Physical Education (Hkdse)

PE (HKDSE) 0
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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
2018a
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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
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 9
B. Roles and values of physical education, sport, recreation and 9

leisure
C. Physical education in Hong Kong 12
D. Sport, recreation and leisure in Hong Kong 18
Reading materials 25
Examples of enquiry activities 27
References for teachers 30
References for students 32
Related websites 33
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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 Description
1. Active and healthy A way of living based on regular physical

lifestyle activities and a cluster of related healthy
behaviours which lead to health, vigour and
活躍及健康的生活模
vitality as well as self-respect and control of one’s
式
destiny.
2. Collaboration skills Problem solving, planning and making decisions

協作能力 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 skills Communication is a dynamic and ongoing process

溝通能力 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.
4. Creativity Creativity has been defined in a variety of ways.

創造力 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 personal qualities.
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Glossary
Term Description
5. Critical thinking skills Critical thinking is drawing out meaning from

given data or statements. It is concerned with the
明辨性(批判性)
accuracy of given statements. It aims at generating
思考能力
and evaluating arguments. Critical thinking is the
questioning and enquiry we engage in to judge
what to believe and what not to.
6. Energy expenditure The units of energy expenditure commonly used

are the kilojoule (metric system) and the
能量消耗
kilocalorie (British system). The daily energy
expenditure of an individual is mainly dependent
on the intensity and duration of physical activities.
7. Exercise Physical activity that is planned, structured and

repetitive for the improvement or maintenance of
健身或鍛鍊
physical fitness.
8. General PE lesson Structured PE lessons which constitute 5-8% of

total lesson time in basic education (Primary 1 to
一般體育課
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 Generic skills are fundamental to helping students

learn how to learn. They are to be developed
共通能力
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
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Glossary
Term Description
thinking skills, information technology skills,

numeracy skills, problem-solving skills, self-
management skills and study skills.
10. Health / According to the World Health Organisation,

Wellness health is a state of complete physical, mental and
social well-being and not merely the absence of
健康 /
disease or infirmity. Thus, we can interpret
豐盛人生
“health” as comparable with “wellness”.
11. Information technology IT skills include the ability to use IT to seek,

(IT) skills absorb, analyse, manage and present information
運用資訊科技能力 critically and intelligently.
12. Leisure A restful activity in which one engages during free

time.
消閒活動
13. Numeracy skills Numeracy skills include the ability to perform

運算能力 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.
14. Other Learning

An essential component that complements the
Experiences - Physical
examination subjects and Applied Learning under
Development (OLE-
the senior secondary curriculum. Through OLE-
PD) PD, students will build up lifelong capacities,
including interests and skills, for leading an active
其他學習經歷 ─ 體育
and healthy lifestyle.
發展
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Glossary
Term Description
15. Physical activity Any bodily movement produced by the

contraction of the skeletal muscles that increases
體力活動、
energy expenditure above the baseline level.
體能活動
(World Health Organisation, 2009)
An activity that involves physical exertion for

exercise, recreation or competition. (Curriculum
體育活動、身體活動
Development Council, 2007)
16. Physical education The concept of educating students through

physical activities to attain the objectives of
(PE)
cognitive development, affective development and
體育 psychomotor development (including physical
skills and fitness).
17. Physical fitness The ability to carry out daily tasks with vigour and
without undue fatigue, and with sufficient energy
體適能
to engage in leisure-time pursuits and to meet
unforeseen emergencies, and the vitality to
perform at one’s fullest capacity.
18. Physical performance The effect of executing physical skills.
體育表現
19. Physical skills Motor actions executed in unity to achieve a

purpose in physical activities. Development of
體育技能
physical skills is one of the six strands of the PE
Key Learning Area (KLA).
20. Problem solving skills Problem solving involves using thinking skills to
解決問題能力 resolve a difficulty. It assembles facts about the
problem and determines the best course of action.
21. Recreation A refreshing and diverting physical activity that
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Glossary
Term Description
康樂活動 one engages in for refreshing his / her body and

