worksheets, and written peer feedback. Thematic analysis was utilized for data analysis. Findings: Our study revealed five major concerns regarding STEM teaching among female, ethnically diverse preschool teachers, including (1) no confidence in STEM teaching affected by gender bias and minority stereotype, (2) traditional teaching philosophies influenced by Chinese Confucian culture, (3) lack of culturally and contextually appropriate pedagogical strategies and resources, (4) a constrained curriculum structure and limited time and space for STEM activities, and (5) the negative impact of accountability. These concerns were intertwined and created a complex net that affected teachers’ STEM teaching practices. Originality/Value: The study emphasizes the importance of considering sociocultural and organizational contexts and the interplay among various concerns of teachers when developing STEM professional development programs for female, ethnically diverse preschool teachers. Copyright © 2025 The Author(s).