「體育教師暑期學校2011」是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，2011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「360° 向學生推廣健康生活」，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健康生活。 「體育教師暑期學校2011」包括以下專業發展活動 :

1. 專題講座 (小學組 / 中學組)

2. 教學工作坊

主題及目標

「健康生活」可以定義為擁有健康生活方式，包括均衡飲食及健康飲食習慣、充足的睡眠及休息、定期進行體能運動、有效地管理壓力以及不濫用藥物和吸煙。360度推廣是此項目的意圖和決心，以各種專業支援使學生於校內和校外培養健康生活。這就如學習領域課程文件中「全方位學習」的意思。

香港學生健康問題
過去幾十年間，國際和香港越來越關注學生面對的健康問題。結果所得是因為不良的生活習慣和方式，導致學生的健康問題上升。 學生缺乏運動、慣於久坐不動的生活方式或生活促成許多健康問題已到達警覺期。Pemberton和McSwegin(1993)的研究證實，缺乏體力活動、慣於久坐不動及有問題的生活方式會導致運動不足的疾病，例如冠心病、高血壓，肥胖和肌肉與骨骼疾病等。證據還顯示大部分香港成年人和學生都有這些健康問題(Chung, 1996; Speak, 1989)。

香港審計署(2009)最近進行了一項名為「小學生健康生活方式」的調查，審視各項為小學生培養更健康生活方式的成效。審計署署長在第五十二號報告書中指出衛生署的資料顯示本港小學生的肥胖情況有上升趨勢，由1997/98(學年)的16.4%增至2007/08(學年)的21.3%。童年期肥胖對公眾健康構成的威脅不斷增加，亦對社會造成沉重的經濟負擔。

吸煙、飲酒，缺乏體育運動和癡肥被歸類為一些對健康不利的風險因素。「風險因素被有關醫學研究定義為會令心血管疾病風險顯著增加」(Nieman，1995，頁304)。以下是由美國心臟協會確定為可以改變或不可以改變分類的風險的因素：

可以改變的主要風險因素　不能改變的主要風險因素　　其他因素
1 吸煙者                                   1 遺傳                                         1 糖尿病
2 高血壓                                   2 男性                                         2 癡肥
3 高血脂                                   3 年齡增加                                 3 壓力
4 缺乏體育運動
圖1：美國心臟協會確定的風險因素分類

體能活動和體適能的重要性
體適能的重要性是由於改善健康狀況與參與體能活動相關(Malina, 1994)及減少因久坐不動的生活方式帶來的健康風險(Pemberton & McSwegin, 1993)的關聯。」Bouchard和Shephard (1994) 描述在體適能，健康和體能活動的主要成分中及其複雜層序的關係：

圖 2：Bouchard和 Shephard (1994，頁78) 提出的健康，體能活動和體適能之間的關係

定期的體能活動已被證實不僅可增加人體機能至最大限度及其對生產力的影響。當人有健康習慣和體能活動得到改善，就能夠達到一個更高層次的健康狀態。相反，缺乏運動、持續不活動和不健康的生活方式會導致身體差和疾病 (Haskell, 1989)。

大體而言，參與一定程度的健身可降低健康風險 (Pemberton & McSwegin, 1993)。Morris(1984) 闡述以下健康和體能之間的關係持續連繫著整個人生，死亡的盡頭，極不健康的狀態會向左移，當健康的情況達至體能改善便向右移。

                
圖 3：健康的概念/持續健身說明健康與體適能的關係(Morris，1984，頁7)

體力活動的研究最初以降低死亡率及可能提高壽命相關聯(Blair 1993, Paffenbarger, Hyde, Wing, Lee, Jung, & Kampert, 1993)。研究確立運動的好處包括提升心肺功能、減少冠狀動脈疾病的風險因素、降低發病率及死亡率，減少焦慮和抑鬱等(American College of Sports Medicine (ACSM), 2006; Bouchard, Shephard & Stephens, 1994; Whitehead, 1989)。ACSM(2006)總結「不同活動類型與死亡率有一個明確的反比關係，同時風險狀況表指做一些運動總比沒有做好，多做運動達某個程度總比少好。因此，公眾健康的方向應該是針對讓更多的人有活動的時間 (頁4)」。增加學生的體能活動是提升體適能和健康方法之一。