mind.
22. Self-management skills Learners who have mastered self-management
自我管理能力 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 An institutionalised game or kind of play that is
運動 competitive in nature.
24. Study skills Study skills help improve the effectiveness and
efficiency of learning.
研習能力
25. Values and attitudes Values constitute the foundation of the attitudes
and beliefs that influence one’s behaviour and way
價值觀和態度
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 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
i. Exercise(健身或鍛鍊): A subcategory of physical activity that is planned,
structured, repetitive, and aims to improve or maintain one or more components
of physical fitness. (World Health Organisation, 2018)
ii. Physical activity(體力活動、體能活動): Any bodily movement produced by

skeletal muscles that requires energy expenditure – including activities
undertaken while working, playing, carrying out household chores, travelling,
and engaging in recreational pursuits.(World Health Organisation, 2018)
iii. Physical activity(體育活動、身體活動): An activity that involves physical

exertion for exercise, recreation or competition. (Curriculum Development
Council, 2007)
iv. Physical education(體育): 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).
v. Recreation(康樂活動): A refreshing and diverting physical activity that one

engages in for refreshing his / her body and mind.
vi. Sport(運動): An institutionalised game or kind of play that is competitive in

nature.
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.
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Fig 1.1 Taking part in physical activities helps Fig 1.2 Participating in co-curricular activities
students develop collaboration skills, strengthens participants' social and
creativity and problem-solving skills. communication skills.
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.
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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
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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Key Learning Learning Targets

Stage
Key Stage One At the completion of KS1, students are able to:
(Primary 1 to  develop fundamental movement skills through fundamental movement
Primary 3) activities and physical play;
 display positive attitudes towards participation in physical activities;
 describe health benefits of physical activities; and
 express oneself and show creative thinking in physical activities.
Key Stage Two At the completion of KS2, students are able to:
(Primary 4 to  develop basic skills in at least eight different physical activities from
Primary 6) not less than four areas through introductory activities and modified
games;
 engage regularly in at least one co-curricular physical activity;  show
understanding in the basic knowledge about physical activities and their
contribution to health;
 communicate and co-operate effectively with others; and
 follow rules and regulations, and demonstrate sense of fair play
At the completion of KS3, students are able to:
 apply basic skills in at least eight different physical activities from not
less than four areas in games and competitions;
 participate actively and regularly in at least one curricular physical
Key Stage Three activity;
(Secondary 1 to
Secondary 3)  apply theories of physical activities and training principles in health-
related fitness programs;
 show critical thinking in discussion of debating issues in PE and sports;
and
 display appropriate etiquette and sportsmanship in physical activities.
At the completion of KS4, students are able to:
 demonstrate proficiency in a wide range of physical activities; 
participate actively and regularly in at least one curricular physical
activity;
 analyses physical performance from multiple perspectives and evaluate
Key Stage Four the effectiveness of health-related fitness programs;
(Secondary 4  apply problem solving skills in PE learning contexts;
and above)
 play the role of sports leader or junior coach in school and the
community; and
 show perseverance, sportsmanship and ability to face difficulties in
daily life
Table 1.1 Physical Education learning targets (Extracted from the “Physical Education Key
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Learning Area Curriculum Guide (Primary 1- Secondary 6)”, (2017)
※ KS1: Fundamental Movement includes locomotor skills, stability skills and manipulative skills
KS2 to KS3: Acquisition of skills of at least eight physical activities from not less than four areas
in General PE
# PE Elective: One of the examination subjects in the Hong Kong Diploma of Secondary
Education (HKDSE)
Fig 1.5 Physical Education curriculum framework (Extracted from the “Physical Education Key
Learning Area Curriculum Guide (Primary 1- Secondary 6)”, (2017))
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Table 1.2 Example of physical activities

(Physical Education Key Learning Area Curriculum Guide (Primary 1- Secondary 6),
(2017))
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
and trampolining, etc, the PE teacher should possess relevant qualifications to
teach these activities.
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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
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.
The School Sports Programme Coordinator (SSPC) Scheme

