The coronavirus disease 2019 (COVID-19) outbreak has severely affected many territories and industries since January 2020. Despite studies on COVID-19 from different perspectives, research on the impact of COVID-19 on hospitality and tourism education remains scant. In view of this research gap, the current study reviews the COVID-19 outbreak and its impact on hospitality and tourism education, particularly in online educational delivery. A local case in Hong Kong was selected to investigate the response of hospitality and tourism educators. Implications for curriculum design, workforce arrangement, and basic actions for educators are provided. More importantly, this study aims to appeal significant attention on hospitality and tourism education during similar crises. Copyright © 2021 Routledge.

Interprofessional education has been widely integrated into health education curricula to enable students to work comfortably as members of a healthcare team. However, not much is known about the psychosocial mechanism that defines students' readiness for interprofessional learning. Drawing from social cognitive theory, we examined the pathway where collective efficacy was construed to influence subsequent students' satisfaction with team experiences, readiness for interprofessional learning, and attainment of interprofessional learning outcomes. Through path analysis, we examined data from 1,005 health and social care students who participated in a large-scale interprofessional education in Hong Kong. Results indicated that collective efficacy directly and indirectly predicted students' readiness for interprofessional learning and perception of attainment of IPE learning outcomes. Theoretical and practical implications of findings in the management of interprofessional education are discussed. Copyright © 2021 Taylor and Francis.

Introduction: The COVID-19 pandemic has caused massive school closures worldwide and many schools were forced to adopt online teaching mode. Purpose: This survey study aims to examine the effectiveness of online teaching in physical education (PE) and support needed from the teachers’ perspective. Methods: Responses from 294 frontline PE teachers were collected via an online survey between 4 and 29 January 2021. Results: Four major findings were highlighted in our study. First, most teachers reported that online PE lessons were not effective to improve motor skill acquisition and physical activity level, the major reasons for which were “lack of practical training”, “students’ lack of learning motivation/interest”, and “limited interpersonal interactions”. Second, most teachers encountered difficulties in online teaching, with major difficulties comprising “limited interpersonal interactions’ and “difficult to retain students’ learning motivation/interest”. Third, most teachers felt that online teaching was stressful due to the increased workload in preparation and safety concerns of the home-exercise programme. Fourth, many teachers suggested that schools or governments should provide online teaching kits, such as suggested online lesson plans or home activity recommendations, for their reference. Conclusions: In summary, the effectiveness of online teaching in PE during COVID-19 school closures was generally perceived to be low and difficult by the frontline PE teachers. Schools and governments should provide sufficient support, such as online teaching kits and concrete teaching guidelines, for PE teachers to develop creative and interactive online lessons, which will in turn benefit students in motor skill acquisition and physical activity level. Copyright © 2021 JPES.

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

In this article, we will explore the recent development of physical literacy in the Hong Kong context and how the concept and operation of physical literacy implicitly exist at different levels of the Hong Kong education system. The Physical Education profession will be introduced. The development of physical literacy in terms of research and operationalization in primary, secondary, and tertiary education will then be discussed. We will go on to explore the challenges of extending the impact of physical literacy to the field of public health in Hong Kong. The article will end with a closing remark adopting the Chinese philosophies of Confucianism and Taoism to justify the belief that physical literacy is both implicitly and invisibly rooted in the Hong Kong Chinese culture. Copyright ©MDPI AG.

This paper begins with a question: can concepts generated in the Chinese context in the sociocultural relations of the periphery contribute to the development of the social sciences in the field of Health and Physical Education (HPE) that have their roots in the metropole? Setting the scene in the Hong Kong Special Administrative Region (HKSAR), a postcolonial city reverted to the rule of the People's Republic of China (PRC) in 1997, this paper aims to develop a critical sociology of HPE by having a dialogue among Continental philosophies (e.g., Bourdieu) and Chinese philosophies around embodiment concepts. Although HKSAR is a complex meeting point of Eastern and Western ideologies, the current HPE field tends to focus on Western and 'scientific' ways of knowing, such as the measurement of health and physical fitness, and often at the expense of sociocultural perspectives, social justice and diversity and inclusion in HPE. In other words, the (post) positivistic research paradigm underpins the HPE field. This paper argues that in order to reap the benefits of a more holistic health education for academics and students in HPE, it is vital to de-imperialise the positivistic ways of teaching and being in HPE. In doing so, this paper creates a space for Bourdieu's habitus to meet Chinese perspectives on embodiment to engage in a dialogue for knowledge production that extends the current knowledge base in HPE. Copyright ©Routledge.

