Objectives Research has shown that having adequate quantity and quality of physical activity can contribute to the health and well-being of children. Nonetheless, existing tools to measure these constructs in children have limitations in terms of their objectivity and scalability. In this study, we provide criterion validity evidence of two systems built on commercially available sensors (ie, gyroscopes and infrared cameras), designed to measure children's moderate-to-vigorous physical activity and fundamental movement skill proficiencies. Design Cross-sectional. Setting Primary schools in Hong Kong. Participants Data from 30 (age=8.55±1.25 years) and 1174 (age=9.15±1.63 years) children were included for the validation of physical activity and fundamental movement skills measures, respectively. Children's outcomes were simultaneously measured using the developed systems and existing, well-established measures (accelerometers and expert ratings). Results We found a strong correlation between physical activity outcomes measured using our developed system and accelerometers (Pearson r=0.795). Motor skill proficiency scored using our real-time rating system had strong agreement with expert ratings (percentage agreement=84%-94%, kappa=0.661 to 0.859). Discussion Results of the current study supported the application of the respective systems in physical education and large-scale research studies. Collection of such data at mass levels could help researchers depict the complex relation between children's quantity and quality of physical activity. Copyright © 2022 Author(s) (or their employer(s)).

The purpose of this study was to examine the association between perceived and actual movement skill competence among primary school children in Hong Kong. Participants were 568 primary (P) school children (229 boys, 339 girls; Mage = 9.3 years, SD = 1.7). Children's perceived skill competence was assessed using an identical format to that of Harter's Self-Perception Profile for Children in the same 12 fundamental movement skills (FMS) objectively measured. The actual locomotor and object control skills were assessed using the Test of Gross Motor Development (2nd edition). Pearson's correlation coefficients were calculated to examine the association between children's perceived and actual movement skill competence separately for lower (P1-P3) and upper (P4-P6) grades. There was no association between students' perceptions and actual FMS scores. MANCOVA results indicated that children in upper grades had significantly lower skill perceptions than their younger counterparts. Overall, boys had higher perceptions of object control skill than girls did. The findings indicate that many primary school children have inaccurate perceptions of their FMS competence. These misperceptions may lead to low self-confidence and to gradually opting out of sport and physical activity. Copyright © 2018 Human Kinetics, Inc.

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.

Objectives: The purpose of this research is to examine whether perceived fundamental movement skills (FMS) competence mediated the relationship between actual FMS and physical activity (PA) in Hong Kong preschool-aged children. Design: A cross−sectional study. Methods: 148 preschool-aged children (43% girls; mean age = 4.52 ± 0.67 years) from five preschools/childcare centres completed all assessments. Actual FMS was rated using the Test of Gross Motor Development−2, whilst perceived FMS was assessed via the Pictorial Scale for Perceived Movement Skill Competence. PA was measured through accelerometry. A bootstrap method was used to assess the potential mediating effect of perceived movement skill competence on the relationship between actual FMS and PA. All mediation models were adjusted for sex and age. Results: Mediation analyses showed that the direct path between actual FMS and moderate-to-vigorous physical activity (MVPA) was significant (b = 0.228, p = 0.008), as was the path between MVPA and actual FMS (b = 0.214, p = 0.008). However, perceived FMS competence did not mediate the association between actual FMS and MVPA in the models. Conclusions: Our results showed evidence of reciprocal pathways between actual FMS and MVPA, reinforcing the need to simultaneously target both domains as part of broader developmental strategies, initiated in early childhood. Unlike emergent adolescence, perceptions of movement skill competence do not play a significant role in influencing the relationship between actual FMS proficiency and MVPA in this developmental period. Copyright © 2021 by the authors. Licensee MDPI, Basel, Switzerland.

During the COVID‐19 pandemic, many preschool‐aged children were forced to remain indoors due to social distancing measures and school closures. In this study, we examined how children’s movement behaviors (sedentary behaviors, physical activity, and sleep) were affected by the pandemic. Children’s (N = 25, age = 4.4 years, SD = 0.3) movement behaviors were measured before and after the COVID outbreak, respectively. Data collected using accelerometers were analyzed using compositional data analyses. A significant change in the overall time‐use composition (F = 5.89, p = 0.002) was found. Results suggested that children spent more time sleeping (8% increase) and in moderate‐to‐vigorous physical activity (16% increase), with less time spent in sedentary behaviors (9% decrease). However, parent reports suggested that children were less active and had more screen time. In conclusion, the current evidence suggests that children’s physical activity is not negatively impacted by the pandemic. However, the continuous surveillance of movement behaviors of young children during the pandemic is needed. Copyright © 2021 by the authors. Licensee MDPI, Basel, Switzerland.