In 2018/19 school years, the Hong Kong Athletes Career & Education Programme
(HKACEP) of the Home Affairs Bureau (HAB) will launch the School Sports
Programme Coordinator (SSPC) Scheme in the coming three school years. This
scheme is supported by the Education Bureau (EDB), the Leisure and Cultural
Services Department (LCSD) and the Hong Kong Sports Institute(HKSI). Hong Kong
Athletes Career and Education Programme Committee under the Sports Federation &
Olympic Committee of Hong Kong, China (SF & OC) is responsible for carrying out
the scheme. Each participated school can receive the annual funding from HAB to
carry out their school sports development plans for strengthening their schools’
sporting culture in school campuses. The aims of this scheme are:
 to provide more opportunities to secondary students for participating in sports
activities so as to further promote sporting culture in campus;
 to raise the level of sport in schools and identify students with sports potential;
and
 to provides a platform for retired athletes to gain work experience for further
career development.
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Fig. 1.5 Open playground in school Fig. 1.6 Covered playground in school
Fig. 1.7 Public sports facilities – sports ground Fig. 1.8 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, 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. The Chinese University of Hong Kong and The Baptist University of Hong
Kong even include a general PE curriculum as a compulsory subject.
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PE, sports science and recreational management 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. For example, in the
Policy Address of 2006-07, “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”. Also, the Policy Address
of 2016-17 stated that, “the Government has allocated substantial additional resources
to promote sports in the community, support elite sports and maintain Hong Kong as a
centre for major international sports events”. In addition, the Government of SAR
decided to significantly increase the provision of sports facilities, and will spend a
total of $20 billion in the coming five years to launch 26 projects to develop new or
improve existing sports and recreation facilities.
Kai Tak Sport Park

The construction works of Kai Tak Sport Park are expected to commence in the
second half of 2018 and be completed in 2022/2023.The Kai Tak Sports Park is the
most important investment of the Government in sports infrastructure in recent
decades. Occupying 28 hectares of land, the Kai Tak Sports Park is about 9 hectares
larger than the Victoria Park and will contribute significantly to sports development of
Hong Kong:
 promoting "Sports for All!" through a wide range of sports facilities
 hosting major international competitions in Hong Kong for the enjoyment of the
public
 supporting Hong Kong athletes by providing more opportunities to compete at a
home venue
 providing a large landscaped park for the community to enjoy
 meeting the training and competition needs of student athletes with quality sports
facilities
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Over the past 10 years, the number of elite sports supported by the Hong Kong Sports
Institute (HKSI) has increased from 13 to 17. The number of athletes trained by the
Institute has risen from about 650 to over 1 200, with full-time athletes increasing
from about 180 to over 330 within five years. The Government has decided to inject
$1 billion into the Elite Athletes Development Fund (original have $7 billion) to
further enhance the HKSI’s efforts in nurturing elite athletes for Hong Kong.
Major international sports events held in Hong Kong have grown significantly both in
scale and level of participation. Apart from the Hong Kong Marathon and the Hong
Kong Sevens, the Formula E motor race, a first for our city, and the second Hong
Kong Cyclothon held last year were all well received.
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
 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 SC is underpinned by three Committees, namely the Community Sports

Committee (CSC), the Elite Sports Committee (ESC) and the Major Sports Events
Committee (MSEC), to help develop and promote sport in the community, elite sport
and major sports events in Hong Kong.
 The CSC advises the Secretary for Home Affairs (SHA) through the SC on wider
participation in sport through partnership with different sectors of the
community, and on funding priorities for supporting community sports
programme and initiatives.
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 The Hong Kong Games

To further promote the "Sport for All" culture in the community, the Sports
Commission has organised the Hong Kong Games (HKG) biennially since 2007.
The 7th HKG is organised by the Sports Commission and co-ordinated by its
Community Sports Committee, with the 18 District Councils (DCs), the Leisure
and Cultural Services Department, the Sports Federation & Olympic Committee
of Hong Kong, China and the various National Sports Association as co-
organisers.
The HKG is a territory-wide major multi-sport event with the 18 DCs as
participating units. The objectives of the HKG are to provide districts with more
opportunities for sports participation, exchanges and co-operation, and to
encourage active public participation in sports. Apart from improving sporting
standards at the district level, the HKG can also strengthen the public's sense of
belonging to the district they live in and help promote community cohesion
through facilitating communication and fostering friendship among the 18
districts.
 The ESC advises SHA through the SC on matters pertaining to high performance
sport, provides policy direction to the Hong Kong Sports Institute, and advises
on funding priorities for supporting high performance sport and athletes.
 The MSEC advises SHA through the SC on strategies and initiatives for hosting
major sports events through partnership with sports associations, the tourism
industry and the private sector, and on funding priorities for major sports events.
 The "M" Mark System and Support Packages

