香港的性教育推行了多年，今天似乎仍裹足不前。本文旨在對現今的性教育作一些再思，並提出需要考慮的元素，令性教育能真正配合青少年的需要。文中提出，性教育工作者應接受青少年為性的個體，了解性教育不能抽離青少年的生活，更要建立一個友善的談性空間；而性教育應處於不斷發展的狀態，以更緊扣青少年的需要。同時，性教育亦需考慮朋輩、家庭及學校的參予和配合。
After many years of promotion, the outcome of sex education is still unsatisfactory. Rethinking the situation, this article proposes some elements that should be put under consideration for sex education that can best fulfill the needs of youth. Educators in sexuality need to accept adolescent sexuality and to see adolescents as "sexual beings" in order to understand that sex education is closely related to the daily life of youth, and to provide a friendly environment for talking about their developing sexuality. Sex education should involve the participation of peers, parents and schools.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

Since September 2000, schools in Hong Kong have begun implementing the system of school-based management (SBM), and physical education (PE) has been established as one of the eight Key Learning Areas under the current education reform. Schools are now expending greater efforts on training athletes and deploying greater resources to help student-athletes realise their potential. Jockey Club Ti-I College is a pioneer of SBM in PE and other subjects and has accumulated invaluable experience in nurturing athletes. Many of its graduates have become top athletes in Hong Kong, and budding athletes are being nurtured every year. This paper attempts to briefly describe the uniqueness and special features of Jockey Club Ti-I College and what the school has done to nurture student-athletes under SBM in Hong Kong.
香港的學校已於2000年實施校本管理，而體育科更成為八個學習領域的其中一環，學校亦在訓練方面投放更多資源。賽馬會體藝中學是校本管理的先鋒，在體育及其他方面累積了不少經驗，學校每年不斷培育運動員，不少體藝畢業生更成為精英運動員。本文將介紹賽馬會體藝中學的特色，以及分享培育體育人才的經驗。
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

多年以來，香港社會主要透過學校非正規課程來推行性教育。近年，教育當局積極在綜合學科中引入性教育的素材，然而，性教育仍有加強的必要。本文嘗試就教育政策、課程發展、師資培訓等方面提出策略建議，並提出性教育論述必須進步，以回應年青人的需要；期望能突破性教育在香港發展的困境。
For many years sexuality education in Hong Kong has been implemented via the informal school curriculum. Despite the fact that school authorities have advocated integrating elements of sex education into the formal curriculum in recent years, sexuality education in schools still needs to be enhanced in order to be effective. This paper attempts to propose relevant strategies related to education policy, curriculum development and training. It also discusses the importance of improving discourse on sex education in Hong Kong in order to be able to respond to the needs of young people, and hence to move out of the current predicament.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

學校透過體育課培養同學對運動的興趣，同時組織多元化的運動課外活動，並建立體育運動的文化，使體育活動在校內得以普及，令同學養成運動的習慣。由於學校及家長皆重視學生的學業成績，故在校內推動體育運動有一定困難；然而，如學校能令同學透過參與體育運動改善品德及學會分配時間，同時又不受影響學業成績的話，家長亦樂意讓子女多參與體育活動。
This paper discusses and interprets the historical development of school physical education in Hong Kong. It aims to review its development, and evaluate and postulate its value and contributions to the development of students and society. The paper also outlines its development from simple physical training to a systemic, theoretical, accredited, and scientific academic discipline; from the past, to the present, and into the future.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

With the growing complexity of social problems, there is a shift of emphasis from competence-based approaches to a reflective practice paradigm in social work education. Reflexivity is the foundation of reflective practice of professional social workers. This article examines the development of a course to promote reflexivity among first-year social work students in Hong Kong. This included structured experiential learning in the classroom and at a campsite, and student-directed social problem analyses and presentations. Small-group teaching was used to increase student-teacher interaction. Thirty-four students participated in a three-time point study with measurements taken at pre-course, post-course and nine-month follow up. There were statistically significant increases in mean total scores on a standardised scale measuring 'engagement in reflection', 'need for reflection', 'insights', and a decrease in 'personal distress'. The results are in line with course objectives. Future directions in strengthening the course design and evaluation are proposed.
[Copyright of Social Work Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02615479.2011.540377]