但是，報導指出時下學童沒有足夠參與對健康有益的體能活動(Armstrong, 1990)，同時越來越多證據顯示心臟疾病巳在童年和青春期開始(Harris, 1989)。

同時，研究證實成年人抗拒改變，因此必需在心臟疾病的風險開始之前，透過運動和活躍的生活方式向兒童推廣健康(Sleap, 1990)。

整體而言，營養不足和缺乏衛生的生活條件可能會導致學生的健康出現問題。他們面對的問題可能與生活方式的改變有關。因此，廣泛的健康生活概念應該被灌輸，而非只限制於學生的體能活動和體適能。

學校體育課程的健康和體適能
很久以前，推廣健康已經是香港體育重要的目標。前體育課程的教學大綱(教育署，1964；課程發展委員會，1975，1980，1985；課程發展議會，1995)主要集中於發展學生身體動作的效能，尤其身體的改善，使學生擁有理想的強健體魄。小學體育的課程指引(課程發展委員會，1985)將重點放在有關技能的活動學習。序言指出 「有規律的體適能活動能夠改善體質和身體技能應被推廣」(頁8)。小學的體育網要(課程發展議會，1995)規定：「體育教師在實施教學時，要因應學童的需要，通過各種不同活動，以逹致『增加兒童之健康，促進神經、肌肉、骨骼及身體各部宫能，使身體獲致全面的發展及良好的體適能』和『培養兒童對體育活動有良好之興趣和態度，使其積極地在日常生活中參與運動和體魄的鍛鍊，養成日後參加正常休閒活動的習慣』(頁11)。」

在2007年，課程發展議會與香港考試及評核局發行的體育學習領域高中四至中六課程指引中，建設健康社區和學生的「活躍及健康的生活模式」已被推薦為重要的目標。同時指引亦採用Sharkey’s (2002)活躍及健康的生活模式的定義，即「恆常地參與體育活動，養成健康生活習慣，從而感到活力充沛、自信和積極主動」(Sharkey, 2002)。透過其他學習經歷的一般體育課程，「體育學習就是要提升學生實踐活躍及健康生活的自我調控能力」(課程發展議會與香港考試及評核局，2007，頁1)。

在課程指引中，健康生活的理念被理解為「體育選修科增強學生終身參與體育活動的興趣，幫助他們發展相關知識和技能，讓他們能夠安全和有興趣參與體育活動，而又能同時協助他們提升自我」（課程發展議會與香港考試及評核局，2007，頁4）。透過體育選修科課程推廣健康生活。課程指引（課程發展議會，2002；課程發展議會與香港考試及評核局，2007）提供教師於規劃體育課程中切實可行的方向和指引以使學生達致健康和體適能。不過，教師較少機會以具體和實踐的教學想法實現這目標作分享和辯論。現在是時候主動重新審視當前的課程，透過體育推展學生健康生活。

體育教師於體育活動與健康提出一致觀點。最近，在體育教師暑期學校活動後，進行一項關於「體育課程的銜接」的研究(李宗、高達倫和楊永年，2008)。透過問卷調查296位參與工作坊的體育教師，其中「建設活躍健康的生活方式」和「改善體質和身體協調」分別被教師選為第一和第二重要的體育目標：

促進學生健康是最重要的學習目標，新思維關注健康概念如「健康相關的體適能」、「健康生活」、「活躍的生活方式」，「終身運動」和「公共健康」等已經在學校體育課程啟動及推廣。健康及身體活動的好處已被體育教師認定為重要的學習目標。然而，如何透過體育課程推展健康和體適能的相關資訊則比較少。

