運動對青少年成長有深遠的影響，香港地小人多，發展體育教育有一定困難，不過我們總需要有一個開始。筆者相信體育課程是教育下一代保持身心健康的重要資源。希望透過體育課程改革，我們可達致以下三大期望：1.體育科改革定要以學生為本，除使學生有健康的身體，也應令他們有良好的體能及肌肉協調。這樣，他們才有精神、體力自主學習，擁有積極的人生觀和正確的生活模式；2.新課程要著重透過運動培育學生的合群性及與他人合作的能力，使學生透過了解、參與、觀看體育運動，學會欣賞體育美態、體育精神、體育道德；及3.培養學生對終生運動的興趣及能力，建立學生正確的態度，經歷愉快的、多姿多彩的運動過程，從中養成持續體育運動的習慣、態度及觀念。
Physical Education plays an important role in helping the young generation maintain an active lifestyle and good health. In a densely populated city like Hong Kong, sports development and Physical Education programmes can hardly be developed without the support of schools. We believe the Physical Education Curriculum needs to be reformed to achieve the following aims: 1. Develop an active lifestyle and acquire good health, physical fitness and bodily co-ordination; 2. Promote the qualities of desirable moral behavior, cooperation in communal life, ability to make decisions, and foster an appreciation of aesthetic movement; 3. Develop motor skills and acquire the necessary knowledge and understanding in physical and sport activities for nurturing positive values and attitudes towards an active and healthy lifestyle.
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Games teaching in Hong Kong lies heavily on the teaching of techniques. Evidence which reflects the current situation of games teaching in Hong Kong, can be found from physical education curriculum, the views of physical education lecturers, national governing bodies and secondary school teachers of physical education.
Teaching games for understanding (TGFU) is an innovation in games teaching. It was first documented and introduced to Hong Kong in 1994. Subsequently, several studies have been conducted to investigate the affective aspects of physical education teachers and students by teaching Basketball and Volleyball with two different approaches - the skill-based approach and the TGFU approach. The findings indicated that the teachers and students found the new teaching approach more enjoyable. Hence, this research supports the adoption of TGFU by physical education teachers as Hong Kong moves towards the 21 sI Century.

The purpose of the study was to investigate the general perceptions on health fitness and the actual fitness levels of the university students. 194 students (73 M & 121 F) were subjects in the study. They were enrolled in conditioning and fitness classes during the first semester of 1996-97 at Hong Kong Baptist University. Subjects’ perceptions on health fitness were collected through questionnaire designed by the researcher. The fitness assessment included Step Test for the cardiorespiratory endurance, Grip Test for the forearm strength, Sit-Up Test for the abdominal muscular strength and endurance, Sit and Reach Test for the hamstrings and lower back flexibility, and Skinfold Measurement for the percent body fat.
In the paper and pencil measurement, it was found that 97.26% males and 98.35% females agreed that physical fitness is important to a healthy life. However, only 54.79% males and 32.23% females were committed to regular physical activity, in which, most of them could only take part in the activity once a week. For the non-regular exercise group, the lack of time was the most popular excuse for them for not doing exercise. Among the five components of health fitness, the subjects ranked cardiorespiratory endurance the most important.
In fitness assessment, the overall fitness levels for both male and female students ranged from poor to average, when compared with the fitness norms established for similar population in the United States of America. If we agree that physical fitness is an important component to a healthy and quality life, we should support the whole person education philosophy in higher education. Education program should emphasize not only on intellectual but also on social, spiritual, and physical development as well.