The Summer School for Physical Education Teachers 2009, featuring the theme "Social cultural aspects of physical education" was initiated by the Education Bureau and organized by Department of Health and Physical Education, the Hong Kong Institute of Education. It is an annual professional development programme focusing on sharing innovative curricular practices, pedagogy and assessment for promoting social cultural aspects through PE.
Theme and Aims
Local PE in schools has developed rapidly in the past decades. The subject has been included as one of the examination subjects in the HKCE in 1989. Following the government mandate of having qualified PE teachers to teach the subject in schools in 1990, it has been identified as one of the key learning areas acknowledging it as fundamental and major knowledge domain in schools in the current education reform (Education Commission, 1999, 2000). Accordingly, all schools are recommended to allot at least 5 percent of the curriculum time for the subject. In the recent development of the senior secondary school curriculum, PE has been suggested as other essential learning experience in the forms of general PE and one of the electives in the Hong Kong Diploma of Secondary Education (Curriculum Development Council & The Hong Kong Examinations and Assessment Authority, 2007). The development signifies considerable professional and academic advancement of the subject in the school curriculum, which in return, requires PE teachers to develop themselves continuously and professionally. The Summer School for PE teachers 2009 serves as one of such professional supports.
"Educating students through physical activities" has long been identified as the direction of PE in schools in Hong Kong. Such an orientation has been specified in the curriculum guides since the Seventies (Curriculum Development Committee, 1975, 1980, 1985, 1988; Curriculum Development Council, 1995, 2002; Curriculum Development Council & the Hong Kong Examinations and Assessment Authority, 2007). It aims at cultivating students' all round development. Logically, social and cultural development is important aspects to be developed through PE.
From observation, cultural and social aspects of PE have not been tackled seriously. Respective implementation has been treated in the form of taken-for-granted conception. Teachers are relatively unaware of the importance of the concepts and nature of "Social cultural aspects of PE" and unfamiliar with curricular and pedagogical understanding on promoting cultural and social values through PE. Similar observation was supported by Gibbons and Bressan (1991). They comment that curriculum theorists with PE have not been particularly helpful in providing teachers with definitions and conceptual frameworks for thinking in productive ways about the social and by enlarge the affective dimension. Hellison (2003) also criticizes the concept of affection domain in PE as "Conceptual nightmare" to illustrate how the area has not been considered thoroughly by most PE teachers. Initiatives have to be launched for promoting how PE can enhance students' cultural and social development.
On the other hand, local educational reform efforts launched have addressed new goals of education in terms of "Learning to learn" and "All round development" and the role of teachers as being facilitators rather than knowledge providers (Education Commission, 1999, 2000). Social and cultural aims included as "Sports-related values and attitude" in the 6 strands, the "Collaborating and communication skills" in the generic skills domain and "Respect for others" as well as "National identity" identified as important values and attitudes for students. They are important areas of social and cultural objectives for PE apart from those psychomotor and cognitive objectives.
2009 marks a special year for Hong Kong. It is the 60th Anniversary of China. It is anticipated that the 60 th National Anniversary will attract considerable attention from the public and schools. It also provides us a good opportunity for promoting national identity and culture. As such, the main theme of "social cultural aspects of physical education" is a timely initiative.
In the current curriculum reform, it has also prioritized to reinforce five core values and attitudes. Among them, "National identity" and "Respect for others" are two important ones to be developed through all subjects and PE is of no exception. In the PE Curriculum Guide (Curriculum Development Council, 2002), "Respecting national symbols: Arranging solemn ceremonies such as raising national flags and playing national anthems in major sporting events", "Understanding the role of China in major international games: Knowing the effects of hosting the Olympics Games on the PE, political, economic and cultural development in China", "Adhering to rules and regulations and the demonstration of fair play: Respecting referee judgments in competitions and demonstrating sportsmanship", "Accepting strengths and shortcomings of others: Accepting and respecting performances of teammates and team members of opponent team" (Curriculum Development Council, 2002, p. 37) are some of the examples.
Opportunities and platform have to be provided so that PE teachers can share and nurture for incorporating respective understanding and skills in their school PE curriculum for promoting social and cultural values in PE. Thus, organization of the Summer School for PE Teachers 2009 aiming at nurturing PE teachers with knowledge and skills for enhancing students' cultural and social values is necessary.
Cultivating social and cultural understanding requires a great deal of planning and time from PE teachers. In return, opportunities for them to acquaint with professional skills and knowledge have to be provided. Nevertheless, cultural and social development through PE is a valid educational endeavor for guiding the planning, organization and evaluation of the project.