儘管如此，Sleap（1990）提醒我們要謹慎及保留從體育推廣健康生活。他引述McNamee (1988) 的「自然主義謬論」中的術語解釋，雖然「有證據證明運動水平和運動不足症有關，但這不代表體育應採取任何行動」(Sleap，1990，頁18)。另外，有一些概念混淆體育教授健康，這是兩個完全不同學科的範疇。此外，邏輯上體育教師不是一個健康教育者，他們必須裝備相關技能和知識以教授健康。

事實上，以跨學科的方法普遍較有效率地推展健康計劃。從觀察體育學習，能透過學生參與健康相關的體適能活動和評估得以推廣健康。學校體適能獎勵計劃在1988年成立，取代ED-AAA5星獎勵計劃以聯課活動推廣健康。但是計劃並沒有在預期中成功實施(Li, 1994)。

審計署署長第五十二號報書在「小學生健康生活方式」中對小四學生體育課時(2008-09)的調查顯示，從409間的回應，95間(23%)分配予體育課的課時少於70分鐘。這些學校的體育課課時只有40至65分鐘不等。314間（77%）學校所分配的體育課時多於70分或以上（審計署，2009，頁43）。上述做法可能會阻礙體育教師啟導及提供足夠體能活動以改善學生健康。

然而，有四個主要原因令學校體育包含健康為重要學習目標，包括如下(Sleap，1990，頁21)：

體育對健康成長和發展的貢獻;
推廣恆常體能活動的價值;
建立一個活躍運動的生活方式; 及
預防心血管疾病的風險因素。

Harris (1989)促請學校以更多正面的角色制定全校運動政策，以培養學生活躍和健康的生活模式。此外，體育課程應被重新調整，以提供更多機會提升所需的情感、認知、身體活動和社會技能以致終身參與體能活動。

另一方面，審計署委員會建議學校參與校園至「營」特工計劃 ，此計劃由衛生署培訓及支援老師及家長，以培養學生的健康飲食習慣。委員會還建議教育局應督導小學撥出至少5％（每週約70分鐘）體育課時。衛生署最後建議小學考慮確立體能活動政策和健康飲食政策，並向持分者宣傳及支持參與。

世界衛生組織東南亞地區區域主任Uton Muchtar Rafei博士(1997)建議：「校園健康教育必須變得更為全面，使孩子們能追求健康生活和注入變革的因子」。 Rafei亦提出了一些的問題是值得學校和體育科教師考慮：

    校園健康計劃能否使兒童有關的技能實踐健康生活?
    他們能否啟發兒童的健康價值、探索和推行?
    他們能否使兒童得自行決定自己的健康?
    他們有否幫助兒童促進健康由教室推展至家庭和社區？

Sleap（1990）檢閱及建議一些在美國和澳州小學成功推行的健康計劃以供體育教師參考。它們包括“身體說明書”，“了解你的身體”，“健身參與”和“心臟健康”。學校健康推廣應該包括健康與教育部門。健康與教育規劃者及實施者、環保人士、非政府組織人員、教師、家長和社區領導人之間的密切合作是必需的。

在某種學習領域如體育完全實現或實踐推廣健康有一定困難。實現這個目標及轉化其他學習領域以推廣健康為實踐目標是需要徹底概念澄清和討論。

明顯地，學生只參與體育活動、遊戲、運動及分組活動並不足夠提升學生的健康生活，體育教師需要有目地計劃及有效的實施適切的體育課程，如果透過體育促進學生健康生活的概念得以成功地實踐，當中與具經驗的教師和體育學者分享是重要的。體育如何能被視為促進學生健康生活的手段需要進一步討論，分享和辯論。