In order to help nurture more sustainable major sports events, the MSEC
launched the "M" Mark System and Support Packages (the "M" Mark System) in
November 2004. "M" Mark status will be awarded to the recognised major sports
events held in Hong Kong. A package of tailor-made support measures is
provided to meet the needs of individual "M" Mark events to help them evolve
into regular, market-oriented and profitable events. Examples of the major sports
events supported by "M" Mark System held in recent years: FIVB Volleyball
Nations League – HK, HK Marathon, HK Sevens (Rugby) and HK International
Dragon Boat Races.
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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.
Further information can be retrieved at
http://www.hab.gov.hk/en/policy_responsibilities/Recreation_Sport_and_Entertainme
nt_Licensing/t_sport.htm
 The Commissioner for Sports

In 2016, the Government of the HKSAR appointed Mr Yeung Tak-keung, the
then Deputy Secretary for Home Affairs, as the Commissioner for Sports. The
Commissioner for Sports is responsible for the co-ordination and implementation
of the sports policy, including co-ordinating among various government bureaux
and departments, National Sports Associations (NSAs) and relevant
organisations. He will continue to promote and achieve the sports policy
objectives of the Government, namely to promote sports in the community, to
support elite sports development, and to make Hong Kong a hub for major
international sports events.
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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.
ii) Non-governmental organisations
Hong Kong Sports Institute
The Hong Kong Sports Institute (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
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/
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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 July 2018 are to:
 To promote public interests in sporting activities in Hong Kong, through the
organization of various sports events and competitions, to achieve a healthier
lifestyle;
 To encourage and reflect public opinions in asking government to provide more
proper and better facilities for the practice of all sports;
 To reconcile or arbitrate in any differences which may arise between national
sports associations or groups therein;
 To coordinate all local sports organizations in the promotion of sports at different
levels from leisure to elite,to attain the ultimate goal of “Sport for All”;
 To work in conjunction with other global and regional organizations dedicated to
the promotion of international competitions;
 To foster Olympism, which promotes friendship, solidarity and fair play through
sports;
 To undertake the organization of international competitions and to support Hong
Kong athletes’ participation in them;
 To select and send Hong Kong, China delegations to all multi-sports Games,
including the Olympic Games, Asian Games,and East Asian Youth Games, etc.;
and
 To do all such other things to attain the above goals
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 July 2018, there are 79 NSAs under the SF&OC in Hong Kong.
Community Sports Clubs
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PE (HKDSE) 25
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The Community Sports Club (CSC) Project is a partnership scheme coorganised by

the LCSD and NSAs. All the CSCs under this Project must be the members of their
respective NSAs. The CSC, formed and managed by volunteers, is a non-profit
making organisation aiming to enhance the development of sports and to raise the
standard of sports at community level as well as to encourage a lifelong participation
in sports. 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.
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. For example, the
historic clubs, South China Athletic Association and Happy Valley Athletic
Association.
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PE (HKDSE) 26
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Reading Materials
Extracted from the script of “Reviewing the Development of Hong Kong School
Physical Education through History” (Wong, 1999)
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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PE (HKDSE) 27
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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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PE (HKDSE) 28
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Examples of Enquiry Activities
Themes Activity
1. Roles and values of Data collection:

Physical Education,  Give examples to show how sport affects personal
sport, recreation and development.
leisure  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:
 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?
2. The development of Study the following materials in depth and share with
school Physical classmates why you agree or disagree to the views of
Education in Hong the author.
Kong
 (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?
 What is the impact of physical development
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PE (HKDSE) 29
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Themes Activity
experiences on further studies and career path of

senior secondary students?
3. Snapshots of sport Data collection:

and recreation in
 Study a few newspapers collected over a week and
Hong Kong
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:
 Hong Kong elite athletes
 The patterns of exercise, recreation and leisure of

