A service learning general education course titled, "Global Food Security Crisis and Health", was implemented from Jan 2011 to May 2011. A group of 20 students from various undergraduate programmes of the Hong Kong Institute of Education have participated in the course. Through coursework, participants have acquired an understanding of the popular discourses regarding social and ecological sustainability in the prevailing food systems and food crisis. Among the various teaching and learning approaches, a service-learning component was integrated to immerse students in practices involved in resolving inequity in food distribution and consumption. Participants expressed that such experience not only allowed them opportunities to apply their knowledge regarding food sustainability to real-life situations, but also gave them experience in addressing food security problems, so that they understand the issues better in a wider context. If this approach is to be implemented for a wider community of students, issues related to human resources will need to be addressed.
[Copyright © Infonomics Society].

對香港、北京、上海、廣州、福州、蘇州的部分中學體育教師關於21世紀體育教師應具備的能力的問卷調查和統計分析顯示，香港與內地中學體育教師相當一致地認為，教學能力、組織能力、訓練能力、自學能力是中學體育教師最重要的能力，香港教師比內地教師更注重自學能力，兩地教師在中學體育教師應具備科研能力和審美能力方面存在認識不足。
[Copyright © 2000 國家體育總局體育科學研究所.]

Sport education has attracted attention and interest from physical educators recently. However, the implementation of sport education has not been without difficulties. The purposes of this study were to understand the views of teachers and students on this model as well as examining the difficulties the teachers may face when implementing the model. Two secondary physical education teachers and 110 secondary students participated in the study. The teachers taught a unit of football lessons in sport education to two classes of students. They were requested to keep a reflective journal that focused on the process of implementation of the approach as well as the student reaction to this model. An interview focused on their views of using the approach was conducted with each teacher. Views of students toward the instructional approach were also obtained through the use of structured questionnaire. Results revealed that the major difficulty faced by the teachers was the planning before the implementation. Most students expressed that they favoured the model and understood more about the organizing of football games. They also valued the learning of collaboration skills and team spirits in the lessons. The findings hold implications for the physical educators and teacher educators in Hong Kong.
[Copyright © 2008 Department of Physical Education, Hong Kong Baptist University.]

球類課在體育課程中佔了一個十分重辰的位置。目前，香港體育教師大部份都採用技巧教學法 (Skill-based approach) 教導學生學習球類活動，1005年筆者曾對本港中學體育教師採用技巧教學法的現況作出調查，在155位的中學體育教育中，有92.9%的教師都採用技巧教學法，但30%的教師卻指出採用技巧教學法授課時出現困難；其實技巧教學法於80年代初期備受英國體育學者 (Bunker and Thorpe，1986) 的批評，指出其弱點是過份重視技巧學習，而忽略了學生對該球類活動的認識及本身智能的發展，因此他們提倡另一種新教學法：領會教學法 (Teaching Games for Understanding)，重點是以認識該活動為主，並透過戰術的學習，讓學生能依自己能力作思考及作出適當的表現。 為了要解決體育教師面對技巧教學法的困難，本文主要的目的是探討體育講師採用哪一種教學法訓練準體育教師教授球類活動，希望找出問題所在，並嘗試介紹一個新教學方法作為日後培訓一班更能幹的準體育教師教授球類活動。
[Copyright © 1996 Department of Physical Education, Hong Kong Baptist University.]