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
2014
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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
NSAs
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
1
Contents
2
Learning objectives
3
Glossary
4
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
Term
1.
Active and healthy
lifestyle
Description
A way of living based on regular
活躍及健康的
physical activities and a cluster of
生活模式
related healthy behaviours which lead
to health, vigour and vitality as well
as self-respect and control of one’s
destiny.
2.
Collaboration skills 協作能力
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.
3.
Communication
溝通能力
skills
4.
Creativity
創造力
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
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Glossary
Term
Description
ideas and solve problems while
others see it as a process, and yet
others take it as comprising certain
personal qualities.
5.
Critical thinking
skills
6.
Energy expenditure
Critical thinking is drawing out
明 辨 性 行 ( 批 meaning from given data or
判 性 ) 思 考 能 statements. It is concerned with the
力
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.
能量消耗
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.
7.
Exercise
健身或鍛鍊
Physical activity that is planned,
structured and repetitive for the
improvement or maintenance of
physical fitness.
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Glossary
Term
8.
General PE
Description
一般體育課程
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.
9.
Generic skills
共通能力
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
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,
self-management skills and study
skills.
10.
Health /
Wellness
健康或
豐盛人生
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
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Glossary
Term
Description
comparable with “wellness”.
11.
Information
IT skills include the ability to use IT
運用資訊科技 to seek, absorb, analyse, manage and
technology (IT)
能力
skills
12. Leisure
消閒活動
13.
運算能力
14.
Numeracy skills
present information critically and
intelligently.
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
其他學習經歷
Other Learning
complements the examination
Experiences-Physical ─ 體育發展
subjects and Applied Learning under
Development
the senior secondary curriculum.
(OLE-PD)
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
Term
15.
Physical activity
Description
體力活動、
體能活動、
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
體育活動、
身體活動
16.
Physical education
體育
(PE)
17.
Physical fitness
體適能
18.
Physical
performance
體育表現
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 one’s fullest
capacity.
The effect of executing physical
skills.
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Glossary
Term
19.
Physical skills
20.
Problem solving
skills
21. Recreation
22.
Self-management
skills
Description
體育技能
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
解決問題能力 thinking skills to resolve a difficulty.
It assembles facts about the problem
and determines the best course of
action.
康樂活動
A refreshing and diverting physical
activity that one engages in for
refreshing his / her body and mind.
Learners who have mastered
自我管理能力 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.
23.
Sport
運動
24.
Study skills
研習能力
25.
Values and attitudes 價值觀和態度
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
one’s behaviour and way of life. They
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Glossary
Term
Description
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
one’s way of reacting to events or
situations. Since both values and
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 - 10 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’re 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 “Exemplars 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 (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). 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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Learning Targets
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)
Table 1.1

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
PE-related 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
Physical Education learning targets (Extracted from the “Physical Education Key
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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 Guidelines on Physical Education Key
Learning Area for Hong Kong Schools (2011)” 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
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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
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. 1.9
Public sports facilities – sports ground
Fig. 1.8
Fig. 1.10
Covered playground in school
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
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public or community facilities, including sports grounds, swimming pools, sports
centres, hard-surfaced recreation grounds, grass and artificial turf pitches, tennis
courts, squash 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.
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 Government’s
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:
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i) Governmental organisations
Sports Commission
The Sports Commission is an advisory body under the Home Affairs Bureau.
advises the Government on
It

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;
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
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.
Further information can be retrieved at
http://www.hab.gov.hk/en/policy_responsibilities/Recreation_Sport_and_Entertainme
nt_Licensing/t_sport.htm
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.
ii) Non-governmental organisations
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. Under the HKSAR Government’s Elite Vote
Support Scheme (EVSS), achievements of both senior and junior athletes at major
international competitions will be used as the selection criterion to identify high
performance sports to be supported by the HKSI for a period of four years. Review
will be conducted every two years which is aligned with the Asian Games and
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Olympic Games cycles, to provide stable support for sports within the four-year
support cycle.
Further information can be retrieved at
http://www.hksi.org.hk/hksdb/front/e_hksi1_p2.html
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) to develop and promote
Olympic Movement in Hong Kong in accordance with the Olympic Charter. Its
objectives as at November 2014 are to:

promote the interests of sports in Hong Kong;

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 in the promotion of “Sport for All” and
to encourage every citizen to engage in daily participation in physical activities
for at least 30 minutes;

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, all other
international and regional games; and

do all such other lawful things as are incidental or conducive to the attainment of
the above objectives.
National Sports Associations
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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 November 2014, there are 75 NSAs under the SF&OC in Hong Kong.
Community Sports Clubs
The Community Sports Club (CSC) Project is a partnership scheme co-organised by
the LCSD and NSAs. All the CSCs under this Project must be the members of their
respective NSAs. The objectives of the CSC Project are:
- to promote and strengthen the sport development for young players;
- to enhance the standard of sports at community level; and
- to encourage lifelong participation in sports.
The CSC, formed and managed by volunteers, is a non-profit making organisation
aim at promoting and strengthening sports development at community level.
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
sports-oriented. 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
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.

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?
The development of
Study the following materials in depth and share with
school Physical
Education in Hong
Kong
classmates why you agree or disagree to the views of
the author.

