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  • Journal Articles

    1. Psychometric properties of the physical educators' self-efficacy toward including students with disabilities: Autism among Chinese preservice physical education teachers
    Document Type: Journal Articles
    Source: Adapted Physical Activity Quarterly, 35(2), 159-174, 2018
    Year published: 2018
    Publisher: Human Kinetics, Inc.
    Teachers' self-efficacy is a critical predictor for successful inclusive physical education. However, little is known about preservice physical educators' self-efficacy toward teaching students with autism spectrum disorders in China. A sound instrument is necessary to measure their self-efficacy level. This validation study examined the psychometric properties of the Chinese version of the Physical Educators' Self-Efficacy Toward Including Students with Disabilities--Autism. A multisection survey form was administered to preservice physical educators in Mainland China (n = 205) and Hong Kong (n = 227). The results of confirmatory factor analysis confirmed the one-factor model of the scale in the total sample and each of the two samples. Invariance tests across the two samples supported configural and metric invariance but not scalar invariance. The scale scores showed good internal reliability and were correlated with theoretically relevant constructs (i.e., burnout and life satisfaction) in the total sample and subsamples. These findings generally support the utility of the scale for use among Chinese preservice physical educators.
    [Copyright of Adapted Physical Activity Quarterly is the property of Human Kinetics, Inc..]
  • Journal Articles

    2. Perceptions of Hong Kong physical education teachers on the inclusion of students with disabilities
    Document Type: Journal Articles
    Source: Asia Pacific Journal of Education, 37(1), 86-102, 2017
    Year published: 2017
    Publisher: Routledge
    Based on Lev Vygotsky's social constructivism theory, this study examined the perceptions of Hong Kong physical education (PE) teachers regarding the inclusion of students with disabilities in general PE programmes. Eight secondary PE teachers (female = 5, male = 3) were recruited for individual semi-structured interviews. Data gathered from the interviews were audio-recorded and transcribed. Interview transcripts were analysed and presented as descriptive summaries, as well as underwent content analysis. Three themes emerged based on the content analysis of the teachers' interview data: (1) favourable, but with concerns, (2) hope to be professional, and (3) lack of connection. Results indicated that the teachers acknowledged the benefits of inclusion in PE; however, the teachers also expressed concern regarding the instructional and environmental barriers to the inclusion of students with disabilities in general PE programmes. The findings demonstrated the need for highly frequent and efficient communication, involvement, and collaboration among stakeholders involved in inclusive PE.
  • Journal Articles

    3. Factors influencing pre-service teachers' perception of teaching games for understanding? A constructivist perspective
    Document Type: Journal Articles
    Source: Sport, Education and Society, 17(2), 261-280, 2012
    Year published: 2012
    Publisher: Routledge
    This study aims to examine the factors influencing pre-service Physical Education (PE) teachers' perception of a specific constructivist approach — Teaching Games for Understanding (TGfU) in Hong Kong. By adopting a qualitative approach, 20 pre-service PE teachers were recruited for individual semi-structured interviews. Deductive data analysis was utilised to identify unique themes with broad aspects of influencing factors. Using Piaget's cognitive constructivism and Vygotsky's social constructivism as the theoretical frameworks, individual factors such as game knowledge, teacher beliefs, learning and teaching experience and social factors including government policy, teacher support and professional culture were identified as key influences in pre-service teachers' perception of TGfU. Furthermore, individual and social factors interplay with each other. In conclusion, cognitive and social constructivism was identified as a useful theoretical framework for illustrating and analysing the factors influencing pre-service teachers' perception of TGfU.
    [Copyright of Sport, Education and Society is the property of Routledge. Full article may be available at the publisher's website:
    http://dx.doi.org/10.1080/13573322.2011.607954]
  • Journal Articles

    4. A critical review of Hong Kong schools' physical education--1984-2009
    Document Type: Journal Articles
    Source: Educational Research Journal, 24(1), 71-94, 2009
    Year published: 2009
    City published: Hong Kong
    Publisher: Hong Kong Institute of Educational Research
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