Few studies have attempted to study the perception of physical education of secondary school girls with 'non-participation' behaviours during physical education lessons. This paper tries to explore the differences of attitudes of 'non-participation' and 'ordinary' senior form school girls toward physical education in a single-sex school. Six students were purposely selected in the study. They were interviewed and invited to give comments on physical education in their school. Their behaviours in three physical education lessons were observed and recorded. Data in the study indicated that most students held 'sex stereotyped beliefs', however, only the 'non-participation' students showed alienated behaviours from the physical education lessons. Possible reasons for these were the difference between the 'non-participation' and 'ordinary' students on the perceived status and values of physical education within school. School administrators and physical educators should revise the school physical education curriculum and instructional behaviours in order to maintain the students interest and positive attitude toward physical education.
[Copyright © 1998 Department of Physical Education, Hong Kong Baptist University.]

The purpose of the study was to describe the teaching behaviours of Hong Kong physical education student teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two lessons in their own schools or in the allocated school during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were entered into a SPSS programme to produce further statistical analysis. The results were comprehensive described and comparison were made between the in-service and pre-service student teachers' behaviour categories by employing the independent t-test. Results indicated that the in-service student teachers had significantly higher percentages of the response presentation and the total teacher instructional time than the pre-service group. Whilst the pre-service student teachers spent significantly more time in planned presentation, equipment management, organization, behaviour management and overall management time than the in-service group. It is likely the different experience in physical education lesson teaching in school environment of the groups give account for the differences of their teaching behaviours. Findings of the present study implied that there were different teaching behaviour patterns and needs of pre-service and in-service student teachers during their practicum.
[Copyright © 2000 Department of Physical Education, Hong Kong Baptist University.]

This study aimed at examining the instructional practice of Hong Kong primary physical education student teachers. Twenty student teachers were videotaped teaching two lessons during their practicum. They were coded using the Physical Education Teacher Assessment instrument. Data generated were comprehensively described. Three randomly selected student teachers participated in the second phase of the study. They were observed teaching two lessons and attended two pre-lesson and post-lesson interviews. Results indicated that the student teachers spent 73.18% of their time in instructional behaviours and 26.82% of their time in managerial behaviours. They held common features in instructional practice during teaching.
[Copyright © 2008 The International Council for Health, Physical Education, Recreation, Sport and Dance.]

Classroom management is recognized as an essential component of effective teaching. However, there is little information about how physical education student teachers manage their class during their practicum. The purpose of the study was to describe the class management practices of Hong Kong physical education student teachers. Twenty local primary pre-service student teachers were videotaped teaching two ball games lessons in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Quantitative data generated by the PETAI indicated that the pre-service group spent similiar percentages of time in overall class management to other studies. Three pre-service student teachers were randomly selected to participate in the second phase of the study. Students were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observations and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were common managing behaviours and strategies exhibited by the pre-service student teachers during teaching. Pedagogical setting for learning and organization were the identical managing behaviours observed, whilst the preventive management, equipment management, and interactive management were the common class managing strategies identified. Findings of the present study hold implications for the preparation of physical education teachers.