Changing the Hong Kong Physical Education Curriculum: A Post-Structural Case Study

2003 ◽  
Vol 4 (4) ◽  
pp. 345-368 ◽  
Author(s):  
David P. Johns
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Education Curriculum ◽  
Structural Case

scholarly journals Modularization of Physical Education Curriculum in Hong Kong Secondary Schools

1996 ◽  
Vol 2 (2) ◽  
pp. 7-9
Author(s):  
Arthur Chi Tak WONG ◽  
Daniel Yuk keung LI
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Secondary Schools ◽  
Education Curriculum ◽  
Curriculum Framework ◽  
Content Coverage ◽  
Curriculum Organization

LANGUAGE NOTE | Document text in Chinese; abstract also in English.This paper discusses the suitability of modularization of Physical Education Curriculum in Hong Kong secondary schools. It highlights the features, strength and limitations of a modular curriculum framework. The strength of the framework is that it allows greater flexibility for content coverage, better ensures curriculum continuity, and better fulfills accountability to the society. Nevertheless, it also highlights that modularization is merely a strategy for curriculum organization so that it does not contribute much to an alleviation of issues outside the scope of curriculum organization.本文探討中學體育課程全面單元化的適切性； 包括單元課程的內涵、優點和不足。優點方面， 包括提高課程的延續性和內容涵蓋面，與及在社會問責方面的承擔。不足的地方，在於它只是課程組織的一個方法，因此對解決課程組織以外的問題幫助不大。

scholarly journals Games Teaching: Assessment in Teaching Games for Understanding

2003 ◽  
Vol 9 (2) ◽  
pp. 58-62
Author(s):  
Raymond Yuk Kwong LIU
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Curriculum Development ◽  
Developmental Stage ◽  
Assessment Method ◽  
Physical Education Teachers ◽  
Teaching Games For Understanding ◽  
Teaching Assessment ◽  
Games Teaching

LANGUAGE NOTE | Document text in Chinese; abstract also in English.Given that, at present, assessment in the Teaching Games for Understanding approach is at a developmental stage, this paper is to articulate an effective and efficient assessment blueprint for Physical Education teachers to adopt this new games teaching approach in the teaching of ball games in schools. Through a case study involving PE teachers, this researcher has confirmed that the proposed assessment method is both effective and has practical value. Basing on the findings, it is recommended that, during implementation, students should not be solely assessed by the teacher, but as well by their peers; such mode of assessment is strongly recommended by the Curriculum Development Council of Hong Kong.目前「領會敎學法」評估的方法仍在發展探索階段中。本文的目的是建議一種評估方法，讓體育敎師能在採用「領會敎學法」敎授球類課時，也可以採用一套有效及可行的評估方法，衡量學生的真正球類活動的表現。作者透過個案研究，印證這種評估方法能有效的量度學生球類活動的整體表現能力，和這方法在學校施行上也很容易。作者並建議，在評估過程中，除了敎師評估學生外，也採納學生互評方法，這評估安排，也是課程發展議會在體育課程改革中所提倡的多元化的評估策略和模式之一。

scholarly journals Exploring Intermediate School Aged Children's Perceptions with Regards to Their Experiences of Their Physical Education Classes

2021 ◽  
Author(s):  
◽  
Michelle Esterhuizen
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Physical Activities ◽  
Pedagogical Practices ◽  
Future Research ◽  
Education Curriculum ◽  
Intermediate School ◽  
Area Of Interest