Hong Kong people
 Community sports facilities in Hong Kong
4. 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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PE (HKDSE) 30
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Themes Activity
Reflection:
 Which sports will be up-and-coming in Hong

Kong? What are the obstacles to their
development?
5. The tertiary Physical Data collection:

Education
 Browse through relevant websites to find
programmes in Hong
information about the curriculum goals, content
Kong
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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PE (HKDSE) 31
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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.
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PE (HKDSE) 32
------------------------------------------------------------------------------------------------------------------------------------------------------
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。
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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PE (HKDSE) 33
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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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PE (HKDSE) 34
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Related Websites
1. A.S. Watson Group Hong Kong Student Sports Awards

https://ssa.aswatson.com/en/
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.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. The Education University of Hong Kong – Bachelor of Education (Physical

Education) Programmes
https://www.eduhk.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/
11. Hong Kong Sports Institute

http://www.hksi.org.hk
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PE (HKDSE) 35
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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/oecamp/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/spfas/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 Sports Federation of Hong Kong, China

http://www.usfhk.org/
22. World Health Organisation (WHO) – Why Move for Health

http://www.who.int/moveforhealth/en/
23. Retired Athletes Transformation Programme - School Sports Promotion

Coordinator (in Chinese only)
http://hkacep.org/Product%20Photo/files/RATP_P2_Leaflet%202018_0409.pdf
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PE (HKDSE) 0

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

Physical Education Section

CSC Community Sports Club

HKDSE Hong Kong Diploma of Secondary Education

HKSI Hong Kong Sports Institute

IOC International Olympic Committee

KLAs Key Learning Areas

LCSD Leisure and Cultural Services Department

NSAs National sports associations

OLE-PD Other Learning Experiences – Physical Development

SF&OC Sports Federation and Olympic Committee of Hong Kong, China

Essential concepts and theories

A. Definitions and terminology 9

B. Roles and values of physical education, sport, recreation and 9

C. Physical education in Hong Kong 12

D. Sport, recreation and leisure in Hong Kong 18

Examples of enquiry activities 27

References for teachers 30

References for students 32

Expected learning outcomes: Students will be able to

2. evaluate the impact of the school PE curriculum on promoting healthy living in

3. make recommendations on how to promote sport, recreation and leisure in Hong

1. Active and healthy A way of living based on regular physical

2. Collaboration skills Problem solving, planning and making decisions

3. Communication skills Communication is a dynamic and ongoing process

4. Creativity Creativity has been defined in a variety of ways.

5. Critical thinking skills Critical thinking is drawing out meaning from

6. Energy expenditure The units of energy expenditure commonly used

7. Exercise Physical activity that is planned, structured and

8. General PE lesson Structured PE lessons which constitute 5-8% of

9. Generic skills Generic skills are fundamental to helping students

thinking skills, information technology skills,

10. Health / According to the World Health Organisation,

11. Information technology IT skills include the ability to use IT to seek,

12. Leisure A restful activity in which one engages during free

13. Numeracy skills Numeracy skills include the ability to perform

14. Other Learning

15. Physical activity Any bodily movement produced by the

An activity that involves physical exertion for

16. Physical education The concept of educating students through

18. Physical performance The effect of executing physical skills.

19. Physical skills Motor actions executed in unity to achieve a

21. Recreation A refreshing and diverting physical activity that

康樂活動 one engages in for refreshing his / her body and

22. Self-management skills Learners who have mastered self-management

自我管理能力 skills understand their own feelings and preserve

Essential Concepts and Theories

ii. Physical activity(體力活動、體能活動): Any bodily movement produced by

iii. Physical activity(體育活動、身體活動): An activity that involves physical

iv. Physical education(體育): The concept of educating students through physical

v. Recreation(康樂活動): A refreshing and diverting physical activity that one

vi. Sport(運動): An institutionalised game or kind of play that is competitive in

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

What’re your views on success?

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

iii) International Relationships

friendly image and promote its legacy worldwide.

C. Physical education in Hong Kong

i) Primary and secondary schools

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

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

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