Hongkong Sport

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Physical Education
(HKDSE)
Part I: Physical Education, Sport, Recreation, Leisure and

Wellness: History and Recent Development
Physical Education Section

Curriculum Development Institute
Education Bureau
The Government of the Hong Kong Special Administrative Region
2009
------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

and Wellness: History and Recent Development
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Acronyms
CDC
Curriculum Development Council
CSC
Community Sports Club
HKDSE
Hong Kong Diploma of Secondary Education
HKSI
Hong Kong Sports Institute Limited
IOC
International Olympic Committee
IT
Information technology
KLAs
Key Learning Areas
LCSD
Leisure and Cultural Services Department
NSA
National sports associations
OLE-PD
Other Learning Experiences Physical Development
PE
Physical education
SF&OC
Sports Federation and Olympic Committee of Hong Kong, China

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Contents
Page
Acronyms
Contents
Learning objectives
Glossary
Essential concepts and theories

A. Definitions and terminology
11
B. Roles and values of physical education, sport, recreation and 11

leisure
C. Physical education in Hong Kong
14
D. Sport, recreation and leisure in Hong Kong
19
Reading materials
24
Examples of enquiry activities
26
References for teachers
29
References for students
31
Related websites
32

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Learning objectives
This part gives students a general picture of the scope of physical education (PE) and
its relationship with sport, recreation and leisure. The terminology, essential concepts
and knowledge of its history and recent developments help students better understand
the contexts of PE, sport and recreation, making the learning of other topics in the PE
curriculum easier.
Expected learning outcomes: Students will be able to
1. explain the roles and values of PE, sport, recreation and leisure in daily life
with appropriate examples;
2. evaluate the impact of the school PE curriculum on promoting healthy living
in Hong Kong; and
3. make recommendations on how to promote sport, recreation and leisure in
Hong Kong.

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Glossary
Description
Term
A way of living based on regular

physical activities and a cluster of
related healthy behaviours which lead
to health, vigour and vitality as well

as self-respect and control of ones
destiny.
1.
Active and healthy

lifestyle
2.
Collaboration skills
3.
Communication
skills
4.
Creativity
Problem solving, planning and

making decisions in a small group
require collaboration skills, namely,
the skills of listening, appreciation,
communication, negotiation, making
compromises, asserting leadership,
making judgements, as well as
influencing and motivating others.
Communication is a dynamic and
ongoing process in which two or
more people interact in order to
achieve a desired outcome or goal.
When learning to communicate
effectively, learners should learn to
speak, listen, read and write
effectively. They should learn to
select the most appropriate means to
convey a message in accordance with
the purpose and context of the
communication. They should use
accurate and relevant information and
organise it systematically and
coherently for their audience. They
should also evaluate the effectiveness
of their communication and identify
areas of improvement for action.
Creativity has been defined in a
variety of ways. Some people define
it as an ability to produce original
ideas and solve problems while
others see it as a process, and yet
others take it as comprising certain

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Glossary
Description
Term
personal qualities.
5.
Critical thinking
skills
6.
Energy expenditure
7.
Exercise
8.
General PE
9.
Generic skills
Critical thinking is drawing out

meaning from given data or
statements. It is concerned with the
accuracy of given statements. It aims
at generating and evaluating
arguments. Critical thinking is the
questioning and enquiry we engage in
to judge what to believe and what not
to.
The units of energy expenditure
commonly used are the kilojoule
(metric system) and the kilocalorie
(British system). The daily energy
expenditure of an individual is
mainly dependent on the intensity
and duration of physical activities.
Physical activity that is planned,
structured and repetitive for the
improvement or maintenance of
physical fitness.
Structured PE lessons which

constitute 5-8% of total lesson time
in basic education (Primary 1 to
Secondary 3) and at least 5% in the
senior secondary curriculum. General
PE is also referred to as Other
Learning Experiences - Physical
Development (OLE-PD) at senior
secondary level in Hong Kong.
Generic skills are fundamental to

helping students learn how to learn.
They are to be developed through
learning and teaching in the context
of different subjects or KLAs, and are
transferable to different learning
situations. Nine types of generic

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Glossary
Description
Term
skills are identified by the

Curriculum Development Council as
essential: collaboration skills,
communication skills, creativity,
critical thinking skills, information
technology skills, numeracy skills,
problem-solving skills, selfmanagement skills and study skills.
According to the World Health
Organisation, health is a state of
complete physical, mental and social
well-being and not merely the
absence of disease or infirmity. Thus,
we can interpret health as
comparable with wellness.
10.
Health /
Wellness
11.
Information
technology (IT)
skills
IT skills include the ability to use IT

to seek, absorb, analyse, manage and
present information critically and
intelligently.
12.
Leisure
13.
Numeracy skills
14.
Other Learning
Experiences-Physical
Development (OLEPD)
An restful activity in which one

engages during free time.
Numeracy skills include the ability to
perform basic computations, to use
basic mathematical concepts in
practical situations, to make
reasonable estimates, to understand
graphs, charts and numerical
concepts in language, to manage data,
to handle money and to do stock
inventories.
An essential component that
complements the examination
subjects and Applied Learning under
the senior secondary curriculum.
Through OLE-PD, students will build
up lifelong capacities, including
interests and skills, for leading an
active and healthy lifestyle.

