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.]

Sport education has attracted attention and interest from physical educators recently. However, the implementation of sport education has not been without difficulties. The purposes of this study were to understand the views of teachers and students on this model as well as examining the difficulties the teachers may face when implementing the model. Two secondary physical education teachers and 110 secondary students participated in the study. The teachers taught a unit of football lessons in sport education to two classes of students. They were requested to keep a reflective journal that focused on the process of implementation of the approach as well as the student reaction to this model. An interview focused on their views of using the approach was conducted with each teacher. Views of students toward the instructional approach were also obtained through the use of structured questionnaire. Results revealed that the major difficulty faced by the teachers was the planning before the implementation. Most students expressed that they favoured the model and understood more about the organizing of football games. They also valued the learning of collaboration skills and team spirits in the lessons. The findings hold implications for the physical educators and teacher educators in Hong Kong.
[Copyright © 2008 Department of Physical Education, Hong Kong Baptist University.]