香港性教育在中學推行及發展雖然已有十多年，但由於欠缺系統的教師培訓及其他複雜原因，實踐的果效仍未見理想。本文目的在綜觀有關香港性教育主要文獻及調查、整理已有資料，務求讓讀者更清晰了解香港青少年學生對性教育的需要，反思性教育定義、目標及其範疇，從而察看性教育在香港中學的實況。最後作者提出多項建議，期盼各方面能攜手合作，為中學生提供更完備及整全的性教育。
Sex education was first officially introduced to the secondary schools of Hong Kong in 1986 when the Sex Education guideline was issued by the Education Department. Over the past thirteen years, even though more sex education programmes were implemented in schools, the overall result cannot be considered as satisfactory. There are many causes and one of them was due to the lack of systematic training for sex educators. This paper attempts to present a more systematic literature review of major local studies and surveys on sex education issues in Hong Kong, with a view that a better picture of sexuality needs of young people be emerged. The paper also tries to look at the definitions, goals, framework of sex education and the practical issues of sex education implementation in Hong Kong secondary schools. The paper concludes with recommendations for future sex education movement to gear at in order to best serve the multiple needs of secondary students from a holistic perspective.
[Copyright of Asian Journal of Counselling is the property of The Hong Kong Professional Counselling Association at http://www.hkpca.org.hk/]

Background: Social circus has long been the folklore in the Chinese culture. Recently, initiatives have been undergoing to introduce it in the school physical education curriculum in Hong Kong.
Aims: This article reports a study on 38 PE teachers' professional learning experiences while attending two 2-day workshops respectively concerning learning how to teach social circus in school.
Method: Both quantitative and qualitative data were collected through post workshop evaluation questionnaire and interviews of 16 randomly selected participants. The interpretive inquiry was adopted as theoretical framework for generating meanings.
Results: The findings indicated that all participants perceived their professional learning experiences positively. Factors facilitating their professional learning were the participants' high professional expectation of the workshop, rich content of the program that could satisfy their novel experience and enhance their teaching, and the instructors' good performance. They believed that social circus could be developed for cultivating students' motor skills, physical fitness, Chinese cultural heritage, personal qualities, creativity and satisfaction as well as serving as inclusive activities. However, lacking of teaching materials, incompetence in professional skills, inadequate supply of equipment, anticipated managerial and safety concerns and the support from other PE colleagues were found to be the major difficulties for its implementation. On the other hand, high professional expectation, satisfying and novel experience, learning something, helpful with teaching, rich content and good instructors' performance were enhancing factors for their professional learning. The findings generate understanding and insights on how serving PE teachers' learn to improve their curricular practices for maximizing students' learning.
背景：雜藝是一項具中華文化特色的民間體育活動。近年來，一些老師已嘗試將雜藝引進於學校體育課程內。
目的：本文旨在報告38位中小學體育教師於2個兩天雜藝工作坊的專業學習經歷。

Background: Teaching Games for Understanding has been promoted as an innovative curriculum model in the past decade in Hong Kong. It focuses on developing pupils' tactical awareness and decision making capability through integrating the cognitive and contextual dimensions of learning in physical education.
Aims: This article reports a qualitative study of occupational socialization experiences of preservice physical education teachers on Teaching Games for Understanding.
Sample and methods: Data of 4 final year pre-service physical education teachers with an orientation towards teaching were collected through interviews and writing of reflective journals. Occupational socialisation suggested by Lawson (1983) and the interpretive inquiry perspective were adopted as theoretical frameworks for generating meanings.
Results and recommendations: All participants perceived Teaching Games for Understanding positively as a viable instruction contributing to pupils' cognitive development and providing fun. They regarded it as pedagogical knowledge and mapped well with the current education reform in Hong Kong. Although they encountered a number of conceptual and instructional difficulties for implementing the model, they were determined to adopt the model in their future teaching. The findings generate insights on how pre-service PE teachers can be helped and facilitated in their occupational socialization processes.
背景：近十年，領會教學法被介定為體育創新課程模式，此模式是透過體育之智慧及情景化學習以發展學生之戰術意識及決定能力。
目的：本文章旨在報告一項質的研究，探討體育畢業師訓生的領會教學法職化經歷。
取樣及方法：本研究應用Lawson (1983)之職化理念和傳譯角度作為理論依據，利用訪談及反思報告以搜集資料，探討四位具教學取向體育畢業師訓生之領會教學法學習經歷。
結果及建議：所有參加者均認為領會教學法是可行的體育教學模式，它能促進學生智慧發展及趣味學習，他們視這種教學模式為教學步驟及能配合近期之教育改革。研究結果對如何協助體育師訓生之領會教學法職化過程帶來啟示。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

問責制是各國探討教育改革其中一個重要問題。在香港體育教學，若果沒有設訂「適切及完善」之問責制，大多學校將不重視體育科目的課程設計內容及學生之學習果效。2001 年開始推行之教改方案，以及在2004 年「三三四」高中學制改革，雖然教改中所設計的主要理念正確。但因為未能設立一個「適切及完善」之問責制，所以在課程目標、內容及評量之設計並不配合。本文從問責制度分析教育改革中，體育課程之設計及當前需解決之問題。
Accountability is the objective for education reform in the 1990s. In Hong Kong, there are no suitable and publicly acceptable accountability systems for the physical education curriculum, thus curriculum design, and teaching content, as well as teaching effectiveness related to the school physical education will generally neglected. The education reform started in 2001 and the consultation for the "334" system of the senior reform began in 2004. As a result, the aims of physical education have generally been accepted by teachers. However, the reform design was flawed with a mismatch among the aims, content and assessment. This was due to the lack of suitable and acceptable accountability systems. Based on the accountability system approach, this paper evaluates the design of the physical education curriculum and the problems in the current curriculum implementation, based on which comments have been suggested.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

學校透過體育課培養同學對運動的興趣，同時組織多元化的運動課外活動，並建立體育運動的文化，使體育活動在校內得以普及，令同學養成運動的習慣。由於學校及家長皆重視學生的學業成績，故在校內推動體育運動有一定困難；然而，如學校能令同學透過參與體育運動改善品德及學會分配時間，同時又不受影響學業成績的話，家長亦樂意讓子女多參與體育活動。
If schools cultivate students' interest in sports through physical education lessons, organise a variety of extracurricular activities, and develop the culture of sports in order to make sports popular on campuses, then eventually students will form the habit of doing sports. Both schools and parents emphasise students' academic results; therefore, it is quite difficult to promote sports in schools. However, if we can enhance students' morals and attitudes, and improve their time-management skills through sports participation, without affecting their academic performance, then parents will be willing to let their children take part in sports.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

體育是全人教育的一環，目的是透過多樣化的活動，協助學生建立積極、活躍和健康的生活方式，並且養成良好的品格，發揮合作精神，以貢獻社會。新的課程更着重幫助學生培養共通能力，成為終身學習的基礎。
Physical Education is one of the key areas that contribute to the overall personal development of students. It helps them to develop an active and healthy lifestyle and promotes desirable qualities and cooperation in communal life through participation in physical and sports activities. The new PE Curriculum also aims to help students develop their generic skills towards life long learning.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]