Objective: Physical activity (PA) is critical for healthy development in preschoolers, with long-lasting benefits that can affect later life. The World Health Organization (WHO) recommends that children aged 5–17 years should engage in 60 min of moderate-to-vigorous PA per day. However, physical inactivity in children is on the rise globally, with declines in PA starting at the age of 4 years. Increasing PA during early childhood is important to delay adiposity rebound, promote behavioral changes, improve physical fitness, and facilitate future PA engagement. However, limited evidence has been established on the effects of school-based PA interventions on preschoolers. This study examines the effects and sustainability of a preschool-based PA intervention on increasing PA, improving physical fitness and health in preschoolers, with the exercise dose benchmarked to the WHO PA guidelines. Methods: This assessor-blinded, two-arm cluster randomized controlled trial will include 3300 preschoolers (aged 5–6 years) from 110 kindergartens in Hong Kong, China. Kindergartens will be randomized into intervention and control groups in a 1:1 ratio. The control kindergartens will continue their usual curriculum of ∼2.5 h PA/week, whereas preschoolers in the intervention kindergartens will engage in an additional 75-min game-based PA class twice per week (extra 2.5 h PA/week) over the preschool year. This multi-component intervention will also target parents, teachers, and the kindergarten environment to further encourage PA in preschoolers and their families. Objectively measured PA, cardiorespiratory fitness and other physical fitness components (muscle strength and power, agility, balance, flexibility, body composition), and psychological health will be examined at the start (0 month) and end (10 months) of the preschool year. Maintenance effects will be assessed after preschoolers’ transition into primary school (16 months). Generalized estimating equations or other appropriate

Importance: Professionalism is a core attribute for competent occupational therapists, but teaching professionalism to students is challenging for educators. Objective: To investigate whether students can expand their understanding of professionalism by engaging with international role models. Design: Pretest-posttest. Setting: One academic institution in Hong Kong. Participants: First-year students (N = 102) enrolled in an introductory occupational therapy course. Intervention: An international role-modeling pedagogy was informally embedded into a course curriculum. Students were divided into 16 groups and collaboratively interviewed eight role models (academic theory or practice model developers) to understand their inspiration and ideas about occupational therapy competence. Outcomes and Measures: In addition to pre- and postclass surveys, students completed individual self-reflection reports as a course assignment. A postsemester focus group was also held. Results: Sixty-three students completed the surveys, and 5 attended the focus group. The students showed significant improvements in their understanding of professionalism after the course (Wilcoxon signed rank Zs = 5.671-6.766, p < .001). Interviewing the role models enabled the students to become more aware of intrinsic aspects of professionalism. Major themes in the student focus group included gaining a better understanding of professionalism and committing to personal change. Some implementation challenges were also experienced. Conclusions and Relevance: International experts (theory or practice model developers) can be integrated into occupational therapy curricula as role models to enhance the teaching of professionalism to students. What This Article Adds: Interviewing international role models who have developed theories or practice models can enhance student learning in the area of professionalism and complement traditional approaches to clinical education. Copyright © 2020 by the American Occupational

Interprofessional education (IPE) incorporates healthcare students from various disciplines to learn with, about, and from one another, aiming to foster effective collaboration. However, the factors that promote these collaboration outcomes remain elusive. Recognizing this knowledge gap, this study utilizes self-determination theory applied in a ten-day IPE programme. The study aims are twofold: to clarify the potential influence of personal factors (autonomy, competence, and relatedness) and environmental factors (clear goals and technology support) on collaboration outcomes (team goal achievement and team effectiveness) and to examine the effect of the IPE on these outcomes. The study utilized an IPE programme that integrated asynchronous and synchronous learning methods across two institutions in Hong Kong and the United Kingdom. This involved 147 students from diverse healthcare disciplines who were enrolled in the IPE programme. A pre- and post-test design was employed to examine programme effects. Multiple regression analysis was conducted to explore the factors influencing these outcomes, while paired samples t -tests were used to evaluate the effect of the IPE programme on collaboration outcomes. Among the personal factors, a sense of relatedness emerged as an important predictor of team effectiveness and goal achievement. Clear goals and technology support positively influenced collaboration outcomes. A paired samples t -test indicated significant improvements in collaboration outcomes after the IPE simulation. These findings highlight the importance of designing a large IPE programme that meets basic psychological needs (especially the sense of relatedness) and provides clear goals and adequate technology support in the IPE context. This study is helpful to understand how personal and environmental factors promote the collaboration outcomes in medical education and provide insights for future IPE curriculum development. • Relatedness significantly predicted

