The PE practitioners will share their experiences of promoting and developing TGfU in Hong Kong since 1994. Apart from imitating and promoting the model in schools through running workshops, publishing articles, presenting papers in conference and compiling resources books with Chinese version, TGfU has also been incorporated as an important component in the pre- and in-service teacher education programmes for PE teachers. This symposium offers a wide-ranging review of the ten-year developments in the TGfU in Hong Kong. It is hoped to recapitulate possible learnt lessons and generate directions for the learning and teaching of PE in the future.

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.]

In Hong Kong, the Education Commission has presented in 2000 a series of recommendations for reforming the education system. The focus of this paper is on the curriculum reform from which Physical Education (PE) is being affected in the education reform exercise. Highlighted in the analysis is the relationship between the education reform and a critical component of PE, games activities, which play a heavy weighting in the PE curriculum. More importantly, in the last decade, an innovative games teaching approach, Teaching Games for understanding (TGFU), was introduced in Hong Kong and has created a strong impact on Hong Kong PE teachers. The purpose of this paper is to review to what extend this new approach can echo the education reform towards the 21st century. The analysis reveals that the philosophy of TGFU is in line with the new curriculum reform and does contribute greatly to the development of studentsí cognitive experience, particularly problem-solving and decision-making skills as well as enjoyment from which they are highlighted by the Education Commission as generic skills, and value and attitudes components.
[Copyright © 2004 Xunta de Galicia.]

How gender operates is a key factor in the ways in which physical education is organized, taught and experienced by students and teachers. This essay highlights the gendered contours of the history of physical education development in Hong Kong, its Chinese heritage and its colonial foundations - the persistent influence of British approaches to physical education teacher education and the promotion of sport. The paper is a collaborative work between Chinese-born and Western scholars. It examines the relative influences of Chinese attitudes towards gender roles and the active, sporting body and the continued impact of Western approaches to physical education and sport in a post-colonial society.
[Copyright © 2005 Taylor & Francis Group, an informa business.]

At present, it is very difficult to retrieve relevant and comprehensive literature on the historical development of PE teacher education in Hong Kong. One of the problems might be due to the fact that in the past PE teacher education was offered by the college of education which was run by the government. Under civil regulations, PE lecturers were not encouraged to conduct any research or projects. In order to improve the quality of teaching and learning in the PE teacher education history, there is a need to develop enriched, empirical teaching resources to strengthen this area. The purpose of this project is to study the historical development of PE teacher education in Hong Kong since the 1930s, focusing on the areas of physical education teacher education and physical education development at school levels. To collect primary empirical data about programmes, pedagogy, curriculum changes, school-based curriculum development, and professional development of PE teachers, 19 retired and serving PE lecturers and 10 secondary and primary schools PE teachers were invited to participate in interviews. The results of this study will provide a comprehensive reference for teaching and learning purposes to be used in teaching PE history and other contexts.