教師是直接參與學生的學習，他們在任何教育活動中都是非常重要的持分者。他們對促進學生的健康生活是很重要。他們具創造理想學習環境的能力、建構學習目標、經驗、活動力及選擇適當的手法，對培養學生健康生活起著至關鍵的作用。因此，他們要透過專業發展計劃改善自己的教學質素及要不斷反思和創新。體育教師需要機會和平台去分享和增進各種知識及技巧，反思如何在學校體育課程中促進學生健康生活。

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，從理論和實踐分享他們如何透過體育的計劃、組織和評估以推展健康生活。這是適當的時候研究這個議題及思考如何在體育範疇上推廣健康生活的概念。因此，通過2011體育教師暑期學校的啟動，包括專題講座、校本經驗分享及教學工作坊，希望體育教師能分享相關的技巧和知識，建構相關的學習經驗以培育學生的健康生活。

體育教師暑期學校2011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，從而認識健康生活，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健康生活；
• 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健康生活；和
• 豐富體育教師的專業知識及技能以培育學生之健康生活。

The Summer School for Physical Education Teachers 2011, featuring the theme "360° Promotion of Healthy Living among Students" was initiated by the Education Bureau and organised 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 students’ healthy living. The programmes of professional development include:

1. Conference (Primary Schools / Secondary Schools)

2. Workshops

Theme and Aims
“Healthy Living” can be defined as possessing healthy lifestyle including those daily habits of consuming balanced diet and healthy eating, taking adequate sleep and rest, performing regular physical exercise, managing effectively of stress and taking no substance abuse and smoking. Taking the 360° promotion carries the intention and determination of the project that students should learn to develop healthy living by all means in and out of schools with the supports by all types of professions. It is similar to the meaning of “life-wide learning” stated in the Key Learning Area (KLA) curriculum document.

Students' health problems in Hong Kong
However, there is growing concern, both internationally and in Hong Kong, over the problems of health facing students in the past decades. The concern has probably resulted from an increase in students’ health problems resulted from problematic lifestyles or living. The association of many health problems with inactivity, sedentary lifestyles or living in student population has reached at an alarm stage. Studies confirmed that physical inactivity, sedentary and problematic lifestyles have led to a rise in hypokinetic diseases such as coronary disorder, hypertention, obesity, and musculoskeletal disorder (Pemberton & McSwegin, 1993). Evidence also indicates that such problems trouble the health condition of most adults and students in Hong Kong (Chung, 1996; Speak, 1989).

The Audit Commission, Hong Kong (2009) has recently conducted a review titled "Healthier Lifestyle for Primary School Children" to examine the Government’s efforts in fostering a healthier lifestyle for primary school children. In its Report No. 52, the Director of Audit pinpointed that the Department of Health has recorded a rising trend of obesity among primary school children, from 16.4% in 1997/98 (school year) to 21.3% in 2007/08 (school year). Childhood obesity has posed a growing threat to public health and creates significant socioeconomic burden to society.

Smoking, drinking, physical inactivity and obesity are classified as some of the risk factors that are detrimental to health. “Risk factors are defined as those that medical research has shown to be associated with a significant increase in the risk of cardiovascular disease” (Nieman, 1995, p. 304). Below is the list of risk factors identified by the American Heart Association (Nieman, 1995, p. 307) in terms of whether they can be changed or not :

Chart 1: List of categories of risk factors identified by the American Heart Association

The importance of physical activity and fitness 
The importance of physical fitness resulted from physical activity engagement is associated with improved health measurements (Malina, 1994) and reduces health risks induced by sedentary lifestyle (Pemberton & McSwegin, 1993). Bouchard and Shephard (1994) describe their complex hierarchical relationships among their major elements of physical fitness, health and physical activity as follows:

Chart 2: Relationship among Health, Physical Activity and Physical Fitness suggested by Bouchard and Shephard (1994, p. 78)

Regular physical activities had been proved to be important means of not only maximizing human physical performance, but also productivity. As one's health habits and physical activity improve, one can move to a higher level of healthy state. Without physical exercise, further inactivity and unhealthy lifestyles can lead to poor fitness and sickness (Haskell, 1989).