The annual Summer School for PE Teacher 2009 aims to help and familiarize PE teachers with knowledge and skills in nurturing students' cultural and social development through PE and to build up knowledge-based sharing culture. The major objectives of the Summer School for PE Teachers 2009 are formulated as follows:
The programmes of professional development include:
1. Conference
2. Experience Sharing Seminars (Primary Schools / Secondary Schools)
3. Workshops
「體育教師暑期學校2009」是由教育局為本地體育教師籌劃的一項具主題的周年專業培訓計劃，2009年度再一次由香港教育學院健康與體育學系成功申辦，主題為「體育的社會文化層面」，目的是向體育教師推介一些有效而具創意的體育課程，提供分享平台，讓他們共同分享及研究有關如何善用創新教學內容、教學法和評估等，以推展體育社會文化的經驗。
主題及目標
近年，本地體育發展迅速，體育於一九八九年被納入為中學會考科目之一；於一九九零年，政府亦規定於學校任教體育科的教師，必需具備相關的專業資歷；體育亦於現時的教育改革下被界定為八個主要學習領域之一，以顯示體育為基礎及主要的學校學習範疇（教育統籌委員會，1999，2000），故此，課程發展議會（2002）建議學校應最少編配百份之五的總課程時間教授體育；最近之新高中課程亦建議將體育列為其他主要學習經歷，課程包括「一般體育」及將來之「香港中學文憑考試」的選修科目之一（課程發展議會與香港考試及評核局，2007）。上述顯証著體育的專業及學術發展，這亦反影體育教師持續專業發展的需要，體育教師暑期學校2009 正是其中之一項專業支援項目。
「透過體育活動教育學生」是一貫的香港學校體育的方向，由七十年代起，這個取向已詳列在課程指引裏（課程發展委員會，1975，1980，1985，1988；課程發展議會，1995，2002；課程發展議會與香港考試及評核局，2007）。它的目標是培養學生的全人發展，邏輯上，社會和文化發展是體育科的重要範疇之一。
從觀察所得，體育的文化和社會層面從未被認真的對待，我們以一廂情願地對待相關的課程及教學，教師相對地未察覺有關體育的社會文化概念及本質的重要和不熟悉透過體育以促進文化和社會價值的課程和範疇。Gibbons和Bressan亦支持類似的觀察（1991），他們批評現今的體育課程專家未能為體育教師提供相關定義和概念性的框架。Hellison（2003）也批評在體育的情意領域為「概念性惡夢」，他認為大多數體育教師沒有周詳地考慮這個領域，如何於體育科推展學生的文化和社會發展是體育教師的重要及適時的課題。
另一方面，本地的教育改革制定了新的教育目標為「學會學習」和「全人發展」，而老師的角色亦轉變為啟發者而不是單純的知識提供者（教育統籌委員會，1999，2000）。在體育的學習範疇中，社會和文化內容包括「與體育相關的價值觀和態度」、「尊重別人」、「國民身份應同」、「合作」和「溝通」能力是有待推展的課題。
2009對於香港是特別的一年，這是中國建國60週年紀念，國民教育議題將為民眾和學校所關注的項目，亦是推廣民族和文化教育的好契機。同樣地，「體育的社會文化層面」是適切的議題。
當前的課程改革優先加強五個核心價值和態度，其中，「國民身份認同」和「尊重別人」是兩個重要的觀念。體育課程指引（課程發展議會，2002），亦提議部分實際的教學議題及活動如「尊敬國家標誌：在主要體育活動中安排嚴肅的典禮，例如升國旗和演奏國歌」，「在主要國際比賽了解中國的角色：了解中國主辦奧林匹克比賽對體育發展，政治，經濟和文化的影響」、「遵守規則和章程，公平比賽：在競爭中尊敬裁判員，展示體育精神」、「接受其他人的優點和缺點：尊敬隊友和對手隊伍隊員的表現」（課程發展議會，2002，頁37）等，以作體驗及實踐。
我們必須提供機會和平台，讓體育教師分享如何透過體育課程來培養相關態度、價值觀和能力以促進社會和文化價值。因此，暑期學校在2009年的目標是培養體育教師的知識和技能，促進學生的體育文化和社會價值。
為了協助體育教師熟悉相關的專業技能和知識，我們必須提供交流機會，分享他們如何透過體育的計劃、組織和評估以推展社會文化價值。
體育教師周年暑期學校2009為本港的體育教師提供專業進修機會及交流平台，讓大家能聚首一堂，共同分享及研究，從而認識體育的社會文化發展，其目標如下：
• 讓體育教師熟悉體育科的最新發展，於體育科中推展學生之社會文化發展；
• 分享及展示體育教師的教學經驗，如何發展體育以培養學生之社會及文化價值；和
• 豐富體育教師的專業知識及技能以培育學生之體育社會文化價值。
「體育教師暑期學校2009 」包括以下專業發展活動 :
1. 專題講座
3. 教學工作坊
＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊＊
References 參考文獻:
Curriculum Development Committee. (1975). Provisional syllabus for physical education: Form I-VI. Hong Kong: Government Printer.
Curriculum Development Committee. (1980). Syllabus for physical education: Form I-VI. Hong Kong: Government Printer.
Curriculum Development Committee. (1985). Syllabuses for primary schools: Physical education. Hong Kong: Government Printer.
Curriculum Development Committee. (1988). Syllabus for physical education: Secondary 1-5. Hong Kong: Government Printer.
Curriculum Development Council. (1995). Syllabus for physical education: Primary 1-6. Hong Kong: Government Printer.
Curriculum Development Council. (2002). Physical education: Key learning area curriculum guide (Primary 1- Secondary 3). Hong Kong: Printing Department.
Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. (2007). Physical education curriculum and assessment guide
(Secondary 4-6). Hong Kong: Government Logistic Department.
Education Commission. (1999). Review of education system: Framework for education reform. Learning of life. Hong Kong: Printing Department.
Education Commission. (2000). Learning for life, learning through life. Reform proposals for education system in Hong Kong. Hong Kong: Printing Department.
Gibbons, S. L., & Bressan, E. S. (1991). The affective domain in physical education: A conceptual clarification and curricular commitment. Quest, 43(1), 78-97.
Hellison, D. (2003). Teaching personal and social responsibility in physical education. In S. J. Silverman & C. D. Ennis (Eds.), Student learning in physicaleducation: Applying research to enhance instruction (pp. 269-286). Champaign, IL: Human Kinetics.