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Glossary
Description
Term
15.
Physical activity
16.
Physical education
(PE)
17.
Physical fitness
18.
Physical
performance
19.
Physical skills
20.
Problem solving
skills
Any bodily movement produced by

the contraction of the skeletal
muscles that increases energy
expenditure above the baseline level.
(World Health Organisation, 2009)
An activity that involves physical
exertion for exercise, recreation or
competition. (Curriculum
Development Council, 2007)
The concept of educating students
through physical activities to attain
the objectives of cognitive
development, affective development
and psychomotor development
(including physical skills and fitness).
The ability to carry out daily tasks
with vigour and without undue
fatigue, and with sufficient energy to
engage in leisure-time pursuits and to
meet unforeseen emergencies, and
the vitality to perform at ones fullest
capacity.
The effect of executing physical
skills.
Motor actions executed in unity to
achieve a purpose in physical
activities. Development of physical
skills is one of the six strands of the
PE Key Learning Area (KLA).
Problem solving involves using

thinking skills to resolve a difficulty.
It assembles facts about the problem
and determines the best course of
action.

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Glossary
Description
Term
21.
Recreation
22.
Self-management
skills
23.
Sport
24.
Study skills
25.
Values and attitudes
A refreshing and diverting physical

activity that one engages in for
refreshing his / her body and mind.
Learners who have mastered self management skills understand their

own feelings and preserve their
emotional stability. They are positive
and proactive towards work. They set
appropriate goals, make plans and
initiate actions to achieve them. They
manage time, money and other
resources well. They are able to
handle stress and tolerate
ambiguities.
An institutionalised game or kind of
play that is competitive in nature.
Study skills help improve the
effectiveness and efficiency of
learning.
Values constitute the foundation of
the attitudes and beliefs that influence
ones behaviour and way of life. They
help form principles underlying
human conduct and critical
judgement, and are qualities that
learners should develop. Some
examples of values are rights and
responsibilities, commitment,
honesty and national identity. Closely
associated with values are attitudes.
The latter supports motivation and
cognitive functioning, and affects
ones way of reacting to events or
situations. Since both values and

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Glossary
Term
Description
attitudes significantly affect the way
a student learns, they form an
important part of the school
curriculum.

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Essential Concepts and Theories

A.
Definitions and terminology
Please refer to the glossary on pages 4 - 11 for the definitions and terms used in this
booklet.
B.
Roles and values of physical education, sport, recreation and

leisure
i)
Personal Development
Physical activities help us improve fitness and performance. They also help
us widen our horizons, boost self-confidence, enhance aesthetic sensitivity
and learn tolerance as well as appreciation. Physical activities involve high
level of personal interaction. Consequently, they strengthen our social and
communication skills, provide us with opportunities to work in teams and
meet challenges, and effectively enhance our generic skills such as
collaboration skills, creativity and problem-solving skills.
Fig 1.1 Taking part in physical activities
Fig 1.2
Participating in co-curricular activities
helps students develop collaboration skills,
strengthens participants' social and communication
creativity and problem-solving skills.
skills.

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What e your views on success?

Success does not necessarily relate to how much wealth you have acquired,
but how hard you struggle to realise your dream. That is the spiritual
success. I consider it more important than its material counterpart. I
think the notion of a successful athlete is two-fold. First, it refers to
his / her outstanding performance or abilities, such as winning the
championships or breaking world records. Second, it refers to
spiritual success; for example, an injured athlete remains determined
to complete a competition. Such spiritual success echoes what the
Olympic Games and many people are promoting. (WONG Kam-po,
BBS, MH, extracted from xemplars of School Olympic Education
Programmes
Fig 1.3 WONG Kam-po, a famous local cyclist, share his views on success, reflecting the effects of
sport on socialisation.
ii)
Socialisation
Socialisation refers to the process of forming behaviours, skills, values and

personality that are in line with the social norms. Equality, fairness and
competitiveness are key emphases in physical activities. The participants will realise
that to be successful they must be positive, active and willing to contribute. In

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physical activities, we develop the concept of respecting others. Physical activities

and sports provide us with opportunities to strengthen or expand our social networks.
iii) International Relationships
Many people think that sport should not be involved in politics. In reality,
large-scale international sports events have been a platform for some
countries to showcase their power, create an image of goodwill or
leadership, and promote collaboration with other countries as well as mutual
understanding among peoples from different parts of the world. International
sports events are often an avenue for diplomatic activities such as political
negotiations, expressions of protest or even threats.
Fig 1.4 The Beijing 2008 Olympic Games raised global attention. It helped China build a
friendly image and promote its legacy worldwide.