The Self-determined Exercise and Learning For FITness (SELF-FIT; Australia New Zealand Clinical Trial Registry: ACTRN12615000633583) intervention was designed based on self-determination theory to increase secondary school students' physical activity levels. The intervention included a novel gaming tool (fitness dice) and teachers were trained to teach in an autonomy supportive way. In this study, we reported the qualitative data collected from the trial. Seventy-five students and 11 teachers from 10 Hong Kong secondary schools were interviewed through focus groups and through interviews respectively. Thematic data analysis was conducted. Students and teachers felt that the intervention enhanced students' knowledge of physical fitness and how to perform exercises (competence), gave them control over which activities to do (autonomy), and increased students' connectedness with peers and teachers (relatedness). In turn, students' motivation for physical activity was enhanced. These findings provided evidence for effectiveness of SDT-based PA promotion intervention with autonomy-supportive teachers. Copyright ©Edizioni Luigi Pozzi s.r.l.

The current study aimed to predict secondary school students’ motivation toward sport injury prevention in “in‐school” and “out‐of‐school” contexts, and their sport injury prevention behavior at 3‐month follow‐up using the trans‐contextual model (TCM). Hong Kong secondary school students (N = 1566; mean age = 13.34 years, range = 11 to 19; female = 49.42%) were recruited. Participants were asked to complete a survey comprising previously validated scales measuring TCM constructs at baseline and a measure of sport injury prevention behavior at follow‐up three months later. Structural equation modeling (SEM) was used to examine the hypothesized paths among TCM constructs. A SEM specifying hypothesized paths among TCM variables showed acceptable fit with the data (χ²(29) = 418.55, CFI = .93, TLI = .90, and RMSEA = .09, 90% CI [.09, .10], and SRMR = .05). Findings supported tenets of the TCM: the effects of perceived autonomy support from PE teachers on in‐school autonomous motivation toward injury prevention, the trans‐contextual relationship between students' “in‐school” and “out‐of‐school” autonomous motivation toward injury prevention, and the effects of autonomous motivation toward injury prevention on social cognitive variables and subsequent sport injury prevention behaviors. Results supported the tenets proposed within the TCM in predicting students' “in‐school” and “out‐of‐school” autonomous motivation toward sport injury prevention. Findings underscore the potential importance of autonomy support from PE teachers in facilitating students’ sport injury prevention behaviors. Further longitudinal and intervention research is warranted to establish temporal and causal effects of TCM variables in sport injury prevention. Copyright © 2020 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Background: Hong Kong students with physical disabilities were being seen as physically inactive compared with typically developed people or even people with other disabilities, such as visual impairment or intellectual disabilities. Lack of regular physical activity would lead to poor physical fitness, and yet is associated with a higher risk of being obese or other physical as well as mental health problems. Currently, a newly developed sport, sitting light volleyball, modified from the Paralympic sitting volleyball, is considered as suitable for disabled people with lower physical fitness, in which was able to increase fitness level and increase their physical activity.Objectives: The current study aimed to examine the effect of sitting light volleyball in improving physical fitness among students with physical disabilities in Hong Kong.Methods: The current study was an interventional, quasi-experimental study. Nineteen participants, 8 males and 11 females, with the age of 18.5 on average (SD = 3.24), participated in the study. Two local special education schools were involved in the 10-week (65 minutes per session) sitting light volleyball intervention program. Participants took part in a fitness test before and after the intervention. The intended-to-treat approach was adopted throughout the data analysis, with the last observation carried forward method for managing the missing data.Results: No significant changes in body composition outcomes of the participants were found. The non-parametric sign test showed significant median differences on dumbbell press test and flexibility test of the right shoulder before and after the intervention, with Z = 2.94, P = 0.003; Z = 2.20, P = 0.028, respectively.Conclusions: This indicated that the sitting light volleyball intervention was able to provide preliminary evidence on showing the enhancement of muscle endurance and flexibility of the students with physical disabilities. Whereas, intensified interventions should be

中小學校體育課程不但能夠提升學生身體健康狀況,同時也能夠鍛煉堅忍不撥的意志,使他們在未來生活裡有足夠的心理承受力去面對困境,並培育終身運動意識。本文通過實地觀察,了解香港體育課程的教學內容和培養方法,並從校內場地、學校周邊環境、學生個性、教師培訓方式等多個方面,探討其優缺點。