This article is principally designed to examine social workers' retrospective views on their past educational experiences with case management in disability services to supply a deficiency that very little literature attention has been paid to how prior professional education shape their case management practice. Using qualitative methods, 13 social workers selected by purposive sampling were invited to participate in in-depth interviews. The qualitative data were analysed to generate some themes. Three themes found are "from 'rarely heard of it' to 'remember it being referred to'"; "buy a lottery ticket before starting a field placement"; and "Ambiguity". These themes indicate that social work education related to case management was lagging behind, which may exacerbate social work's polarisation and lead to social workers' confusion about their professionality. As a result, an urgent need for greater knowledge of case management in university education and in-service training should be addressed in Hong Kong.
[Copyright of China Journal of Social Work is the property of Routledge.]

Background: This paper aimed to evaluate the effects of an integrated physical fitness curriculum on the physical fitness of Hong Kong preschoolers aged 3-6 years over a period of three years.Methods: Three cross-sectional studies were conducted, one in each of the academic years from 2015/2016 to 2017/2018 on preschoolers’ physical fitness. The integrated physical fitness curriculum was implemented in the second term of the three years in all participating kindergartens, with the data collected in the first year as the baseline. The second data collection was done in 2016/2017 and the last one in 2017/2018. The outcome measures included the preschoolers’ body mass indices and their physical fitness parameters like sit and reach, standing long jump, bean bags throwing, balance beam walking, and continuous jump with both feet. Ethical approval was obtained from the Human Subjects Ethics Committee of The Education University of Hong Kong.Results: The study enrolled 11,181, 10,815, and 6,309 preschoolers in the academic years 2015/2016, 2016/20017, and 2017/2018 respectively. The participants aged 4, 5, and 6 demonstrated significant improvement in most physical fitness parameters in 2016/2017 and 2017/2018 as compared with those of the same age in 2015/2016. Those aged 3, who had never been exposed to any of the interventions, had poorer performance in most physical fitness parameters. Significant improvements in both body mass indices and their physical fitness parameters were evidenced after the interventions.Conclusion: An integrated physical fitness curriculum can enhance the physical fitness of Hong Kong preschoolers for better health. Copyright © 2019 International Journal of Science and Healthcare Research.

Teachers are considered important role models for the behavior of children during early childhood. The purposes of this study are to: (a) compare activity levels of preschool children in a structured physical education (PE) class taught by an active or less active teacher; (b) examine the interaction effect of gender, school size, and teacher activity levels on the activity levels of children. The participants were 248 preschool children (134 boys, 114 girls; mean age = 5.5 years) and teachers from 12 preschools in Hong Kong. Regular classroom teachers conducted a 30-min structured PE class, and the participants' physical activity (PA) levels were measured using pedometers. The recorded step counts of teachers were employed to classify whether children were in the classes taught by active or less active teachers. Factorial analysis of variance was used to examine differences in the pedometer-determined activity regarding gender and school size between the different types of classes. The results indicated that preschool children had higher PA levels in PE classes taught by more active teachers than in those taught by less active teachers (1712 versus 951 steps). Future studies could explore other teacher-related factors that might facilitate appropriate strategies to engage preschoolers in higher PA during PE classes. Copyright © 2019 The Author(s).

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]

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.]