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C. Physical education in Hong Kong

i) Primary and secondary schools
To achieve the aim of whole-person development, PE deals with "education through
the physical". It provides quality education through a variety of physical activities
that help educate students to be responsible citizens and contributing members of
society, the nation and the world. There are six learning stands in PE, namely motor
and physical skills, health and fitness, sports-related values and attitudes, knowledge
and practice of safety, knowledge of movement and aesthetic sensitivity. PE
develops students' physical competence, cognition, creativity, collaboration skills
and social skills, and enhances their physical fitness. It also improves their
confidence and competitiveness in sport, and strengthens their ability to use these
attributes in performing a wide range of physical activities associated with the
development of an active and healthy lifestyle.
General PE curriculum - In basic education (Primary 1 to Secondary 3), as well as

at senior secondary (Secondary 4 to Secondary 6), PE is one of the KLAs and it
constitutes at least 5% of the total lesson time. Therefore, all students have to attend
PE lessons. In addition, they are also encouraged to participate actively and regularly
in at least one PE-related co-curricular activity. These essential learning experiences
are referred to as General PE, or Other Learning Experiences-Physical
Development (OLE-PD) at senior secondary. Table 1.1 and Fig. 1.5 show the PE
learning targets and curriculum framework at basic education level in Hong Kong.
PE as a subject in public examinations As a senior secondary elective subject

leading to the Hong Kong Diploma of Secondary Education (HKDSE), the PE
Elective is recognised as one of the subjects to be considered for admission to most
undergraduate programmes. It builds on the foundation of the general PE curriculum
and advances students knowledge, understanding and skills in PE, sport and
recreation; and is designed to help students develop a good foundation for further
study in the areas of science, humanities and social sciences.

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Key Learning
Stage
Key Stage One
(Primary 1 to
Primary 3)
Key Stage Two

(Primary 4 to
Primary 6)
Key Stage Three

(Secondary 1 to
Secondary 3)
Key Stage Four

(Secondary 4
and above)
Learning Targets
To develop locomotor skills, stability skills and manipulative skills

through fundamental movement activities and physical play
To acquire basic knowledge about fundamental movement and know the

health benefits of physical activities
To be able to express oneself and be creative in physical activities
To develop positive attitudes towards participation in physical activities
To develop basic skills in at least eight different physical activities from

not less than four areas through introductory activities and modified
games, and engage regularly in at least one PE-related co-curricular
activity
To acquire basic knowledge about physical activities and their

contribution to health
To communicate effectively and be co-operative with others
To follow rules and regulations and demonstrate fair play
To acquire and apply basic skills in at least eight different physical

activities from not less than four areas which include games and
competitions, and to participate actively and regularly in at least one PErelated co-curricular activity
To be able to apply theories of physical activities and training principles

in a health-related fitness programme
To be able to think critically about debating issues in PE and sport
To demonstrate appropriate etiquette and sportsmanship in physical

activities
To refine the skills learnt and acquire skills of diversified novel

activities, and participate actively and regularly in at least one PE
related co-curricular activity
To be able to analyse physical movement and evaluate the effectiveness

of a health-related fitness programme
To be able to apply problem-solving skills when facing problems in a

PE learning context
To take the role of sports leader or junior coach and to demonstrate

responsibility and leadership in school and the community
To maintain and transfer the attributes of perseverance, sportsmanship,

the ability to face difficulties, and other personal qualities to daily and
social life

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Table 1.1 Physical Education learning targets (Extracted from the Physical Education Key
Learning Area Curriculum Guide (Primary 1- Secondary 3), (2002)
Fig 1.5
Physical Education curriculum framework (Extracted from the Physical Education

Key Learning Area Curriculum Guide (Primary 1- Secondary 3), (2002))

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Fig1.6 Curriculum reference materials
Teacher qualifications The booklet Safety Precautions in Physical Education for

