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.

"What knowledge, skills and attitude concerning physical education (PE) are of most worth to students in Hong Kong?" This paper tries to review and discuss the values of PE in schools with reference to the development of PE curriculum in Hong Kong. It is assumed that such values are 'subjective' in the sense that they are perceived by PE teachers as means to an end expressed in their curriculum. They are dynamic and changing from time to time. It is also characterised by personal values of PE teachers or the intentions of the government and other organizations. According to Jewett, Bain and Ennis (1995) and Crum (1993), values of PE can be categorised into different frameworks with three major sources of influence, namely PE teachers' value perspectives towards personal or individual development, social-cultural goals and the subject matter content of PE. Some PE teachers believe that personal or individual development is the major concern of their PE curriculum. Cultivating all-rounded development of the students and developing them to become elite athletes or life long participants in leisure and recreational activities are some of the examples. Others concern more on the social-cultural goals of the PE curriculum. These PE teachers concern more on building students' social efficiency and adaptability through fostering desirable traits of cooperation, loyalty and citizenship. Conversely, some want to develop students' independent and critical thinking through PE so that they can become the change agents for a better society. For some practitioners, the subject matter of PE deserves the special attention in formulating the values of PE in schools. 'The education "of", "through" and "about" physical' conceptions explain appropriately different viewpoints of teachers on the subject nature of PE. However, all the orientations mentioned above are not mutually exclusive. Some are sometimes conflicting and confusing in nature. The situation is sometimes complicated by the

Physical education (PE) teachers of Hong Kong are now facing challenges like no other time before. In the current climate of education reform, PE teachers are now encouraged to provide a more holistic education to students, including learning goals related to social development, creativity, imagination, problem solving, as well as intellect. In order to attain these physical education goals, there is a heightened emphasis in the area of dance. However, the Hong Kong education culture stresses the academic subjects and dance is not usually a popular subject, although it is recognized as one of the components of PE. Physical education teachers' unwillingness to teach dance has been attributed to inadequate dance experience, lack of confidence, low interest, limited dance exposure, cultural differences between the East and West, and limited participation in dance training after graduation (Chow, 2001, 2002). Out of the many possible factors that limited dance instruction by PE teachers, teacher self-efficacy may be the most critical one. This study investigated the factors that influence pre-service PE teachers' decision to teach dance. Results provide information that may be used to enhance teacher self-efficacy with regard to teaching dance in Hong Kong.

The process of occupational socialization of Physical Education (PE) Teachers is complex. It starts with the pretraining phase, followed by a preservice intervention including field experience and continues with teaching in schools until retirement. The present study focuses mostly on the pretraining phase with twenty preservice PE teachers as sample for investigation. They are presently attending a two-year full-time course of teacher training (1996-98) in the Hong Kong Institute of Education. Issues such as 'why' and 'how' they join the teacher education programme; their PE experience; and their conceptions about PE teacher as well as teaching are discussed thoroughly. The inquiry adopts an 'interpretive' approach. It tries to understand the preservice PE teachers and their inner meanings that they give to their social worlds. Data were collected through interviews and reflective journals of the student PE teachers within the first month after they had been admitted to the programme. The results reveal that these twenty preservice PE teachers join the teacher education programme (TE) for a variety of reasons, such as 'sports continuation' ; 'serving the community'; 'have a better career', 'influenced by others'; and 'the social, cultural and economic milieu of Hong Kong' etc. They possess distinct 'subjective warrants' that comprise the image of a 'PE teacher'; 'requisites for teaching PE' ; 'functions of PE' ; and 'PE teaching'. They are largely formed as the result of societal and sport socialization during thousand hours of 'apprenticeship of observation' period in schools. This study provides information that fosters a better understanding of the underlying perspectives of preservice PE teachers. Their characteristics and orientations can be typecast into five different groups as the 'Athletes' , 'Pragmatists', 'Followers', 'Insure' and 'Idealists' along an ostensible continuum. Different developmental processes concerning their occupational socialization are expected

The purpose of this study was to compare attitudes of final year students in teacher preparation program and in-service physical education teachers toward including students with disabilities into regular settings between Hong Kong (HK) and mainland China (MC), and to further examine the influences of attitudes on development of adapted physical education program. Total 152 participants (53 4th year students and 43 in-service teachers) from HK, and 56 students from MC participated in this study. A survey was conducted regarding students' attitudes toward inclusion (type disability can be included, type of experience and skills they need for inclusion), and opinions and concerns about inclusion (open questions). The results of survey indicated that both students and in-service teachers in HK and MC philosophically support inclusion, however, there were many concerns and different opinions regarding inclusion when they answered open-end questions. For question #1 "Students with disabilities should be taught in RPE classes" 65% (HK) and 62% (MC) students disagreed. For question #3, "Students with severe disabilities should be taught in separate classes (APE classes)", 77% (HK) and 85% (MC) agreed. The survey indicated that students from HK and MC thought special school and teachers with special training will provide better education for students with disabilities than general teacher. Survey results also indicated from question #13, "to be prepared to teach students with mild to severe disabilities, it is important that I receive training on activities that includes ideas on lesson planning for a variety of abilities levels", that 95.5% students from both HK and MC agreed and strong agreed on "need more academic preparation" for inclusion. There were no significant difference between 4th year students and in-service teachers on these items. Other results indicated that, in addition to government policies, attitudes and lack of special education training for current teachers