Flipped learning is a pedagogical approach that directs instruction from a group to an individual learning space. This approach can stimulate students’ motivation, promote adequate physical activity levels, and reduce sedentary (SED) behaviour. Addressing the literature gap regarding the correlations among these factors in school physical education (PE), this study aimed to examine the association of students’ motivation, physical activity levels, and SED behaviour with flipped learning in a four-lesson learning unit. Framed by self-determination theory, a quasi-experimental design was adopted to measure and compare the moderate-to-vigorous physical activity (MVPA), SED, and motivation levels of 111 primary school students aged between 10 and 11 years (mean = 10.07, standard deviation =.26) in Hong Kong. Fifty-two of the participants were female, and 59 were male. They were randomly assigned to experimental (n = 57) and control (n = 54) groups, in which a flipped learning approach was adopted in the experimental group for two weeks. A questionnaire survey and accelerometers were used to measure participants’ motivation (autonomous motivation, controlled motivation, and amotivation) and their physical activity levels. The findings revealed significantly higher MVPA levels and lower SED levels in the experimental group. Autonomous motivation was found to have a positive correlation with MVPA levels and a negative correlation with SED levels, indicating a positive predictor of the two. The findings of this study reveal the potential of flipped learning to enhance students’ MVPA and reduce their SED behaviour during primary school PE lessons. Copyright © 2023 The Author(s).

The purpose of this article is to explore the influence of a customized continuing professional development (PE-CPD) programme on PE teachers’ perceived physical literacy and efficacy beliefs in Hong Kong. Individual and focus group interviews were conducted to gain an in-depth understanding of the participants’ CPD experiences and to explore the programme’s influence on their perceived physical literacy and efficacy beliefs. Thematic analysis was used to analyse the interview data. Results revealed that all participants underwent certain immediate and intermediate changes in relation to their self-perceptions of physical literacy and teaching efficacy while completing the customised PE-CPD programme. It was concluded that stakeholders should address the importance of developing teachers’ physical literacy and self-efficacy through similar programmes, in order to provide quality physical education (QPE) in school curricula and in turn enhance students’ physical literacy. Copyright © 2021 Springer Nature B.V.

Introduction: The COVID-19 pandemic has caused massive school closures worldwide and many schools were forced to adopt online teaching mode. Purpose: This survey study aims to examine the effectiveness of online teaching in physical education (PE) and support needed from the teachers’ perspective. Methods: Responses from 294 frontline PE teachers were collected via an online survey between 4 and 29 January 2021. Results: Four major findings were highlighted in our study. First, most teachers reported that online PE lessons were not effective to improve motor skill acquisition and physical activity level, the major reasons for which were “lack of practical training”, “students’ lack of learning motivation/interest”, and “limited interpersonal interactions”. Second, most teachers encountered difficulties in online teaching, with major difficulties comprising “limited interpersonal interactions’ and “difficult to retain students’ learning motivation/interest”. Third, most teachers felt that online teaching was stressful due to the increased workload in preparation and safety concerns of the home-exercise programme. Fourth, many teachers suggested that schools or governments should provide online teaching kits, such as suggested online lesson plans or home activity recommendations, for their reference. Conclusions: In summary, the effectiveness of online teaching in PE during COVID-19 school closures was generally perceived to be low and difficult by the frontline PE teachers. Schools and governments should provide sufficient support, such as online teaching kits and concrete teaching guidelines, for PE teachers to develop creative and interactive online lessons, which will in turn benefit students in motor skill acquisition and physical activity level. Copyright © 2021 JPES.

The development of children’s fundamental motor skills (FMS) is shaped by the environment surrounding them. The purpose of this study was to examine whether the changes of children’s FMS after an intervention program differed between classes conducted in different schooling conditions. Participants were 295 preschool children (62 boys, 133 girls; M = 5.4 years; SD = 0.28) from eight preschools in Hong Kong. Children participated in an 8-week FMS program and their FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2). A linear mixed model was used to analyze the association on the changes of FMS score between children in different schooling conditions: (1) teaching venue size (large or small); and (2) class size (large, medium, or small), while accounting for the clustering of participants within preschools. The changes of object control skills were significantly different between groups with different teaching venue size (p = 0.000) (small: 5.54 (SD = 5.84) vs. large: 2.46 (SD = 6.42)) and different class size (p = 0.000) (small: 8.12 (SD = 6.34) vs. medium: 2.92 (SD = 6.26) vs. large: 4.00 (SD = 5.79)). The findings have practical implications for the teaching of FMS in that the social and physical environment in preschools should be considered for the design of FMS intervention programs. Copyright © 2020 by the authors. Licensee MDPI, Basel, Switzerland.

In this article, we will explore the recent development of physical literacy in the Hong Kong context and how the concept and operation of physical literacy implicitly exist at different levels of the Hong Kong education system. The Physical Education profession will be introduced. The development of physical literacy in terms of research and operationalization in primary, secondary, and tertiary education will then be discussed. We will go on to explore the challenges of extending the impact of physical literacy to the field of public health in Hong Kong. The article will end with a closing remark adopting the Chinese philosophies of Confucianism and Taoism to justify the belief that physical literacy is both implicitly and invisibly rooted in the Hong Kong Chinese culture. Copyright ©MDPI AG.

