Few studies have attempted to study the perception of physical education of secondary school girls with 'non-participation' behaviours during physical education lessons. This paper tries to explore the differences of attitudes of 'non-participation' and 'ordinary' senior form school girls toward physical education in a single-sex school. Six students were purposely selected in the study. They were interviewed and invited to give comments on physical education in their school. Their behaviours in three physical education lessons were observed and recorded. Data in the study indicated that most students held 'sex stereotyped beliefs', however, only the 'non-participation' students showed alienated behaviours from the physical education lessons. Possible reasons for these were the difference between the 'non-participation' and 'ordinary' students on the perceived status and values of physical education within school. School administrators and physical educators should revise the school physical education curriculum and instructional behaviours in order to maintain the students interest and positive attitude toward physical education.
[Copyright © 1998 Department of Physical Education, Hong Kong Baptist University.]

Physical activity has numerous positive and psychological benefits. Therefore, a physically active lifestyle benefits both the individual and the society. Nevertheless, many people drop out from their sport or exercise regimen. In this inquiry three motivational factors in exercise adherence, including predisposing, enabling, and reinforcing factors, were studied from a cross-cultural perspective. A total of 235 male (n=151) and female (n=84) volunteers (mean age=21.4 ± 2.6 years) from Hong Kong (n=112) and United Kingdom (n=123) completed an exercise habits inventory and the Physical Activity Adherence Questionnaire (PAAQ). All participants were physically active, of whom 132 have once quit a sport/exercise in the past whereas 103 never quit. Results revealed that differences exist in predisposing and enabling motivational components of exercise adherence in both cross-cultural and gender comparison studies. Participants who quit a sport or exercise report lesser reinforcing experiences than those who never abandoned an adopted sport or exercise. It is concluded that reinforcing factors play a crucial role in the long term maintenance of a sport or exercise and that both cultural and gender differences need to be taken into serious consideration in the course of facilitation of various exercise/sport behaviours.
[Copyright © 2003 Department of Physical Education, Hong Kong Baptist University.]

Government and Public Affairs (GPA), a political subject with public examinations, was founded in mid1980’s. It was part of the attempt to prepare Hong Kong people for the development of representative government, which would be needed for self-rule after her reunification with China in 1997. This article reports GPA teachers’ perceptions of the prevailing social ethos after the change of sovereignty. The teachers explain how they will teach politics amidst an increasingly difficult social environment, marked by conservatism and promotion of nationalistic sentiment on the one hand, and by political divisions and sensitivity towards political teaching on the other. The teachers’ top priority becomes that of good public examination results and partly because of this a highly teacher-centred mode of teaching is commonly adopted. Teachers are aware of the risk of indoctrination in political teaching. However, this is only considered a problem relating to the government’s attempt to influence people’s mind, and the teachers never think of themselves as possible indoctrinators. Besides, many of them believe that they should share their beliefs with students. Though the teachers in general support democracy, paradoxically, excessive commitment to the belief is found in some cases to bring forth pedagogies of an authoritative nature.
[Copyright © 2007 Symposium Journals Ltd.]

The Guidelines on Civic Education in School (1996) for Hong Kong recommend that there should be five foci in school civic education, namely education for democracy, human rights education, education for the rule of law, nationalistic education and global education. After the return of sovereignty to the People's Republic of China in 1997, Hong Kong became the Hong Kong Special Administration Region (HKSAR) and the SAR government has singled out nationalistic education as the sole focus of civic education. This paper is a report of case studies focusing on the understanding and practice of nationalistic education of three civic educators whose understanding is inclined towards education for totalitarian nationalism in Hong Kong secondary schools, using the concepts of indoctrination. The findings show that because of the teachers' inability to separate the nation from the ruling party and their strong mission of sending a positive image of the party to their students, they have tended to adopt particular teaching strategies, which might suppress the students' ability to reflect critically. According to the criteria of indoctrination, namely relationship, intention, content and teaching method, their teaching approaches tend to be indoctrinatory, rather than educational. This is certainly unacceptable to those who believe education is concerned with the development of independent, critically thinking individuals. Hopefully, this paper will enhance the awareness of the potential indoctrinatory nature of nationalistic education of teachers and shed light on the development of school-based nationalistic education aiming at the cultivation of the 'critical patriot'.
[Copyright © 2004 Symposium Journals Ltd.]

本文對香港與新加坡的大學服務學習課程取向特點展開比較。香港各大學之服務學習多由各大高校自主設計與發展，在服務學習課程的發展方面呈現出以下取向：與學術科目結合的學術型服務學習，培養學生道德與品格發展為主的服務學習計劃，以及通過服務活動培養學生的共通能力。新加坡地區服務學習主要由政府推動，在教育部提供指引下各個專上院校發展出多樣的服務學習課程，不過學術型服務學習較為少見，新加坡理工大學還為交換學生另設獎學金。文章繼而從解釋性視角探究這些特點如何折射出兩地政治、社會、文化、經濟等因素的影響，進而對課程比較的焦點與視角作討論。