Hong Kong Schools (1999) recommends that:
Teachers without proper training in the teaching of PE should not be assigned to

teach PE.
For some activities carrying greater risk, such as swimming, canoeing, sailing,
trampolining, etc, the PE teacher should possess relevant qualifications to teach
these activities.
Catering for learner diversity Each student is different in ability, motivation,

needs, interests and potential. To help students learn better, PE teachers normally
adopt the following strategies:
Provide a diversity of physical activities to develop students potentials.
Adjust the learning content or focus on particular areas to suit the abilities and
meet the special needs of students.
Group students according to their potential and physique to minimise the
differences within each group, and enhance their motivation through challenging
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tasks as appropriate.
Pay attention to the students with health problems, special needs or high
potential, and offer protection and assistance at the right time.
Through different interest groups and school teams, provide students with
potential more opportunities to excel.
Nominate students with potential to receive further training offered by the
Leisure and Cultural Services Department and sports governing bodies.
Fig. 1.7 Open playground in school
Fig. 1.8 Covered playground in school
Fig. 1.9 Public sports facilities sports ground
Fig. 1.10 Public sports facilities swimming pool
Facilities and equipment - the majority of schools have an open playground with
ball courts, a covered playground and a hall. They are equipped with basic equipment
for PE or related co-curricular activities. Schools may apply for the use of public or
community facilities, including sports grounds, swimming pools, sports centres, hardsurfaced recreation grounds, grass and artificial turf pitches, tennis courts, squash

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courts and so on to conduct PE and related co-curricular activities. Most of these

facilities are managed by the LCSD, the Housing Department or private, regional or
district sports associations.

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ii) Tertiary institutions

General PE curriculum Tertiary institutions are equipped with various sports
facilities and equipment to encourage students to participate in physical activities
and sport. Some institutions even include a general PE curriculum as a compulsory
subject.
PE / sports science programmes There have been enormous developments in
their PE and Sports Science programmes in tertiary institutions in Hong Kong since
the early 1990s, and they have nurtured a number of graduate students in various
research areas. As regards PE teacher education, all new PE teacher education
programmes have been at degree level or above since 2000.
D. Sport, recreation and leisure in Hong Kong

The Government of the Special Administrative Region (SAR) of Hong Kong has
enhanced the promotion of sports development on all fronts in recent years. For
example, the Policy Address of 2006-07 states that It is the SAR Governments
strategy in sports development to promote sports in the community, to develop
elite sports, and to make Hong Kong a major location for international sports
events. To achieve this aim, a multi-purpose stadium complex fully equipped for
international events has been included in the Southeast Kowloon Development
Plan. The Government has also earmarked funding to embark on the
redevelopment of the Hong Kong Sports Institute to provide world-class training
facilities for local athletes. We will allocate an additional $70 million in recurrent
expenditure to provide comprehensive support for our elite athletes and to enable
the National Sports Associations to intensify their participation in community
activities and the School Sports Programme.
The following organisations are responsible for promoting sport, recreation and
leisure in different aspects:
i) Governmental organisations
Sports Commission
The Sports Commission is an advisory body under the Home Affairs Bureau. It
advises the Government on
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the policies, strategies and framework of implementation for sports development;

and
the provision of funding and resources in support of sports development in Hong

Kong, taking into account the inputs from various stakeholders in sports through
partnership and collaboration.
The Sports Commission is underpinned by the following three sub-committees that

give advice to help develop and promote sports development in Hong Kong in various
aspects:
The Community Sports Committee gives advice on wider participation in

sports through closer partnership with different sectors of the community.
The Elite Sports Committee considers matters pertaining to high-performance

sports.
The Major Sports Events Committee consults on strategies and initiatives,

through close collaboration with sports associations, the tourism industry and the
private sector, and on funding priorities for major sports events.
Home Affairs Bureau (HAB)

In the field of sport and recreation, the Home Affairs Bureau (HAB) formulates and
coordinates policy and legislation for developing recreation and sport in Hong Kong.
Its principal objectives are to:
raise the profile of sport and physical recreation in the community, emphasising
the link between exercise, physical fitness and a healthy lifestyle;
coordinate the provision of high quality recreational and sports facilities;
encourage collaboration among different sectors of the community in fostering a

strong sporting culture in the community;
support and facilitate the implementation of initiatives which help make Hong
Kong a major location for international sports events;
promote sports exchanges with neighbouring provinces/cities in the mainland;

and
raise the standard and the profile of Hong Kong sport internationally.
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Leisure and Cultural Services Department (LCSD)

