This is a narrative study to inquire the experiences of my inner self through my life journey in teaching and learning of dance. Stemming from my experience as a student, a secondary school PE teacher, and a PE lecturer I have become critically aware of the need for learning of dance. Dance, probably more than games and gymnastics, offers many opportunities for integrating movement experiences with various aspects of the curriculum. The Hong Kong Curriculum Development Council (1995) states that at least two periods per week should be allocated to physical education and the teaching of dance should be included if the teacher aim to produce a balanced program. However, dance tends to receive less attention in physical education program, and most male PE teachers are found reluctant to teach dance. The inclusion of dance certainly depends on whether teachers consider it important for children to become skillful in and knowledgeable about expressive movement forms. The value we place on dance is personalized and revealing text in attempt to help others to rethink and recreate the meaning in learning and teaching of dance.

Classroom research suggests teachers can use instructional (cognitive, organizational, and procedural) choices to support student autonomy and promote their engagement in schools. Guided by self-determination theory, this study examined the relationships among these three instructional choices and students' engagement in secondary physical education. Participants were 92 middle school (64 boys, 28 girls; M age = 13.94 years, SD = 0.87) and 83 high school students (29 boys, 54 girls; M age = 17.76 years, SD = 0.94) enrolled in physical education classes at six schools in Hong Kong. They responded to previously established questionnaires on 5-point scales. Results of the study revealed cognitive, organizational, and procedural choices emerged as differential predictors of student engagement in physical education for middle and high school students. Teachers should be aware of this finding while providing students instructional choices in physical education.
[Copyright © ACESS, Asian Council of Exercise & Sports Science].

This study explored the views of 296 serving physical education (PE) teachers concerning the interface of secondary and primary school PE in Hong Kong. Attached to the interpretive research perspective, questionnaire and follow-up telephone interviews were adopted for soliciting their views on the importance, measures taken and suggestions for improvement. The findings indicated that over 91% of serving PE teachers acknowledged the importance of interface for facilitating pupils' learning. Similar articulations with the functions and content of school PE that facilitated the interface were found. Although 21% of them claimed that they had taken some measures for enhancing curricular interface, most of them were not systematic and well-planned. Thus, most PE teachers looked forward to a standardized curriculum stipulated by the Education Bureau as to ensure the effectiveness of the interface. The study suggests reinforcing teachers' awareness of the interface of PE; considering the inclusion of PE in the internal school assessment for the Secondary School Places Allocation System and strengthening the interface from system, school and classroom levels. Consequently, it would enhance the learning and teaching in physical education.
[Copyright © Hong Kong Baptist University].

The purpose of this study was to examine how regular primary school PE teachers planning their inclusive physical education in Hong Kong. The questionnaires (IPESDQ) and cover letters with instructions for completing the questionnaire were delivered to 115 physical educators. A follow-up was made to contact nonrespondents two weeks and the final return rate of the survey was at 72.2% (n=83). Results showed most teachers (49.4%) used the curriculum guidance draft by themselves; only 10.4 % of teachers used individualized education plan (IEP), the most common teaching object (74.0%) was for understanding and enjoying exercise and sports; basketball, track and field, football, game, rope skipping, volleyball, badminton, and gymnastics were popularly used for teaching; Direct instruction strategy was popularly used by 72.7% of teachers and only 7.8% of teachers used inquiry teaching for inclusive physical education; Most teachers used sport skills (94.8%), attitude (92.2%) as evaluation contents. Perspectives for developing inclusive physical education service delivery were provided at last.
[Copyright © Hong Kong Baptist University].

A service learning general education course titled, "Global Food Security Crisis and Health", was implemented from Jan 2011 to May 2011. A group of 20 students from various undergraduate programmes of the Hong Kong Institute of Education have participated in the course. Through coursework, participants have acquired an understanding of the popular discourses regarding social and ecological sustainability in the prevailing food systems and food crisis. Among the various teaching and learning approaches, a service-learning component was integrated to immerse students in practices involved in resolving inequity in food distribution and consumption. Participants expressed that such experience not only allowed them opportunities to apply their knowledge regarding food sustainability to real-life situations, but also gave them experience in addressing food security problems, so that they understand the issues better in a wider context. If this approach is to be implemented for a wider community of students, issues related to human resources will need to be addressed.
[Copyright © Infonomics Society].

對香港、北京、上海、廣州、福州、蘇州的部分中學體育教師關於21世紀體育教師應具備的能力的問卷調查和統計分析顯示，香港與內地中學體育教師相當一致地認為，教學能力、組織能力、訓練能力、自學能力是中學體育教師最重要的能力，香港教師比內地教師更注重自學能力，兩地教師在中學體育教師應具備科研能力和審美能力方面存在認識不足。
[Copyright © 2000 國家體育總局體育科學研究所.]