Good quality teacher education and training has been acknowledged as an effective strategy to reduce sexual prejudice against sexual minority (lesbian, gay, bisexual and questioning/queer [LGBQ]) students. However, no mandated programmes have been developed to include LGBQ-related content in teacher training in Hong Kong, a Chinese society in which heterosexism prevails. Based on the concepts of sexual prejudice, minority stress and contact theory, this paper explores the international and regional literature on LGBQ students’ school experiences, highlighting the significant role teachers play in supporting these students to transgress sexual prejudice, and presenting suggested themes and strategies for teacher training programmes, drawn from qualitative interviews with eleven Chinese teacher allies. Data analysis led to the identification of the following themes: 1) starting sexual diversity training officially; 2) reconsidering assumptions; 3) engaging with relevant cultural knowledge and skills; and 4) using dialogue as a training strategy. This paper argues that accurate content about sexual diversity should be incorporated into the professional teacher training curriculum, with updated sexuality concepts and prejudice-free, LGBQ-inclusive language relevant to the Chinese cultural context. Teachers need to become more aware of how sexual prejudice is manifested through cultural forces. Intergroup contact can be included as a useful training strategy. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

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]

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..]

Outdoor adventure education (OAE) is philosophically rooted in Western values, yet it has been implemented in non-Western cultures, such as East Asia. This paper examines how OAE functions in East Asia, through data from Hong Kong. Although some cultural differences are clear, there is no compelling evidence that OAE cannot provide benefits in Eastern contexts. The data in our example support the premise that OAE can be a viable and valuable medium for the development of social and intrapersonal skills and may serve as a complementary approach to traditional schooling in East Asia. Implications from this paper include better aligning OAE with schools and teachers, understanding the merits of relationships developed through OAE, and appreciating that some traditional OAE practices should be questioned when exported to different cultures.
[Copyright of Journal of Outdoor Recreation, Education & Leadership is the property of Sagamore Publishing.]

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

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.

The purpose of the current study was to examine the factor structure and measurement invariance of a scale measuring students' perceptions of need-supportive teaching (Need-Supportive Teaching Style Scale in Physical Education; NSTSSPE). We sampled 615 secondary school students in Hong Kong, 200 of whom also completed a follow-up assessment two months later. Factor structure of the scale was examined through exploratory structural equation modeling (ESEM). Further, nomological validity of the NSTSSPE was evaluated by examining the relationships between need-supportive teaching style and student satisfaction of psychological needs. Finally, four measurement models--configural, metric invariance, scalar invariance, and item uniqueness invariance--were assessed using multiple group ESEM to test the measurement invariance of the scale across gender, grade, and time. ESEM results suggested a three-factor structure of the NSTSSPE. Nomological validity was supported, and weak, strong, and strict measurement invariance of the NSTSSPE was evidenced across gender, grade, and time. The current study provides initial psychometric support for the NSTSSPE to assess student perceptions of teachers' need-supportive teaching style in physical education classes.

Purpose: Peer assisted learning (PAL) strategies have been widely adopted in physical education (PE). They facilitate peer education and involved peer-based interaction and learning (Ward & Lee, 2005). These strategies are innovative, and effective in helping students in different learning domains. The reciprocal style of teaching (Mosston & Ashworth, 2002) and cooperative learning (CL) (Dyson & Casey, 2012) are common PAL strategies in PE. They aim to tackle problems associated with large classes, limited equipment, and insufficient feedback to students and learners diversity. However, these strategies are rarely practiced and studied in Hong Kong. The purpose of the study was to investigate students’ perceptions of, and experiences in reciprocal teaching and cooperative learning in PE in Hong Kong schools. Factors that influence students’ learning with these strategies were also examined. Methods: Eight experienced local primary and secondary PE teachers from different regions of Hong Kong and their classes were purposely selected to take part in the study. Four teachers were briefed on the principles and implementation of the reciprocal style, while another four teachers were reminded the principles and implementation of CL, and taught a 10-lesson unit with the same strategies in their schools. A combination of techniques was used to collect qualitative data: lesson observations, formal interviews of students and teachers, student reflective journals and teachers’ self-review. Constant comparison and inductive analysis were used to organize code and categorize the data. Results: Findings indicated that the students’ learning benefited from the PAL. Learning experiences influenced the students’ learning attitudes in PE lessons. Teachers’ experience, support, tasks designed and tutors’ abilities were found to be major factors influencing students’ learning in PAL strategies. In particular, teachers’ intervention and preparation availed students in the learning

Purpose: With the latest developments in the disciplines of knowledge and learning theories, physical education (PE) teachers are encouraged to exercise their expertise to introduce and incorporate science, technology, engineering, and mathematics (STEM) in PE curriculum as appropriate to enhance the learning and teaching effectiveness and enrich students’ horizons. This study explored three secondary schools and three primary school PE teachers’ perceptions of STEM integration in current Hong Kong PE Curriculum through interviews. The approach was constructivist and data were analyzed according to the recommendation and strategies to promote STEM education in recent curriculum updated in Hong Kong (Curriculum Development Council, 2015). Methods: Three secondary school and three primary school PE teachers were purposively invited to participate in this study. Each participant completed three interviews to investigate their past experiences, then present perceptions, and lastly reflections on how to integrate STEM in current PE curriculum. Constant comparison and analytic induction were used to organize and categorize the data. Results: Teacher perceptions were outlined individually and then compared. The teachers shared similar perceptions related to time constraints, purpose of PE, the effects of STEM integration, concerns about collaboration with other subject teachers, rapport with students, and curricular resources. Perceptions aligned well with the recommendation and strategies to promote STEM in PE in Hong Kong. Besides, enrich learning activities could be designed for students to extend their learning experiences in PE. Misconceptions of STEM education included incomplete understanding of technology and engineer education, and viewing the use of instructional technology as STEM education. Conclusions: The findings suggest that support from tertiary institution, sharing among PE teachers and resources in teaching, and professional developments are needed

This study examined the immediate and long-term effects of an Assessment for Learning intervention on pre-service sports coaches’ attitudes towards Assessment for Learning in sports. The hypothesis that the intervention had an immediate effect on the experimental group towards Assessment for Learning was only partially supported by this research. Nevertheless, the hypothesis that the intervention had a long-term effect was supported. This study has successfully shown that the intervention can be very effective in developing competencies in Assessment for Learning among pre-service sports coaches in Hong Kong. Through the intervention, the pre-service sport coaches made positive changes in attitudes towards Assessment for Learning, as used in sports teaching, and recognised its effect on student learning. Their positive responses serve as a “green light” for introducing Assessment for Learning for all in-service sports coaches and physical education teachers in Hong Kong.
[Copyright © 2013 Springer Science+Business Media Dordrecht.]