The Leisure and Cultural Services Department (LCSD) promotes community sports
and administers funding support for the relevant organisations under the established
sports policy. It develops and manages a wide range of sports and recreational
facilities, including sports centres, swimming pool complexes, football pitches,
tennis courts, etc, which are enjoyed by the public for general recreational use as
well as by local sports governing bodies for training programmes and holding of
local and international sports events. It also supports and organises sports and
recreational programmes for the community, often in conjunction with the local
sports governing bodies.
Hong Kong Sports Institute Limited

The Hong Kong Sports Institute Limited (HKSI) provides elite athletes with a quality
training environment and support services with the aim of grooming the athletes to
achieve good results for Hong Kong in international sports events. The elite athletes
can obtain centralised support in areas of training facilities, physical fitness and
conditioning, sports science and medicine, as well as accommodation and catering. To
support the elite training programmes, the HKSI receives recurrent subvention from
the Government and derives income from other sources such as commercial
sponsorship and private donations. The Elite Training Programme of the HKSI is the
centrepiece of the elite sport training network in Hong Kong. As in May 2009, this
programme covered 11 Elite Sports: badminton, cycling, fencing, squash, rowing,
swimming, table tennis, tenpin bowling, triathlon, windsurfing and wushu.
ii) Non-governmental organisations

Sports Federation and Olympic Committee of Hong Kong, China
The Sports Federation and Olympic Committee of Hong Kong, China (SF&OC) is a
member of the International Olympic Committee (IOC). Its objectives as at May 2009
are to:
promote the interests of sports in Hong Kong;

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form and stimulate public opinions in favour of the provision of proper and
better facilities for the practice of all sports;
approve and enforce uniform laws for the encouragement and regulation of
sports in Hong Kong and to deal with any infringements thereof and to reconcile
or arbitrate in any differences which may arise between national associations or
groups therein;
coordinate all local sports organisations and to cooperate in the interests of all
concerned;
affiliate with any worldwide or regional organisations dedicated to the promotion

of international competitions;
foster the spirit of the Olympic Games, which is friendship between peoples by
means of sport;
undertake the organisation of international competitions and to promote Hong

Kong's participation in them;
approve the selection and to control Hong Kong's representation in all Olympic
Games, Asian Games, East Asian Games, all China Games, China Inter-city
Games and all other regional and international games; and
do all such other lawful things as are incidental or conducive to the attainment of
the above objects.
National Sports Associations

National sports associations (NSAs) are the local governing bodies of individual
sports. They are responsible for the promotion and development of their respective
sports in Hong Kong. Affiliated to their respective international federations and
mostly as members of the SF&OC, NSAs represent Hong Kong in international
events of their respective sport. Their duties also include nurturing athletes, coaches
and officials as well as organising both local and international events in Hong Kong.
As at May 2009, there are 74 NSAs under the SF&OC in Hong Kong.

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Community Sports Clubs

The objective of the Community Sports Club (CSC) Project is to provide assistance to
NSAs in the promotion of sport at the community level:
promote and strengthen the development of sport for young players.
enhance the standard of sports at community level.
encourage lifelong participation in sports.
iii) Private and commercial clubs

Fitness or health clubs are becoming popular. Nowadays, many new housing
estates have been equipped with sports facilities for tennis, squash, swimming,
physical fitness, etc for use by their residents. There are also some private clubs
providing sports facilities and services, but their charges are relatively high.

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Reading Materials
Extracted from the script of Reviewing the Development of Hong Kong School
Physical Education through History (Wong, 1999)
(Retrieved from http://home.ied.edu.hk/~ctwong/essays/PEHISTV2.html)
Hong Kong is geographically inseparable from China, but as a British Colony before 1997 its political
and economic evolution was more affected by the impact of the United Kingdom . Education is no
exception. Therefore, a historical review of the development of Physical Education in the United
Kingdom and China is necessary.
The British Physical Education curriculum, from the very beginning up to now, has been largely sportsoriented. In the eighteenth century, the Industrial Revolution in Europe led to many
new issues. The new production mode created a new class - the capitalists.
Having achieved
satisfaction in the pursuit of wealth, they put forward higher requirements for education. High quality
public schools thus came into being.
Up until today, the British public schools are still world-renowned. In the old days, public schools were
places for the aristocracy and the royal family to educate their next generation of capitalists. Students
learnt the traditional so-called elite culture, which included English, Latin, history, mathematics, science
and arts disciplines. At first, sports were thought to hamper academic studies and therefore were
prohibited. But later the school management found that students liked to organise and participate in
competitive sports, and form clubs and associations to promote the activities. Some liberal educators
realised that competitive sports could strengthen middle class values and behaviour patterns. After that,
sports were promoted in the public schools.
At the beginning of the twentieth century, the curriculum content of Physical Education (called physical
training at that time) included formation drills, competitive games and sports, plus rhythmic activities
such as gymnastics and dance. In view of the destruction brought about by the two world wars, physical
educators started to incorporate the earlier concepts of health and physical fitness in the Physical
Education curriculum. The economic depression in the thirties also linked physical education with
community recreation. The two world wars also led to the birth of outreach type survival training:
outdoor activities, such as hiking, canoeing, sailing, etc.
In the late 1960s, to meet the scientific and technological needs of society, school education curriculum
tended to be more intellectual. The concept of Physically Education Person was proposed and
Physical Education was defined as education through physical activities and comprised the
knowledge, skills and affective domains, in addition to the development of a healthy and strong body.
As a result, a lot of academic content such as sports science and health concepts slowly infiltrated into
school Physical Education curriculum. Since 1980s, physical education has become a public