It is generally supported that attaining a certain level of fitness reduce health risks (Pemberton & McSwegin, 1993). Morris (1984) elaborates the relationship between health and physical fitness in a 'continuum' with a scale continues moving throughout life, ending with death at the extreme unhealthy state in the left and it moves to the right when health condition becomes better as physical fitness level improves because of physical conditioning.

Chart 3: The concept of Health/Fitness Continuum illustrating the relationship between health and fitness (Morris, 1984, p. 7).

Studies in physical activity in initially sedentary life correlate well with subsequent reductions in mortality and possibly improve longevity (Blair 1993; Paffenbarger, Hyde, Wing, Lee, Jung & Kampert, 1993). The benefits of physical activity for improving cardio-respiratory function, reducing coronary artery disease risk factors, decreasing mortality and morbidity, decreasing anxiety and depression etc. (American College of Sports Medicine (ACSM), 2006; Bouchard, Shephard, & Stephens, 1994; Whitehead, 1989) has long been well-established by research. ACSM (2006) concludes that “there is a clear inverse relationship between activity and mortality risk across activity categories, and the risk profile indicates that some exercise is better than none, and more exercise -up to a point- is better than less. Thus public health efforts should be directed towards getting more people more active of the time” (p. 4). Increasing the physical activity level of students is one of the means to improve their physical fitness and health state.

However, it is shown that school children nowadays do not engage in sufficient physical activity for the benefit of health (Armstrong, 1990) and the evidence is accumulating that heart disease begins in childhood and adolescence (Harris, 1989).

It should also be noted that adult behavior has been proven to be so resistant to change, efforts need to be directed at children for the promotion of health through physical activities and active lifestyles before heart disease risk factors start to build up (Sleap, 1990).

On the whole, students’ health problems may result from nutritional deficiencies and unhygienic living conditions. They may be confronted with problems related to lifestyle changes. Thus, a wide concept of healthy living should be incorporated instead of limit ourself with physical activity and fitness.

Health and fitness in the school PE curriculum
Promoting health has long been an important goal of PE in Hong Kong. Previous curricular emphases of PE as stated in the Syllabi (Education Department, 1964; Curriculum Development Committee, 1975, 1980, 1985; Curriculum Development Council, 1995) mainly focus on developing students’ physical movement efficiency as well as bodily or organic improvements so that students can perform with their athletic ability optimally. The Curriculum Guide for Primary School PE (Curriculum Development Committee, 1985) appears to place its emphasis on skill-related activities. In the preface, it states that “regular exercise in fitness activities leads to the improvement in physique and physical skills should be promoted” (p. 8). In the PE Syllabus for primary school (Curriculum Development Council, 1995), it was stipulated that “through physical activities, PE teachers should ensure: “to improve the organic system, the neuro-muscular system and physical fitness of pupils” and “to stimulate pupils’ interest and desirable attitudes towards physical activities and to encourage them to take part in sports, physical training and recreational activities actively and regularly” (p. 11).

Local education reform is oriented from better preparing students for rapid globalization, technological, economic and social changes, has been launched early twentieth-first Century. “Healthy Lifestyle” has been identified as one of the seven learning goals. Accordingly, the PE Key Learning Area Curriculum Guide recommends that “motivate students to regularly participate in physical activities” and “help students to acquire a healthy lifestyle” (Curriculum Development Council, 2002, p. 4) as rationale and direction of local school PE curriculum. The PE curriculum aims should help students “develop motor skills and acquire necessary knowledge through physical activities and cultivate positive values and attitudes for the development of an active and healthy lifestyle” and “acquire good health and physical fitness and body coordination through an active lifestyle” (Curriculum Development Council, 2002,   p. 13). Moreover, “Health and Fitness” have also been included as one of the 6 subject specific strands to be delivered in PE.

