Raymond Kim Wai Sum

Understanding teachers’ will and capacity to accomplish physical education curriculum reform: the implications for teacher development

The purpose of this study is to examine the receptivity of physical education teachers to curriculum reform and their capacity to accomplish the proposed changes. A sample of 145 secondary physical educators with different years of teaching experience was recruited to participate in this study on a voluntary basis. Using both quantitative and qualitative methods, teachers’ responses were surveyed using a questionnaire derived from the teachers’ receptivity to curriculum change (Waugh & Godfrey, 1993; Ha et al., 2004). Descriptive statistics and one-way analysis of variance (ANOVA) were used to analyze the surveyed data. Subsequently, using Fullans comprehensive framework for teacher development, a group of 20 teachers was interviewed regarding their views and concerns on the recent reforms in their profession. The results indicate that experienced teachers show statistically significant positive attitudes toward the proposed guidelines (p<0.05) and statistically significant less concern on different issues (p<0.01) as compared to their novice counterparts. In terms of the professional need for reform, the teachers, regardless of their teaching experience, identified ‘pedagogical skills for different types of students,’ ‘teaching of generic skills’ and ‘student assessment’ as the areas which need to be reviewed. Meanwhile, novice teachers consistently require strong leadership and support within and outside the school to promote ‘collegiality’ and ‘knowledge of educational contexts.’ Experienced teachers are particularly concerned about ‘continuous learning’ and ‘change process,’ which could be attributed to their traditional background and less opportunity for professional development. Ultimately, experienced teachers show a stronger commitment to their career, while novice teachers feel insecure about implementing their professional role under the uncertainties of the reform. It is suggested that a teacher development program be purposefully and systematically designed for teachers of different career stages, and more importantly, that their needs be communicated to the government and the public so as to achieve the best outcome out of professional and educational changes.

Outcomes of the Rope Skipping ‘STAR’ Programme for Schoolchildren

Abstract Physical activity in children and adolescents is on a decline trend. To this end, we conducted a matched-pair randomized controlled trial to examine the effects of a 4-week STAR (School-based; Train-the-trainer; Accessibility of resources; Recreational) skipping programme. 1,386 schoolchildren from 20 primary and secondary schools were recruited. Schools were randomized into the experimental or wait-list control group. Participants self-reported their health-related quality of life using the KIDSCREEN-27. Accelerometers were used to measure the time a subgroup of participants (n = 480) spent in moderate-to-vigorous physical activity during school hours on five consecutive days. Measures were taken at pre- and post-test. At post-test, students in the experimental group, compared to those in the control group, engaged in less moderate-to-vigorous physical activity during school hours. Health-related quality of life from two groups of students was similar, but the experimental group reported higher levels of autonomy and parent relationships. Results suggested that although the intervention did not increase students’ physical activity levels, it slightly improved their health-related quality of life. Future studies should explore personal factors that might mediate the effect of the intervention.

Construction and Validation of a Perceived Physical Literacy Instrument for Physical Education Teachers.

The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed.

A plea for support for elite student athletes in Hong Kong secondary schools

This study examines the support given to elite student athletes (ESAs) in Hong Kong secondary schools. The research question is: ‘How do ESAs manage their academic and athletic lives, and what support is given to ESAs in the secondary school setting?’ A total of 11 ESAs participated in semi-structured individual interviews and focus groups. Grounded theory was used. The results reveal that ESAs, in their dual roles, strive for an optimal balance between sport and studies in the specific culture of Hong Kong secondary schools. A Continuum Model of Support for ESAs in schools was constructed and CAESARS, the Campaign for Assisting Elite Student Athletes – through Research and Support, can be launched. Further study is required to identify the developing situation of ESAs.

A meta-synthesis of elite athletes’ experiences in dual career development

Abstract Dual career development of elite athletes has gained wide attention in the past two decades. The purpose of this study is to employ a qualitative meta-synthesis method to explore the literature on dual career experiences of elite athletes from 1996 to 2015. A total of nine studies were examined with regard to how elite athletes experience dual careers (combining athletic career with education or work). Inclusion and exclusion criteria were developed during the process to produce a clear statement of applicability of this study. A thematic synthesis was performed and a map of constructs reflected that interpersonal issues played an inter-connected and essential role in influencing elite athletes to a large extent. Potential stakeholders, especially parents and peers, were considered significant targets in implementing support programmes in order to impact the perceptions and feelings of elite athletes towards a dual career. Further research is needed to apply the findings of this study as a conceptual framework for a particular context in which the dual career development of elite athletes is less explored, especially in the context of China.

Diversified professionalism of physical education teachers in the Asian context of Hong Kong

This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs participated in this study. Data were analysed through open axial and selective coding. The concepts of organizational sensitivity, sources of satisfaction, dealing with influential persons or critical incidents, status of the profession, educational reform as a trend, and versatile roles are revealed in the theory of ‘Diversified Professionalism’. The substantive theory thus contributes to an increased appreciation of the PSPETs’ work and to the literature on physical education teachers’ professionalization and professionalism.