(In Chinese) 黃志德(1999)〈從歷史看香港學校體
育的發展〉，《體康學報》，5(2)，35-44。

(In Chinese) 何敬恩(1998)。〈英國殖民地教育政
策和體育教育發展〉
，載輔導視學處體育組(編)，
《體育資訊 1998》(20-29)。香港：教育署輔導
視學處體育組。

(In Chinese) 教育局 (2008)《高中教育電視系列
- 香港體育的過去、現在與將來》。香港：香港
電台。
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
Hong Kong, China (SF&OC), China and National
Sport Associations (NSAs).
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Themes
Activity
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.
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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), 1155–1160.
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.
田野、任海、馮連世、張力為、常芸、趙傑修等 (2005)〈中國體育科學發展與展程〉，
《體育科
學》
，25(1)，5-10。
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and Wellness: History and Recent Development
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田慧、周虹(2006)〈休閒、休閒體育及其在中國的發展趨勢〉，
《體育科學》，26(4)，67-70。
何敬恩 (1998)〈英國殖民地教育政策和體育教育發展〉，載輔導視學處體育組（編）
，《體育資
訊 1998》
，20-29。香港：教育署輔導視學處體育組。
吳德勤、朱磊(2006)〈略論休閒體育的兩重象徵意義〉，《體育科學》
，26(9)，79-81。
教育局 (2009)《高中教育電視系列 － 香港體育的過去、現在與將來》
。香港：香港電台。
黃志德 (1999)〈從歷史看香港學校體育的發展〉，《體康學報》，5(2)，35-44。
課程發展議會 (2002)《體育學習學習領域課程指引 (小一至中三)》
。香港：課程發展議會。
課程發展議會與香港考試及評核局 (2007)《體育課程及評估指引(中四至中六)》。香港：政府
物流服務署。
顔妙桂(譯) (2004)《休閒敎育訓練手册》。台北市：幼獅文化事業。
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and Wellness: History and Recent Development
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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.
田慧、周虹(2006)〈休閒、休閒體育及其在中國的發展趨勢〉，
《體育科學》，26(4)，67-70。
何敬恩 (1998)〈英國殖民地教育政策和體育教育發展〉
，載輔導視學處體育組（編）
，
《體育資訊
1998》
，20-29。香港：教育署輔導視學處體育組。
吳德勤、朱磊(2006)〈略論休閒體育的兩重象徵意義〉，《體育科學》
，26(9)，79-81。
徐元民 (2003)《中國古代體育》
。台北市：品度。
教育局 (2009)《高中教育電視系列 － 香港體育的過去、現在與將來》
。香港：香港電台。
梁維熙 (1990)《活得起勁》。香港：突破出版社。
黃志德 (1999)〈從歷史看香港學校體育的發展〉，《體康學報》，5(2)，35-44。
課程發展議會 (2002)《體育學習學習領域課程指引 (小一至中三)》
。香港：課程發展議會。
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Related Websites
1.
A.S. Watson Group Hong Kong Student Sports Awards
http://www.aswatson.com/ssa/eng/index.html
2.
Centers for Disease Control and Prevention (CDC) (United States)

3.
The Importance of Physical Activities
http://www.cdc.gov/nccdphp/dnpa/physical/importance/index.htm
Chinese University of Hong Kong – Physical Education / Sports Science
Programmes
http://www.spe.cuhk.edu.hk/en-us/programmes.aspx
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/en/policy_responsibilities/Recreation_Sport_and_Entertai
nment_Licensing/sport.htm
6.
Commission on Youth Secretariat
http://www.coy.gov.hk/en/home/index.html
7.
Hong Kong Baptist University
http://pe.hkbu.edu.hk/eng/
8.
Hong Kong Institute of Education – Physical Education Programmes
http://www.ied.edu.hk/degree/bed_pe_dse.htm
9.
Hong Kong Schools Dance Association (in Chinese only)
http://www.hksda.org.hk/
10. Hong Kong Schools Sports Federation
http://www.hkssf.org.hk/
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11. Hong Kong Sports Institute Limited
http://www.hksi.org.hk/hksdb/html/front/e_wn1.html
12. Jump Rope for Heart Program
http://www.jumprope.org.hk/english/index.htm
13. Leisure and Cultural Services Department—Leisure Services
http://www.lcsd.gov.hk/en/home.php
14. Leisure and Cultural Services Department - School Sports Programme
http://www.lcsd.gov.hk/en/ssp/index.html
15. Community Sports Club Programme
http://www.lcsd.gov.hk/en/ls_act_csc.php
16. Outdoor Education Camp
http://www.edb.gov.hk/en/curriculum-development/kla/pe/references_resource/o
ecamp/index.html
17. Physical Education Section, Education Bureau
http://www.edb.gov.hk/en/curriculum-development/kla/physical-education/index.
html
18. School Physical Fitness Award Scheme
http://www.edb.gov.hk/en/curriculum-development/kla/pe/references_resource/s
pfas/index.html
19. Sports Federation and Olympic Committee of Hong Kong, China
http://www.hkolympic.org/index.php

National Sports Associations in Hong Kong – Directory
http://www.hkolympic.org/national_sport.php?language=en
20. The International Council for Health, Physical Education, Recreation, Sport, and
Dance (ICHPER·SD)
http://www.ichpersd.org/
21. University of Hong Kong – Institute of Human Performance
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http://www.ihp-new.hku.hk/
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/
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