Research Findings: Digital devices increasingly permeate the lives of preschoolers, escalating public concerns regarding their digital well-being. This study explored the status quo of digital usage among preschoolers in Hong Kong and identified predictors of problematic digital use (PDU) through a parent-reported survey involving 332 children (175 boys and 157 girls; average age = 4.50 years, SD = 0.94). This survey assessed children’s screen time and digital behaviors, PDU, parental mediation (PM), and parents’ beliefs (PB) about their children’s digital usage. The results indicated that: (1) Hong Kong preschoolers were often exposed to various digital devices in diverse contexts, with 22.9% using digital devices for more than one hour daily; 7.5%, 4.5%, and 20.8% exhibited tendencies of PDU, psychosocial issues, and withdrawal and tolerance problems, respectively; (2) The frequency of digital use and average daily screen time were positive predictors of PDU, while PM and family socioeconomic status (SES) acted as negative predictors; (3) PM served as a mediating factor in the relationship between family SES and PDU. Practice or Policy: This study offers a comprehensive overview of digital usage patterns among preschoolers in Hong Kong and highlights the vital role of parental involvement in alleviating preschoolers’ PDU. Copyright © 2025 Taylor & Francis Group, LLC.

Background: Empirical attention on infant-toddler early learning following attendance at early childhood care and education (ECCE) group settings has been scant. Aims: This study examines the quality of ECCE programmes designated for children from birth to three years, and considers how ECCE programme quality works with teacher-child relationships to shape early learning in very young children. Sample: Participants were 128 two-year-old toddlers (Mage = 33.11 ± 3.56 months) from Hong Kong who were enrolled in ECCE programmes and their teachers. Methods: The toddlers were tested on early language, literacy, and mathematics abilities. Teacher Behaviour Rating Scale, an observational tool which captures both the quantity and quality of early childhood teachers’ instructional behaviour, was used to measure ECCE programme quality. Teacher-child relationships was reported by the early childhood teachers using Student-Teacher Relationships Scale. Results: (i) ECCE programme quality and teacher-child closeness positively predicted the toddlers' early academic skills; (ii) teacher-child conflict was not associated with the toddlers' early academic learning; (ii) ECCE programme quality mediated the link between teacher-child closeness and the toddlers’ gains in early language skills three months later. Conclusions: The findings are novel in revealing the role of teachers' practice as indexed by programme quality in explaining the association between teacher-child relationship and toddlers’ early academic abilities, adding to our knowledge of how relationship-based curriculum and pedagogy for infants and toddlers foster learning in our youngest citizens. Copyright © 2025 The Authors.

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.

Encouraging active participation in physical activities among kindergarten children is a key priority in Hong Kong’s Kindergarten Education Curriculum Guide (Curriculum Development Council [CDC], 2017), under the learning area of Physical Fitness and Health. Despite this emphasis, there is limited knowledge on physical activities and fundamental movement skills (FMS) teachers practice in kindergartens. Moreover, little is known about how the Education Bureau (EDB)’s inspectors assess the quality of the physical activities implemented by teachers.This dissertation portfolio draws on Stork and Sanders’s (2008) theoretical framework of high-quality physical activity programs in early childhood education. The aim of the dissertation was to depict the landscape of physical activity practices in Hong Kong kindergartens. To achieve the aim, three empirical studies were conducted. Studies 1 and 2 were survey studies involving 526 kindergarten teachers in Hong Kong. Specifically, Study 1 examined the frequency of various types of physical activities conducted by Hong Kong teachers in kindergarten across different grade levels (K1, K2, K3) and the availability and utilization of venues for these activities. Study 2 explored the frequency of various FMS practiced in the physical activities conducted by these same teachers and the association among these FMS based on the frequency of use in classrooms across the three grade levels. Data were analyzed using descriptive and parametric statistical analyses. Study 1 revealed the prevalent use of low-intensity and low-risk physical activities. Indoor venues were commonly found in kindergartens and utilized more often for such activities than outdoor venues. Study 2 highlighted an imbalance in the types of FMS practiced by teachers. Some skills, such as “riding on pedal tricycles or bikes,” were frequently practiced, whereas others, like “digging in sandbox,” were rare. Findings highlighted the crucial role of the variable grade level