Introduction: Students’ peer relatedness is vital to their academic achievement and engagement. However, little is known about the mechanisms that can explain such a link in health professions education, especially in interprofessional education (IPE), where interprofessional socialization is promoted. To address the research gap in understanding the social dynamics embedded within IPE and their impact on crucial motivational outcomes, this study examines how peer relatedness (belonging) mediates the link between motivation (both intrinsic and extrinsic) and engagement in IPE. Methods: Data from 841 students enrolled in IPE from Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech and Hearing Sciences, Clinical Psychology, and Food and Nutritional Science from a university in Hong Kong were used in this study. Intrinsic and extrinsic motivation were collected at baseline, while peer relatedness need satisfaction and engagement and disaffection in IPE were assessed after four weeks. We used a fully latent structural equation model to examine whether peer relatedness mediated the link between motivation and engagement in IPE. Results: Our results indicate that intrinsic motivation at baseline significantly increases engagement and reduces disaffection four weeks later, while extrinsic motivation shows the opposite effect. Crucially, the adaptive role of motivation to engagement was significantly mediated by relatedness from IPE teams. Specifically, the effect of students’ motivation on their engagement/disaffection in IPE can be partially explained by their relatedness within IPE teams. Conclusion: This study underscores the importance of peer relatedness in IPE, highlighting its role in harnessing student motivation to foster student engagement. The findings contribute to a deeper understanding of the psychosocial mechanisms in IPE and highlight the value of collaborative learning environments in fulfilling students’ need for relatedness, thereby fostering

Physical education continuous professional development (PE-CPD) has been vaunted as a powerful influence on teachers' professional competence and subsequent student learning. Despite this proposition, there remains limited empirical evidence for the effect of teacher participation in CPD on student learning outcomes. In light of this void, the purpose of this study was to examine the influence of an eight-month PE-CPD program on students' perceived physical literacy, motivation and enjoyment of physical education. A randomized control trial design was used to assign a sample of 65 physical education teachers from Hong Kong to the CPD and control intervention groups. Students' (n = 1,485) perceived physical literacy, motivation and enjoyment of physical education measures were collected across three phases of the program (post-program, eight-month follow-up, and 14-month follow-up). Repeated measures ANOVAs were conducted to analyze changes in student learning outcomes across the three phases of the intervention. Results revealed low significant interaction effects of perceived physical literacy, motivation, and enjoyment across time depending on the participation level in CPD. The findings of this study provide an important addition to the extant literature on CPD, by revealing that teachers' commitment to participation in professional development may have a sustained influence on student affective learning outcomes. Copyright © 2022 Elsevier.

Physical activity (PA) is important for children’s growth and development and for their current and future health. Schools, especially during physical education (PE), are important locations for children to accrue PA. The purpose of this study was to assess the PA levels of preschool children during structured PE lessons and to evaluate the impact of selected characteristics (e.g., lesson context, length, and location; teacher behavior; class size; activity area density). Trained observers used SOFIT (System for Observing Fitness Instruction Time) to assess 90 structured PE lessons taught by 25 different teachers. Intact classes (n = 5 to 6 and representing 3 different grade levels) in 4 selected preschools were observed on 4 days over a 4-week period. Overall, children engaged in moderate-to-vigorous physical activity (MVPA) 49.9% (SD = 15.7) of lesson time and there were differences in MVPA% among the four preschools, by lesson context, and by teacher behavior. There were no significant differences in MVPA% either between indoor (n = 69) and outdoor (n = 21) lessons or among the 3 grade levels. Even though the lessons approached the 50% MVPA guideline, the brevity of them left children far short of recommended daily amounts of PA. Future studies should investigate how preschools can increase on-campus opportunities for PA both during PE and throughout the school days. Copyright © 2015 by authors and Scientific Research Publishing Inc.