The career trajectory of physical education teachers in Hong Kong

This study investigates the career trajectory of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers’ career development in Hong Kong brought about by education and curriculum reforms. The specific research question is, “What are PSPETs’ career aims and how do they describe and conceptualize their career trajectories?” A qualitative research design is adopted to gain an in-depth understanding of the meaning that participants make of their career life. The researchers used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Through purposive sampling methods (snowball sampling), 11 Hong Kong PSPETs participated in this study. Data were analyzed through three major types of coding, namely: open coding, axial coding and selective coding. The results revealed that PSPETs share both similarities and differences through their career development processes. The meaning and interpretation of “assimilation” varies among the PSPETs. Their capacity for assimilation acts as the core factor in exploring the PSPETs’ career trajectories. The concepts of (a) characteristics of the organization, (b) self-orientation of career, (c) other obligations, and (d) career aspirations are clustered into the Assimilating (Career trajectory) category, which describes PSPETs’ career aims and conceptualizations of their career trajectory. PSPETs have diversified in and adapted to all aspects of their career life within a continuing, evolving scenario of education reforms. The influences and relationships that they perceived were clearly implicated in their career choice and path. PSPETs in this study revealed that disadvantages can be overcome by adapting to the diverse nature of their job and by overcoming the otherwise limited scope of their work, meaning PSPETs can assimilate more closely into the culture and context of the organization.

Relationship between perceived physical literacy and physical activity levels among Hong Kong adolescents

This study explores the relationship between the perceived physical literacy (PL) and physical activity (PA) levels of Hong Kong adolescents by using a cross-sectional study design. A total of 1,945 adolescents aged between 12 and 18, (1,028 male and 917 female) with a mean age of 14.98 (±1.65 years), took part in this study. A Perceived Physical Literacy Instrument (PPLI) and an International Physical Activity Questionnaire for Adolescents (IPAQ-A) were distributed to the participants within the first 15 minutes of PE lessons at their schools. The correlation between perceived PL and PA levels was low but significant (r = 0.227, p < 0.01), as was the correlation between the attributes of PL and PA intensity and the domains of PA (r = 0.067–0.292, p < 0.01). A significant linear equation was computed (F (3, 1941) = 35.679, p < 0.01), with an R2 of 0.052. The metabolic equivalent (MET) minutes representing participants’ predicted PA levels were –5490 + 366.1 (sense of self and self-confidence) + 221.866 (self-expression and communication with others) + 287.748 (knowledge and understanding). Looking at individual factors, the correlation between perceived PL and PA levels showed no significant difference across gender (r male = 0.234; r female = 0.198) but showed a significant difference across grade level (r junior = 0.302; r senior = 0.197), school bands (r band 1 = 0.31; r band 2 = 0.263; r band 3 = 0.191) and socio-economic status (SES) (rlow = 0.225; rmedium = 0.35; rhigh = 0.191). The relationship between perceived PL and PA levels was significantly low but was closely related to the recreational PA, including individual factors such as gender, grade levels, school band and SES. Future studies could focus on school-based PA intervention programmes for perceived PL and the relationship between perceived PL and objective PA levels.

Results from the Hong Kong's 2018 report card on physical activity for children and youth

Background/objective The Active Healthy Kids 2018 Hong Kong Report Card provides evidence-based assessment across 12 indicators of physical activity behaviors, sleep, and related community and government initiatives for children and youth. Methods The systematic development process provided by the Active Healthy Kids Global Alliance was used. The best available data from the past 10 years were reviewed by a panel of experts. According to predefined benchmarks, letter grades were assigned to 12 indicators (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behaviors, Physical Fitness, Sleep, Family, School, Community and Environment, Government, and Obesity). Results Three of the five activity behaviors received C- or C grades: Overall Physical Activity (C-), Sedentary Behaviors (C-), and Organized Sport Participation (C). Active Transportation was graded B + . Same to the 2016 Hong Kong Report Card, Active Play could not be graded. School and Government were graded C. Family and Community and Environment was graded D- and B, respectively. Three new indicators were added after the 2016 Report Card and they were graded from C- (Sleep) to D (Physical Fitness) or D- (Obesity). Conclusions Children and youth in Hong Kong have low physical activity and physical fitness levels and high sedentary behaviors despite a generally favorable community environment. A high prevalence of obesity and low levels of family support warrant more public health action. Researchers should address the surveillance gap in active play and peer support.

Social-Ecological Determinants of Elite Student Athletes’ Dual Career Development in Hong Kong and Taiwan:

Previous research has encouraged a cultural specific framework to be developed through research in Asian countries, such as China, to help internationalize the findings and help athletes to adapt them to their society and culture. Based on a socioecological framework, this study investigated how social-ecological determinants affect elite student athletes’ (ESA) experience of the socialization process of dual career development in Hong Kong and Taiwan. We interviewed eight ESAs who trained at the national level, studying simultaneously at universities in Hong Kong and Taiwan. Grounded theory techniques and procedures were used to analyze the data. Results revealed that ESAs are affected by interrelated determinants at different levels: individual (career aims, identities, roles, characters, self-efficacy, and motivation), micro-level (coaches, teammates, parents, siblings, physical education [PE] teachers, other teachers, alumni, seniors, and classmates), meso-level (interrelations between individual and micro-level), exo-level (government, financial, policy, academic, medical, and parent–teacher association), macro-level (attitudes, norms, values, beliefs, resources, and culture), and chrono-level (transition).