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(Retrieved from http://home.ied.edu.hk/~ctwong/essays/PEHISTV2.html)

examination subject in Britain. Australia and Hong Kong follow suit.

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Extracted from the script of an ETV programme The past, present and future
of physical education in Hong Kong (Education Bureau, 2009)
ETV The past, present and future of physical education in Hong Kong
After the Opium War, Hong Kong became a British colony. Influenced by Western culture, this small
Eastern fishing village experienced much change. At that time, the foreigners brought to Hong Kong
Western education as well as Western sports such as rugby, football, lawn bowls, etc. Some of them set
up sports clubs. For example, the Hong Kong Football Club (1886) and Kowloon Bowling Green Club
(1900) were set up at that time.
Among the sports introduced, football was the most popular among the public. The standard of the
football players was high as they had the opportunity to compete with teams from the United Kingdom.
During the Pacific War, the majority of Hong Kong sports were at a standstill. After the war, there was
an influx of immigrants into Hong Kong leading to enormous pressures in terms of health care, welfare,
housing and education. However, the then Hong Kong British Government considered these inflows of
population only passing through and did not face the problem positively. The burden of taking care of
the new immigrants was left to some churches, charitable organisations and individuals.
In 1967, riots took place in Hong Kong. The Government changed its policy and started to attach
importance to sports development, giving young people opportunities to release their energy.
In the 1970s, Hong Kong's economy and prosperity generally improved the quality of life. Television
became more and more popular, and it in turn facilitated the development of sport.
In 1982, the Government set up the Hong Kong Jubilee Sports Centre (later renamed as the Hong Kong
Sports Institute) for the training of elite athletes and the promotion of sports. Gradually, concerted
efforts from all fronts enabled Hong Kong athletes to achieve good results in international competitions.
In 2002, the HKSAR Government reviewed Hong Kong's sports development and formulated long-term
sports development policies. In 2003, the Government announced the establishment of the Sports
Commission on the formulation and implementation of sports policy direction and the implementation
of supervision and coordination work. In 2007, additional resources were allocated to promote sports
development, emphasising promoting sports in the community, developing elite sports, and
making Hong Kong a major location for international sports events.

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Examples of Enquiry Activities

Themes
1.
Roles and values of

Physical Education,
sport, recreation and
leisure
Activity
Data collection:
Give examples to show how sport affects personal

development.
Give examples to show that sport is a microcosm

of the real world.
Provide evidence to show that sport can bring

about world peace.
Reflections:
2.
The development of
school Physical
Education in Hong
Kong
In what ways have you been affected by sport?
What is the role of the PE teacher or sport coach

in the socialisation process?
Is it true that sport should not be involved in

politics? Why?
Study the following materials in depth and share with

classmates why you agree or disagree to the views of
the author.
(In Chinese) (1999)

5(2)35-44
(In Chinese) (1998)

()
1998(20-29)
(In Chinese) (2008)
Reflections:
In what ways can school Physical Education help

students develop the knowledge, skills and
attitudes for leading an active and healthy lifestyle?

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Themes
Activity
3.
Snapshots of sport
and recreation in
Hong Kong
What is the impact of physical development

experiences on further studies and career path of
senior secondary students?
Data collection:
Study a few newspapers collected over a week and

collate a statistical report to show the frequency
and main points about sport.
Visit the websites and study the discussion papers

and notes of meetings of the Sports Commission,
Community Sports Committee, Elite Sports
Committee and Major Sports Events Committee to
find out how the three-pronged policy of
promoting sports in the community, developing
elite sports, and making Hong Kong a major
location for international sports events is being
implemented in Hong Kong.
Project learning on:
4.
Hong Kong elite athletes
The patterns of exercise, recreation and leisure of

Hong Kong people
Community sports facilities in Hong Kong
The development of Data collection:

competitive
sports
Select a sport, browse through relevant websites
events
and find information about its origin, current status
and development trends.
Project learning on:
The relationship and division of labour between the

