Background: This study was designed to investigate the relation between health-related physical fitness and weight status in Hong Kong adolescents. Methods: 3,204 students aged 12-18 years participated in the Hong Kong Student Obesity Surveillance (HKSOS) project in 2006-2007. Anthropometric measures (height, weight) and health-related fitness (push-up, sit-up, sit-andreach, 9-minute run) were assessed. Body mass index (BMI) was computed to classify participants into normal weight, underweight (Grade I, II/III), overweight, and obese groups. The associations of health-related physical fitness with BMI and weight status were examined by partial correlation coefficients and analysis of covariance, respectively. Results: More boys than girls were overweight or obese (18.0% vs 8.7%), but more girls than boys were underweight (22.3% vs 16.7%). Boys performed significantly (P < 0.001) better in sit-up (38.8 vs 31.6 times/min) and 9-minute run (1632.1 vs 1353.2 m), but poorer in sit-and-reach (27.4 vs 32.2 cm) than girls. All four physical fitness tests were significantly positively correlated with each other in both sexes, and BMI was only weakly correlated with sit up and sit-and-reach tests in boys. Decreasing performance (P for trend < 0.05) was observed from normal weight to overweight and obese for push-up, sit-up, and 9-minute run in both sexes. From normal weight to Grade I and Grade II/III underweight, decreasing performance (P for trend < 0.05) for sit-up and sit-and-reach in both sexes and for push-up in boys was observed. Conclusions: The relations between BMI and health-related physical fitness in adolescents were non-linear. Overweight/obese and underweight adolescents had poorer performance in push-up and sit-up tests than normal weight adolescents. Different aspects of health-related physical fitness may serve as immediate indicators of potential health risks for underweight and overweight adolescents.
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Different scholars have defined and redefined leadership at different levels and in different contexts (e.g., Ball, 1981; Hargreaves, 1967; Richardson, 1973), although the results of research on the characteristics of effective leaders may not apply in all contexts. This study compares and contrasts the meanings of leadership in the Hong Kong secondary school context, and examines whether educators at different levels hold conflicting opinions of the qualities of leadership. The study adopts both quantitative and qualitative approaches to examine whether principals and teachers interpret leadership differently. The results show that these two groups of educators do indeed hold different views about what it means to be a leader. The reasons for these different points of view are explored.
[Copyright of International Education Studies is the property of Canadian Center of Science and Education.
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The purpose of this study was to examine the underlying structure of the second edition of the Test of Gross Motor Development-2 (Ulrich, 2000) as applied to Chinese children. The Test of Gross Motor Development-2 was administered to 626 Hong Kong Chinese children. The outlier test with standard scoring was utilized. After data screening, a total of 614 cases (N = 614) were used for further analysis. The two-factor structure of the Test of Gross Motor Development-2 was tested using confirmatory factor analysis with maximum likelihood estimation to compute parameter estimates and to select the appropriate item for each factor. The goodness-of-fit indices supported that the model was tenable (goodness-of-fit index = .95, root mean square error of approximation = .06, standardized root mean square residual = .04, comparative-fit index = .97). The findings of this study suggested that the two-factor structure proposed by Ulrich (2000) fit the data of Hong Kong Chinese children.
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http://dx.doi.org/10.1080/10913671003726968]

Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997-1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.
[Copyright of London Review of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14748460.2010.487336]

This article draws on a longitudinal study of four Chinese students' English learning experiences during their college years and explores the ways in which EFL learning has influenced their sense of national identity. The study captures the changes they have experienced in constructing identities over a prolonged period in the context of mainland China where strong sense of national identity has been historically promoted and where there is currently unprecedentedly close interaction between local cultures and western cultures. Drawing on interviews and diary studies as the primary data source, this study identifies a three-stage development in the national identities of the college students that proceeds from initial admiration of English-speaking cultures, to antagonism towards alien things, before then reaching a stage of conciliation between the national and the global. The findings suggest that China's deeply-rooted culture of collectivism and altruism plays a role in shaping English learners' national identity and that the learners also demonstrate considerable agency in constructing national identities at different stages of English learning.
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http://dx.doi.org/10.1080/13586840903557076]