In 2007, the Curriculum Development Council and Hong Kong Examination and Assessment Authority published the PE Key Learning Area Curriculum and Assessment Guide (Secondary 4–6). In the guide, helping students develop “active and healthy lifestyle” has been recommended as an important goal for building healthy communities. In the guide, Sharkey’s (2002) definition of active and healthy lifestyle is adopted. It refers to “a way of living based on regular physical activity and a cluster of related healthy behaviours which leads to health, vigour, vitality, self-respect and the control of one’s destiny” (Sharkey, 2002). “PE aims to help students to raise their self-regulation for leading an active and healthy lifestyle” (Curriculum Development Council & the Hong Kong Examinations and Assessment Authority, 2007, p. 1) through the General PE Curriculum in the Other Learning Experience Domain.

In the Curriculum Guide, the concept of healthy living is further elaborated as “it fosters the development of a lifelong interest in participating in sport and physical activity. To sustain the emerging sport culture developed in students in recent years. The PE Elective provides the knowledge and skills to enable students to participate in physical activity for fun and self-enhancement in a safe manner” (Curriculum Development Council and the Hong Kong Examinations and Assessment Authority, 2007, p. 4). It has to be promoted through PE Elective Subject Curriculum. The Curriculum Guides (Curriculum Development Council, 2002; Curriculum Development Council & the Hong Kong Examinations and Assessment Authority, 2007) provided practical direction and guidelines for teachers for planning the PE curriculum to achieve the health and fitness. However, there is also relatively little opportunity for teachers to share and debate on concrete and practice teaching ideas on how the above objectives can be promoted fully. It is the timely initiative to revisit the current curricular practices so that students’ healthy living can be promoted through PE.

There were the consensus of views generated from PE teachers concerning physical activity and health. Recently, a study on the interface of PE curriculum in Hong Kong has been initiated after the Summer School for PE Teachers (Li, Cruz & Yeung, 2008). By using the questionnaire technique for investigating 296 PE teachers participating in the workshops, “Building active and healthy lifestyle” and “Improving physical fitness and bodily co-ordination” had been rated as the 1st and 2nd priority of important aims of PE:

Health is an important goal for students, new initiatives to promote the awareness of the health concepts like “heath-related fitness”, “healthy living”, “active lifestyles”, “lifetime sports” and “public health” have been initiated and promoted in the current revival as justification for PE in the school curriculum. Health and physical benefits had been recognized by PE teachers as important goals. However, relatively little information concerning how health and physical fitness can be developed through PE curriculum is available.

Having said that, Sleap (1990) alerted us that there might be some PE teachers who would urge caution and reservation of promoting healthy living through PE. He quoted McNamee’s (1988) terminology of “naturalistic fallacy” for explaining that although “there is empirical evidence regarding activity levels and hypokinetic disease, it does not necessary follow that PE should have to do anything about” (Sleap, 1990, p. 18). There is also “conceptual confusion” about teaching health in PE as two disciplines may be regarded as totally different subject content. Moreover, PE teachers are not logically health educators. PE teachers have to be equipped with skills and knowledge to teach it.

As a matter of fact, it has been commonly promoted with the mode of cross curricular approach ending up less effective and efficient health promotion programmes in respective subjects. In the case of PE from observation, health has been commonly promoted through introducing and engaging students in health-related fitness activities and assessment. In some cases, the School Physical Fitness Award Scheme which has been established in 1988 to replace the ED-AAA 5-star Award Scheme as co-curricular activity for promoting health. However, it has not been successfully implemented as expected (Li, 1994).

As a matter of fact as revealed in the survey on PE lesson time of Primary 4 students (2008-09) conducted by the Director of Audit’s Report No.52 titled “Healthier Lifestyles for Primary School Children”, it was found that 95 (23%) of 409 responding primary schools allocated less than 70 minutes lesson time for PE. “PE lesson time (only) ranged from 40-65 minutes.” While 314 (77%) primary schools responding allocated 70 minutes or more time to PE lesson (Audit Commission, 2009, p. 43). All of the above practices may hinder PE teachers for initiating and providing sufficient physical activities practices for their students in improving health.

