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

Purpose: Peer assisted learning (PAL) strategies have been widely adopted in physical education (PE). They facilitate peer education and involved peer-based interaction and learning (Ward & Lee, 2005). These strategies are innovative, and effective in helping students in different learning domains. The reciprocal style of teaching (Mosston & Ashworth, 2002) and cooperative learning (CL) (Dyson & Casey, 2012) are common PAL strategies in PE. They aim to tackle problems associated with large classes, limited equipment, and insufficient feedback to students and learners diversity. However, these strategies are rarely practiced and studied in Hong Kong. The purpose of the study was to investigate students’ perceptions of, and experiences in reciprocal teaching and cooperative learning in PE in Hong Kong schools. Factors that influence students’ learning with these strategies were also examined. Methods: Eight experienced local primary and secondary PE teachers from different regions of Hong Kong and their classes were purposely selected to take part in the study. Four teachers were briefed on the principles and implementation of the reciprocal style, while another four teachers were reminded the principles and implementation of CL, and taught a 10-lesson unit with the same strategies in their schools. A combination of techniques was used to collect qualitative data: lesson observations, formal interviews of students and teachers, student reflective journals and teachers’ self-review. Constant comparison and inductive analysis were used to organize code and categorize the data. Results: Findings indicated that the students’ learning benefited from the PAL. Learning experiences influenced the students’ learning attitudes in PE lessons. Teachers’ experience, support, tasks designed and tutors’ abilities were found to be major factors influencing students’ learning in PAL strategies. In particular, teachers’ intervention and preparation availed students in the learning

Purpose: With the latest developments in the disciplines of knowledge and learning theories, physical education (PE) teachers are encouraged to exercise their expertise to introduce and incorporate science, technology, engineering, and mathematics (STEM) in PE curriculum as appropriate to enhance the learning and teaching effectiveness and enrich students’ horizons. This study explored three secondary schools and three primary school PE teachers’ perceptions of STEM integration in current Hong Kong PE Curriculum through interviews. The approach was constructivist and data were analyzed according to the recommendation and strategies to promote STEM education in recent curriculum updated in Hong Kong (Curriculum Development Council, 2015). Methods: Three secondary school and three primary school PE teachers were purposively invited to participate in this study. Each participant completed three interviews to investigate their past experiences, then present perceptions, and lastly reflections on how to integrate STEM in current PE curriculum. Constant comparison and analytic induction were used to organize and categorize the data. Results: Teacher perceptions were outlined individually and then compared. The teachers shared similar perceptions related to time constraints, purpose of PE, the effects of STEM integration, concerns about collaboration with other subject teachers, rapport with students, and curricular resources. Perceptions aligned well with the recommendation and strategies to promote STEM in PE in Hong Kong. Besides, enrich learning activities could be designed for students to extend their learning experiences in PE. Misconceptions of STEM education included incomplete understanding of technology and engineer education, and viewing the use of instructional technology as STEM education. Conclusions: The findings suggest that support from tertiary institution, sharing among PE teachers and resources in teaching, and professional developments are needed

Within the context of the Hong Kong (HK) diaspora, the legacies of colonial administration means the education of teachers follows a largely British template. However one is increasingly drawn to ask: can the West learn from the East? More specifically what cultural values are embedded in the HK teaching and learning paradigms that lead to success for HK PE teacher development? The aim of this study is to connect the pivotal concepts from Confucius’ perspective of learning, such as (benevolence), (ritual) and (propriety), and to consider them as the Bourdieuian concept of Within this analytical framework, this study seeks to understand professional knowledge development and identity construction within pre-service PE student teachers prior to entering the profession in Hong Kong. The study draws on data from group interviews with 6 Hong Kong PE student-teachers in their final year of study for a B.Ed in PE, and a critical content analysis of PETE curricula at a major teacher education institution in Hong Kong. The data, analyzed using coding and constant comparison, revealed themes related to students’ teacher practice, professional expectation, and knowledge and skills development. These emergent themes are discussed in relation to their impact on student teachers professional learning and identity formation within the HK diaspora. It is concluded that PE student-teachers still share some colonial characteristics and beliefs though there is evidence to suggest a slight shift in contemporary profile of a PE student teacher. A strong sense of perpetuating the tradition by imitating and respecting with their supporting teachers and lecturers pervaded the data with seemingly unawareness of an apprentice relationship. Suggestions are made for supporting beginning PE teachers as they transition to a complex and demanding professional context.

Mosston’s “spectrum of teaching styles” which composes of 11 pedagogical approaches in physical education, has been popularly promoted for maximizing students’ learning in the Western countries. However, very few of them have been put into practice and studied in Hong Kong. One of the teaching styles, reciprocal teaching style is thought to help tackle problems associated with large classes, limited equipment, and insufficient feedback to students. The purpose of the study was to investigate the perceptions and experiences of students and physical education teachers in reciprocal teaching. The factors that influence their teaching and learning were also examined. Four primary and secondary physical education teachers teaching in Kowloon, Hong Kong and New Territories and their four classes of students were purposely invited to take part in the study. The teachers were briefed the principles of the implementation of the reciprocal style and adopted reciprocal teaching implementing a 10-lesson unit. Qualitative data were collected by a combination of techniques: lesson observations, formal interviews of students and teachers, student reflective journals and teacher self-review. Constant comparison and analytic induction were used to organize and categorize the data. Findings indicated that the teachers were not used to the teaching format and encountered difficulties during the preparation. Experience, resources and tutors’ abilities were identified as major factors influencing the implementation and learning of students in reciprocal teaching. The help of teachers and the preparation of task card assisted both the tutors and tutees in the learning process. Most students held positive views of the reciprocal teaching and recognized the values of the approach. The more the teachers implement the approach, both teachers and students will get more familiar to the approach. Findings of the study hold implications in helping preservice and in-service physical education teachers

The purpose of the study was to investigate the characteristics of the organizational socialization of beginning secondary school physical education teachers. The factors that confronted the teachers in their first year of work and the influence of their teacher education on their perspectives and practices were examined. Thirteen physical education graduates of the Hong Kong Institute of Education in 2005 teaching in secondary schools were purposely invited to participate in the study. Qualitative data were collected by a combination of techniques: passive participant observation, formal and informal interviews, document analysis, and journal writing. Constant comparison and analytic induction were used to organize and categorize the data. Data generated helped to understand the confrontations faced, the influence of the workforce factors and the physical education teacher education programme on the perspectives and practices of beginning teachers. Although the beginning teachers were generally satisfied with their teacher training, results indicated that these teachers were facing different problems and difficulties within their school contextual conditions during their first year of teaching. This workforce impact was mainly from their school colleagues, students, administrators, work responsibilities and school culture. Three themes of survival strategies were employed: a) professional conception; b) compromised practice; and c) peer support. This information is valuable to physical education teacher educators as they have responsibilities in helping their students to make a successful transition into their workforce. Findings of the study hold implications for the preparation of physical education teachers with respect to the influence of organizational socialization.