The current study aimed to predict secondary school students’ motivation toward sport injury prevention in “in‐school” and “out‐of‐school” contexts, and their sport injury prevention behavior at 3‐month follow‐up using the trans‐contextual model (TCM). Hong Kong secondary school students (N = 1566; mean age = 13.34 years, range = 11 to 19; female = 49.42%) were recruited. Participants were asked to complete a survey comprising previously validated scales measuring TCM constructs at baseline and a measure of sport injury prevention behavior at follow‐up three months later. Structural equation modeling (SEM) was used to examine the hypothesized paths among TCM constructs. A SEM specifying hypothesized paths among TCM variables showed acceptable fit with the data (χ²(29) = 418.55, CFI = .93, TLI = .90, and RMSEA = .09, 90% CI [.09, .10], and SRMR = .05). Findings supported tenets of the TCM: the effects of perceived autonomy support from PE teachers on in‐school autonomous motivation toward injury prevention, the trans‐contextual relationship between students' “in‐school” and “out‐of‐school” autonomous motivation toward injury prevention, and the effects of autonomous motivation toward injury prevention on social cognitive variables and subsequent sport injury prevention behaviors. Results supported the tenets proposed within the TCM in predicting students' “in‐school” and “out‐of‐school” autonomous motivation toward sport injury prevention. Findings underscore the potential importance of autonomy support from PE teachers in facilitating students’ sport injury prevention behaviors. Further longitudinal and intervention research is warranted to establish temporal and causal effects of TCM variables in sport injury prevention. Copyright © 2020 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Physical education in Hong Kong has gone through considerable changes over the past 50 years. Still, the pace and the status were relatively slower and lower compared with other subjects. The 1990s saw a gradual shift from sport-oriented to health-focused sports culture. This shift was chiefly highlighted when physical education became one of the eight key learning areas in the millennium year education reform. This article summarizes the major changes over the past 50 years of school physical education in Hong Kong, and anticipates the positioning of the future physical education.香港的體育在過去的五十年經歷了相當大的變化。不過，變化的步伐相比其他科目還是較慢，其地位也相對較低。從九十年代的競技運動面向逐漸轉向較注重健康的體育文化。這種轉變，促使體育在千禧年的教育改革之中成為了八大學習領域之一。本文總結這五十年來的香港體育的轉變情況，並為體育教育的未來定位作一展望。 Copyright © 2014 Hong Kong Baptist University.

This paper reviews the literature on cooperative learning and draws attention to an earlier research by the author. The paper discusses approaches and strategies to use cooperative learning in Physical Education (P.E.) classes with students who have physical impairment as a means to improve the quality of participation of the physically impaired integrators and promote inclusive culture in schools. The paper gives a clear analysis of the theoretical basis of cooperative learning and its application in physical education. The strategies recommended are hoped to stimulate more ideas from colleagues in the field to use cooperative learning in various classroom activities for counteracting the competitive culture in school. 本文回顧有關合作性學習的文獻，就作者早前有關之研究，討論於體育科應用合作性學習，作為改善肢體弱能融合生參與課堂活動之策略，並藉以推廣學校之共融文化。本文就合作性學習之理念及於體能教育之應用，作出清晰分析。作者所提出的策略，旨在拋磚引玉，刺激同業於不同課堂活動，採用合作性學習的創意，以抗衡學校的競爭文化。
[Copyright of Hong Kong Special Education Forum is the property of Special Education Society of Hong Kong Ltd.. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

Purpose: The purpose of this study was two-fold: to examine the motivational profiles of secondary school students in physical education classes, and to examine the associations between the students' motivational profile characteristics and positive and negative affective experiences. Methods: A total of 1,570 students from Hong Kong were invited to complete four questionnaires: the Perceived Locus of Causality Scale, the Psychological Needs Satisfaction Scale in Physical Education, The Psychological Needs Thwarting Scale in Physical Education, and the International Positive and Negative Affect Schedule Short Form. A two-step cluster analysis was performed to explore the motivational profiles while MANOVAs were conducted to examine the criterion validity of the cluster analysis and differences on affective outcomes between motivational profiles. Results: Four motivational profiles were identified: non-self-determined, moderate controlled and low autonomous (Mod C-Low AU), high controlled and moderate autonomous (High C-Mod AU), and self-determined. The results revealed that students in different profiles reported different affective experiences. Conclusion: Motivational profiles based on self-determination theory may be better explained from a psychological needs perspective, and students in different profiles may undergo different affective experiences.
[Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publ Inc. Full article may be available at the publisher's website:
http://dx.doi.org/10.1123/jtpe.2017-0153]

This thesis presents three research studies on fundamental movement skills (FMS). The thesis aims to provide insight into FMS teaching and learning in primary school physical education (PE) and to examine the effectiveness of a school-based intervention that can improve FMS proficiency among primary school children in Hong Kong. The first study (Chapter 2) examined the relationships between FMS, perceived physical competence, perceived movement skill competence, enjoyment, and physical activity (PA) among primary school children in Hong Kong. The differences among these variables in terms of gender and grade level were addressed, as well as FMS acquisition and mastery levels among primary school children from grades one to six were reported. Their results revealed that locomotor skill competence had an indirect effect on self-reported PA through perceived physical competence and enjoyment after adjustment for age, gender, and body mass index. Overall, children exhibited low levels of FMS proficiency and moderate-to-vigorous PA. Students from higher grade levels, particularly girls, had lower levels of perceived physical competence, movement skill competence, and enjoyment as compared with younger students. The second study (Chapter 3) examined the current FMS teaching practice in primary school PE. The study adopted a mixed-methods approach to explore the views of teachers and students on their experiences of PE for FMS development and on the motivational climate in PE. The quantitative data demonstrated that students' active time during FMS class was low. Teachers spent a large amount of time on instructions and management but spent a small amount of time to engage the students in movement skill activities and games. Thus, students were prevented from remaining physically active during FMS practice throughout the lessons. The interviews with the students also indicate that the PE lessons offered are not effective enough to provide a broad range of game-related movement