Harris (1989) urges schools to take a more positive role in formulating a whole-school exercise policy in fostering behavioural pattern in students towards active and healthy lifestyles. Moreover, the PE curriculum should be restructured to provide more opportunities for enhancing necessary affective, cognitive, motor and social skills essential for lifetime involvement in physical activity.

On the other hand, the Director of Audit Commission recommends that more schools in Hong Kong to participate in the “School NutriAgent Project (SNAP)”. SNAP aims at empowering teachers and parents, through Department of Health training and support, with the self-efficacy in nurturing a healthy eating habit among school children. The Commission also suggests that the Education Bureau should advise primary schools to allocate at least 5% (which is about 70 minutes per week) lesson time for PE class. The Department of Health should advise primary schools to consider developing policy on physical activity alongside that on healthy eating and document the policy and disseminate it to stakeholders.

Sleap (1990) reviewed and suggests a number of health projects held successfully in primary schools in the USA and Australia for reference of PE teachers. They include “the Body Owner’s Manual”, “Know your body”, “Go for health” and “Heart Smart”. Health promotion in and out of the schools should involve health and education sectors. Close partnerships between several players like health and education planners and implementers, environmentalists, NGOs, teachers, parents and community leaders are required.

It is always difficult to realize or substantiate fully in particular learning area like PE concerning the promotion of healthy living for the students. Achieving such a goal and translate it into our realistic and practical learning targets especially through PE need to be thoroughly clarified and discussed.

Obviously, simply involving students in physical activities, games, sports and group activities may not adequately enhance students’ healthy living. It needs purposeful planning and effective implementation. Sharing with good and relevant practices from and among PE researchers and practitioners are important if the concept promoting students’ healthy living through PE is to be successfully implemented. How PE can be treated as a means for promoting students’ healthy living needs further discussion, sharing and debate.

Teachers are key players in any educational activities as they directly involve in learning and teaching for the students. They are key players for promoting students’ healthy living. Their ability to create an optimal environment, structure learning goals, experiences, activities and select appropriate methods play a vital role for nurturing students’ healthy living. Accordingly, they have to continuously improve the quality of their teaching and be prepared to be reflective and innovative through professional development programmes. Opportunities and platform have to be provided so that PE teachers can be shared and nurtured for incorporating respective understanding and skills in their school PE curriculum for promoting students’ healthy living.

• To familiarise PE teachers with the latest development in PE, in particular, healthy living;
• To disseminate good practices and share the experiences among PE teachers with particular emphasis on how healthy living can be envisaged by the students through planned PE experiences; and
• To enrich PE teachers’ professional knowledge of learning and teaching for promoting students’ healthy living.

- Back -

參考文獻 References:

American Colleges of Sports Medicine. (2006). ACSM’s guidelines for exercise testing and prescription (7th ed.). Philadelphia: Lippincott Williams & Wilkins.
Armstrong, N. (1990). New directions in physical education (Volumn 1). Campaign, IL: Human Kinetics Books.
Audit Commission. (2009). Report no. 52 of the Director of Audit - Chapter 4: Healthier lifestyle for primary school children. Hong Kong: Audit Commission.
Blair, S. N. (1993). 1993 C. H. McCloy research lecture: Physical activity, physical fitness, and health. Research Quarterly of Exercise & Sport, 64(4), 365-376.
Bouchard, C., &, Shephard, R. J. (1994). Physical activity, fitness, and health: The model and key concepts. In C. Bouchard, R. Shephard, & T. Stephens (Eds), Physical activity, fitness, and health: International proceedings and consensus statement (pp. 77-88). Champaign, IL: Human Kinetics Publishers.
Bouchard, C., Shephard, R., J. & Stephens, T. (1994). Physical activity, fitness, and health: International proceedings and consensus statement. Champaign, IL: Human Kinetics Publishers.
Chung, P. K. (1996). A study on health and physical fitness for office workers in Hong Kong. PERS Review, 2(2), 39-48.
Curriculum Development Committee. (1975). Provisional syllabus for physical education: Form I-VI. Hong Kong: Curriculum Development Committee.
Curriculum Development Committee. (1980). Syllabus for physical education: Form I-VI. Hong Kong: Curriculum Development Committee.
Curriculum Development Committee. (1985). Syllabuses for primary schools: Physical education. Hong Kong: Curriculum Development Committee.
Curriculum Development Council. (1995). Syllabus for physical education (Primary 1-6). Hong Kong: Curriculum Development Council.
Curriculum Development Council. (2002). Physical education: Key learning area curriculum guide (Primary 1- Secondary 3). Hong Kong: Curriculum Development Council.
Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. (2007). Physical education curriculum and assessment guide (Secondary 4-6). Hong Kong: Curriculum Development Council and the Hong Kong Examinations and Assessment Authority
Education Department (1964). A scheme of physical education for Hong Kong primary schools, Parts 1 & 2. Hong Kong: Government Printer.
Harris, J. (1989). A health focus in physical education. In L. Almond (Ed). The place of physical education in schools (pp. 129-138). London: Kogan Page.
Haskell, W. L (1989). Exercise as a means of maximizing human physical performance and productivity. In R. Williams & A. Wallace (Eds), Biological effects of physical activity (pp. 115-126). Champaign, IL, Human Kinetics Books.
Li, C. (1994). How physically fit are our primary four to six pupils. TESU FORUM, 39-47.
Li, C., Cruz, A., & Yeung, W. N. (2008, May). Serving PE teachers' views in the interface of primary and secondary schools PE curriculum in Hong Kong. Paper presented at the 50th International Council for Health, Physical Education, Recreation, Sport and Dance Anniversary World Congress, Kagoshima, Japan.
Malina, R. M. (1994). Physical activity: Relationship to growth, maturation, and physical fitness. In C. Bouchard, R. Shephard & T. Stephens, (Eds), Physical activity, fitness, and health: International proceedings and consensus statement (pp. 918-930). Champaign, IL: Human Kinetics Publishers.
McNamee, M. (1988). Health-related fitness and physical education. British Journal of Physical Education, 19(2), 83-84.
Morris, A. F. (1984). Sports Medicine: Prevention of athletic injuries. Dubuque, Iowa: Wm. C. Brown Publishers.
Nieman, D. C. (1995). Fitness and sports medicine: A health-related approach (3rd ed.). Palo Alto, California: Bull Publishing.
Paffenbarger, R. S., Hyde, R. T., Wing, A. L., Lee, I, M., Jung, D. L., & Kampert, J. B. (1993). The association of changes in physical-activity level and other lifestyle characteristics with mortality among men. New England Journal of Medicine, 328(8), 538-545.
Pemberton, C. L., & McSwegin, P. J. (1993). Sedentary living: A health hazard. Journal of Physical Education, Recreation and Dance, 64(5), 27-31.
Sharkey, B. J. (2002). Fitness and Health (5th ed.). Champaign, IL: Human Kinetics.
Sleap, M. (1990). Pomotion of health in prinmary school physical education. In N. Armstrong (Ed). New directions in physical education (Volumn 1) (pp. 17-36). Campaign, IL: Human Kinetics Books.
Speak, M. (1989). Health-related fitness in Hong Kong. Hong Kong: Department of Physical Education, University of Hong Kong.
Rafei, U. M. (1997). Health Promoting Schools. RD emeritus speeches/statements selected speeches Regional Director, WHO South-East Asia Region Volume II: 1997 – 2000. Retrieved from http://www.searo.who.int/en/Section980/Section1162/Section1167/Section1171_4807.htm
Whitehead, J. R. (1989). Fitness assessment results - Some concepts and analogies. Journal of Physical Education, Recreation and Dance, 60(6), 39-43.