Sports Federation and Olympic Committee of

29
PE (HKDSE)
------------------------------------------------------------------------------------------------------------------------------------------------------

Themes
Activity
Hong Kong, China (SF&OC), China and National
Sport Associations (NSAs).
Reflection:
5.
The tertiary Physical

Education
programmes in Hong
Kong
Which sports will be up-and-coming in Hong

Kong? What are the obstacles to their
development?
Data collection:
Browse through relevant websites to find

information about the curriculum goals, content
and requirements of the general Physical
Education and Physical Education and Sports
Science programmes.
Explore career development after studying the

Physical Education and Sports Science
programmes.

30
PE (HKDSE)
------------------------------------------------------------------------------------------------------------------------------------------------------
References for Teachers

Bouchard, C. (Ed.). (1990). Exercise, fitness, and health: A consensus of current knowledge.
Champaign, IL: Human Kinetics.
Chin, M.K., Hensley, L.D., & Liu, Y.K. (Eds.). (2004). Innovation and application of physical
education and sports science in the new millennium: An Asia-Pacific perspective. Hong Kong
Institute of Education, Department of Physical Education and Sports Science.
Chin, M.K., Hensley, L.D., Cote, P., & Chen, S.H. (Eds.). (2004). Global perspectives in the
integration of physical activity, sports, dance, and exercise science in physical education: From
theory to practice. Hong Kong Institute of Education, Department of Physical Education and
Sports Science.
Council of Physical Education for Children. (2001). Physical education is critical to a complete
education: A position paper. National Association for Sport and Physical Education.
Haywood, K.M. (1991). The role of physical education in the development of active lifestyles.
Research Quarterly for Exercise and Sport, 62(2),151-156.
Hong Kong Government. (2006). The 2006-07 policy address: Proactive, Pragmatic, Always People
First. Hong Kong: Government Logistics Department.
Oberteuffer, D. (1962). The Role of physical education in health and fitness. American Journal of
Public Health Nations Health, 52(7), 11551160.
Pate, R. R., Pratt, M., Blair, S. N., Haskell, W. L., Macera, C. A., Bouchard, C., et al. (1995). Physical
activity and public health: A recommendation from the Centers for Disease Control and
Prevention and the American College of Sports Medicine. Journal of American Medical
Association, 273, 402-407.
U. S. Department of Health and Human Services. (1996). Physical activity and health: A report of the
Surgeon General. Atlanta, GA: U.S. Department of Health and Human Services, Centers for
Disease Control and Prevention.
World Health Organisation. (2001). Report of the Director-General. World Health Organisation.
Wuest, D. A., & Charles, A.B. (1999). Foundations of physical education and sport (13th ed.).
Boston: McGraw-Hill.
(2005)
25(1)5-10

31
PE (HKDSE)
------------------------------------------------------------------------------------------------------------------------------------------------------
(2006)26(4)67-70
(1998)
199820-29
(2006)26(9)79-81
(1995)
(1988)
(2009)
(1999)5(2)35-44
(2002) ()
(2007)()
() (2004)

32
PE (HKDSE)
------------------------------------------------------------------------------------------------------------------------------------------------------
References for Students

Greenberg, J.S., Dintiman, G.B., & Oakes, B.M. (2004). Physical fitness and
wellness: Changing the way you look, feel and perform (3rd ed.). Champaign,
IL: Human Kinetics.
(2006)26(4)67-70
(1998)
199820-29
(2006)26(9)79-81
(2003)
(2009)
(1990)
(1999)5(2)35-44
(2002) ()

33
PE (HKDSE)
------------------------------------------------------------------------------------------------------------------------------------------------------
Related Websites
1.
A.S. Watson Group Hong Kong Student Sports Awards

http://www.aswatson.com/eng/SSA.htm
2.
Centers for Disease Control and Prevention (CDC) (United States)
The Importance of Physical Activities

http://www.cdc.gov/nccdphp/dnpa/physical/importance/index.htm
3.
Chinese University of Hong Kong Physical Education / Sports Science

Programmes
http://www.cuhk.edu.hk/spe/
4.
General Administration of Sport of China (in Chinese only)

http://www.sport.gov.cn/n16/index.html
5.
Home Affairs Bureau Recreation and Sport

http://www.hab.gov.hk/tc/policy_responsibilities/Recreation_Sport_and_Entertai
nment_Licensing/sport.htm
6.
Home Affairs Department - Summer Youth Programme (in Chinese only)

http://www.summeryouth.org.hk/
7.
Hong Kong Baptist University Physical Education / Sports Science