The purpose of this article is to explore the influence of a customized continuing professional development (PE-CPD) programme on PE teachers’ perceived physical literacy and efficacy beliefs in Hong Kong. Individual and focus group interviews were conducted to gain an in-depth understanding of the participants’ CPD experiences and to explore the programme’s influence on their perceived physical literacy and efficacy beliefs. Thematic analysis was used to analyse the interview data. Results revealed that all participants underwent certain immediate and intermediate changes in relation to their self-perceptions of physical literacy and teaching efficacy while completing the customised PE-CPD programme. It was concluded that stakeholders should address the importance of developing teachers’ physical literacy and self-efficacy through similar programmes, in order to provide quality physical education (QPE) in school curricula and in turn enhance students’ physical literacy. Copyright © 2021 Springer Nature B.V.

The coronavirus disease 2019 (COVID-19) outbreak has severely affected many territories and industries since January 2020. Despite studies on COVID-19 from different perspectives, research on the impact of COVID-19 on hospitality and tourism education remains scant. In view of this research gap, the current study reviews the COVID-19 outbreak and its impact on hospitality and tourism education, particularly in online educational delivery. A local case in Hong Kong was selected to investigate the response of hospitality and tourism educators. Implications for curriculum design, workforce arrangement, and basic actions for educators are provided. More importantly, this study aims to appeal significant attention on hospitality and tourism education during similar crises. Copyright © 2021 Routledge.

Interprofessional education has been widely integrated into health education curricula to enable students to work comfortably as members of a healthcare team. However, not much is known about the psychosocial mechanism that defines students' readiness for interprofessional learning. Drawing from social cognitive theory, we examined the pathway where collective efficacy was construed to influence subsequent students' satisfaction with team experiences, readiness for interprofessional learning, and attainment of interprofessional learning outcomes. Through path analysis, we examined data from 1,005 health and social care students who participated in a large-scale interprofessional education in Hong Kong. Results indicated that collective efficacy directly and indirectly predicted students' readiness for interprofessional learning and perception of attainment of IPE learning outcomes. Theoretical and practical implications of findings in the management of interprofessional education are discussed. Copyright © 2021 Taylor and Francis.

It is expected schools and physical education (PE) to play significant roles in helping school children to achieve public health objectives such as accumulation of adequate amounts of physical activity (PA) and reduction of sedentary behaviors. Health-Optimizing Physical Education (HOPE) based programmes have been proposed to attain public health objectives in schools. Guided by the HOPE model, the study intends to inquire the effects of the school-based PA programmes on children’s PA and enjoyment as well as understanding how students and PE teachers experience their learning and teaching within the programmes. Three Hong Kong primary schools (New Territories, Kowloon, and Hong Kong Island) were purposely selected and invited to develop an 8-week HOPE programme for their own school. Three PE lessons of one intact class in upper primary from each school were selected for observation and PA measurement from pedometers and ActiGraph accelerometers were collected in baseline (week 1), mid-intervention (week 8) and end-intervention (week 12), respectively. The Physical Activity Enjoyment Scale was used to measure PA enjoyment in baseline and end-intervention. Meanwhile, 3 teachers and 3 students were interviewed to collect their experiences of the implementation of the programme. A paired samples t-test indicated a significant difference on the step count between baseline and end-intervention in New Territories school (Baseline: 204567; End: 32311, p<0.05) and Kowloon school (Baseline: 34285; End: 40882, p<0.05). Significant effects were found in Sedentary, LPA and MVPA in Hong Kong Island school and Kowloon school (p<0.05). Interestingly, a significant decrease in PA enjoyment was found in Hong Kong Island school (Pre: 1.67; Post: 1.42, p<0.05). The interview results revealed that PE teachers played an important role affecting the implementation of the school based PA programmes. Most students and teachers valued HOPE and agreed that the approach could help student learning