<p>The benefits of students participating in good quality physical education (PE) classes within their schools can impact other areas of their lives. The quantity of PE classes available to students, the level of choice, the range of activities and PE pedagogical practices need to be considered in order to maximise student participation and enjoyment levels in PE. The overall aim of this thesis was to determine what perceptions and experiences intermediate aged children have of their physical education classes. The objectives were concerned with the quantity of physical education classes that the students received, the level of choice the students had regarding the types of activities they participated in during PE, whether the students were aware of the possible association between physical fitness and their academic performance and whether the students felt they had an extensive variety of activities available to participate in during their physical education classes. This research utilised a survey based methodology, employing the use of a questionnaire that was completed by a total of 336 children, aged between 11 and 13 years from one Waikato Intermediate School. The findings suggested that the students were generally satisfied with the quality of their PE classes, but they recommended that some adjustments are made to their physical education curriculum and pedagogical practices. Some of these changes, included having PE more regularly, having more choice regarding the types of activities they take part in during PE, and having more diverse types of physical activities. A trend that emerged at the data analysis stage was the number of students, (both boys and girls), who were only interested in continuing on with participation in PE when they get older out of the fear of becoming fat. This issue and some of its consequences are discussed in more detail. Recommendations are made about PE and for further research. The nature and scope of this case study should be seen as a stepping stone for future research into this area of interest, particularly focussing on the experiences and perceptions of the students themselves.</p>

scholarly journals Exploring Intermediate School Aged Children's Perceptions with Regards to Their Experiences of Their Physical Education Classes

2021 ◽  
Author(s):  
◽  
Michelle Esterhuizen
Keyword(s):  
Data Analysis ◽  
Physical Education ◽  
Physical Activities ◽  
Pedagogical Practices ◽  
Future Research ◽  
Education Curriculum ◽  
Intermediate School ◽  
Area Of Interest

<p>The benefits of students participating in good quality physical education (PE) classes within their schools can impact other areas of their lives. The quantity of PE classes available to students, the level of choice, the range of activities and PE pedagogical practices need to be considered in order to maximise student participation and enjoyment levels in PE. The overall aim of this thesis was to determine what perceptions and experiences intermediate aged children have of their physical education classes. The objectives were concerned with the quantity of physical education classes that the students received, the level of choice the students had regarding the types of activities they participated in during PE, whether the students were aware of the possible association between physical fitness and their academic performance and whether the students felt they had an extensive variety of activities available to participate in during their physical education classes. This research utilised a survey based methodology, employing the use of a questionnaire that was completed by a total of 336 children, aged between 11 and 13 years from one Waikato Intermediate School. The findings suggested that the students were generally satisfied with the quality of their PE classes, but they recommended that some adjustments are made to their physical education curriculum and pedagogical practices. Some of these changes, included having PE more regularly, having more choice regarding the types of activities they take part in during PE, and having more diverse types of physical activities. A trend that emerged at the data analysis stage was the number of students, (both boys and girls), who were only interested in continuing on with participation in PE when they get older out of the fear of becoming fat. This issue and some of its consequences are discussed in more detail. Recommendations are made about PE and for further research. The nature and scope of this case study should be seen as a stepping stone for future research into this area of interest, particularly focussing on the experiences and perceptions of the students themselves.</p>

Curriculum Work in Physical Education: Beyond the Objectives Approach?

1993 ◽  
Vol 12 (3) ◽  
pp. 244-265 ◽  
Author(s):  
David Kirk
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Review Of Literature ◽  
Education Curriculum ◽  
Personal Involvement ◽  
Educational Processes ◽  
Reflective Processes

Objectives are widely used in physical education curriculum work, though the effectiveness of their use varies. Specific and behavioral objectives continue to be advocated by physical education curriculum writers despite many wide-ranging criticisms. A particular criticism is that objectives trivialize educational processes and celebrate convergent learning outcomes. In this essay, a range of advocacies on how best to approach physical education curriculum work is reviewed. A number of limitations of the objectives approach are identified. These limitations are highlighted through a review of literature and through a case study, which examines some of the practical consequences of institutionalizing an objectives approach. It is suggested that the notion of curriculum work as craft presents an alternative to the use of objectives. Curriculum work as craft involves systematic and reflective processes promoting individuality and personal involvement in teaching and learning. This approach also creates the possibility of divergent learning outcomes.

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