The value and attitude of teachers can have profound influence on shaping the character of their students. In sport, participation and discontinuation are the two most controversial topics being discussed. This study examines the motivational patterns in sport participation of pre-service physical education teachers in Hong Kong. The pre-service physical education teachers will have direct contact with children in the area of physical education and sports in one or two years' time. They will be the most important media in influencing the attitude and value of the children towards physical activities and sport. This study highlightes the conceptual links among Achievement Goals Theory (Maehr & Nicholls, 1980; Nicholls, 1984), Cognitive Evaluation Theory(Deci, 1975; Deci & Ryan, 1985) and Competence Motivation Theory (Harter, 1978) by examining the relationship between task/ego goal perspective and intrinsic/extrinsic motivational orientation. Eighty-one pre- service physical education teachers from the Hong Kong Institute of Education completed the Chinese version of Task and Ego Orientation in Sport Questionnaire (TEOSQ; Duda, 1989) and Sport Motivation Scale (SMS; Pelletier et. al., 1995). The mean and standard deviations for the scores of the questionnaires were analysed to examine the motivational behavior of the subjects. Simple correlation analysis had been performed to determine the relationship between task/ego goal orientations and intrinsic/extrinsic motivational orientations. Gender differences in goal perspectives and motivational orientations had been examined by using independent sample t-tests. The results were used to compare with another sample of 59 pre-service non-PE teachers in order to examine whether RE elective and non-PE elective teachers differ in their goal perspective and motivational orientations. The results demonstrated significant gender difference and elective difference in motivational orientations; with RE elective and male subjects significantly

What dispositions and orientations did pre-service PE teachers bring to their PE teacher education programme? This paper responds this question by presenting an interpretive study of how twenty pre-service teachers gave meaning to their anticipatory socialisation experiences. Data were collected through interviewing and writing in a reflective journal. Three themes concerning their career choice, image of a good PE teacher, and conceptions of PE experience emerged from the data. The participants were found to possess orientations towards coaching, teaching affinity, pragmatic considerations, apprehensiveness, and an easy-going style before joining the programme. They identified "sports skills and knowledge in PE", "instructional and interpersonal internation skills", and "personal attributes" as characterisitcs of a good PE teacher. They were concerned about the "sports training", "learning in the PE lessons", "sports experience in the primary school", "winning and losing episodes", and "negative modelling of the secondary school PE teachers" as critical incidents of their notable PE experiences. The findings provide a better understanding of the type of pre-service PE teachers attracted to the programmes. It is further noted that teacher education programmes are advised to include information regarding "commitment to teaching" and "life-long learning" as early as possible in their programmes.

幼兒喜歡肢體、音樂和美術活動。他們自小便開始自主地、自由地和自發地運用天賦的六種個人獨特工具 (眼、耳、口、鼻、肢體和心靈) 來接觸、探索、發現、和感受周遭的人、事、物。而且，他們也運用這些工具與身邊的人來溝通和分享，甚至表達自己的感受、心聲和思想。在這種全感官的體驗過程中，他們盡情地發揮無限創意和藝術表達。因此，當今幼兒教育的目標也特別強調發展和提昇幼兒的體適能、藝術智能、創意力、表達力和思考力。 本文旨在介紹如何透過創意式和跨學科的幼兒體育課程 (The Creative MAP Curriculum) (M for Music; A for Art; P for Physical Education) 去達成廿世紀之幼教的目標。作者除了闡明該課程的理念、架構、要素和特色外，更結合在香港幼稚園試行的實例，明確地與幼教同工分享推行的策略和評估的結果。綜合的結果顯示，學生和教師均能享受學與教的歡趣和喜悅。最重要的是：學生的身、心、靈的教育範疇；體、音、美的學術領域：創意空間和藝術元素都獲致適切的發展和提昇。