Programmes
http://www.hkbu.edu.hk/~sosc1/pe/pe1.html
8.
Hong Kong Institute of Education Physical Education / Sports Science

Programmes
http://www.ied.edu.hk/cape/pe/index.htm
9.
Hong Kong Schools Dance Association (in Chinese only)

http://www.hksda.org.hk/
10. Hong Kong Schools Sports Federation

34
PE (HKDSE)
------------------------------------------------------------------------------------------------------------------------------------------------------
http://www.hkssf.org.hk/
11. Hong Kong Sports Institute Limited
http://www.hksi.org.hk/hksdb/
Sports Bulletin
http://www.hksi.org.hk/hksdb/front/e_pub1_sb2.html
Research Highlights
http://www.hksi.org.hk/hksdb/front/e_pub1_rh2.html
12. Jump Rope for Heart Program

http://www.jumprope.org.hk/english/index.htm
13. Leisure and Cultural Services DepartmentLeisure Services
http://www.lcsd.gov.hk/en/ls.php
14. Leisure and Cultural Services Department - School Sports Programme
http://www.lcsd.gov.hk/lschemes/sch-sport/en/index.php
Value of Sport
http://www.lcsd.gov.hk/lschemes/sch-sport/en/form/doc/sport&value.ppt
Badges Award Scheme

http://www.lcsd.gov.hk/lschemes/sch-sport/en/badges.php
Sport Captain Programme

http://www.lcsd.gov.hk/lschemes/sch-sport/en/captain_intro.php
15. List of Community Sports Clubs

http://www.hksi.org.hk/hksdb/html/et_nsac1_csc2.html
16. Outdoor Education Camp
http://www.edb.gov.hk/index.aspx?nodeID=3237&langno=1
17. Physical Education Section, Education Bureau
http://www.edb.gov.hk/index.aspx?nodeID=2408&langno=1

35
PE (HKDSE)
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18. School Physical Fitness Award Scheme

http://www.edb.gov.hk/index.aspx?langno=1&nodeID=3186
19. Sports Federation and Olympic Committee of Hong Kong, China
http://www.hkolympic.org/article/e_mainmenu
National Sports Associations in Hong Kong Directory

http://www.hkolympic.org/jsp/nsa/nsa_list.jsp
Recent Sports News by Hong Kong Olympic organisation Article Archive

http://www.hkolympic.org/article/articles_archive
20. The International Council for Health, Physical Education, Recreation, Sport, and
Dance (ICHPERSD)
http://www.ichpersd.org/
21. University of Hong Kong Physical Education / Sports Science Programmes
http://www3.hku.hk/iohp/programmes/
22. University Sports Federation of Hong Kong, China
http://www.usfhk.org/
23. World Health Organisation (WHO)
Why Move for Health

http://www.who.int/moveforhealth/en/

36

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PE (HKDSE)

Part I: Physical Education, Sport, Recreation, Leisure and

Physical Education Section

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

Curriculum Development Council

Community Sports Club

Hong Kong Diploma of Secondary Education

Hong Kong Sports Institute Limited

International Olympic Committee

Key Learning Areas

Leisure and Cultural Services Department

National sports associations

Other Learning Experiences Physical Development

Sports Federation and Olympic Committee of Hong Kong, China

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

Essential concepts and theories

B. Roles and values of physical education, sport, recreation and 11

D. Sport, recreation and leisure in Hong Kong

Examples of enquiry activities

References for teachers

References for students

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

A way of living based on regular

to health, vigour and vitality as well

Active and healthy

Problem solving, planning and

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

Critical thinking is drawing out

Structured PE lessons which

Generic skills are fundamental to

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

skills are identified by the

IT skills include the ability to use IT

An restful activity in which one

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

Any bodily movement produced by

Problem solving involves using

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

Values and attitudes

A refreshing and diverting physical

Learners who have mastered self management skills understand their

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

Essential Concepts and Theories

Definitions and terminology

Roles and values of physical education, sport, recreation and

Fig 1.1 Taking part in physical activities

Participating in co-curricular activities

helps students develop collaboration skills,

strengthens participants' social and communication

creativity and problem-solving skills.

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

What e your views on success?

Socialisation refers to the process of forming behaviours, skills, values and

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

physical activities, we develop the concept of respecting others. Physical activities

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

C. Physical education in Hong Kong

General PE curriculum - In basic education (Primary 1 to Secondary 3), as well as

PE as a subject in public examinations As a senior secondary elective subject

------------------------------------------------------------------------------------------------------------------------------------Part I: Physical Education, Sport, Recreation, Leisure

Key Stage Two

Key Stage Three