Physical activities in Hong Kong kindergartens : teachers’ self-reported practices and quality assessment /

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Student Theses

2024

Fan, Chun Man Thomas

Hong Kong : The Education University of Hong Kong

Thesis

Encouraging active participation in physical activities among kindergarten children is a key priority in Hong Kong’s Kindergarten Education Curriculum Guide (Curriculum Development Council [CDC], 2017), under the learning area of Physical Fitness and Health. Despite this emphasis, there is limited knowledge on physical activities and fundamental movement skills (FMS) teachers practice in kindergartens. Moreover, little is known about how the Education Bureau (EDB)’s inspectors assess the quality of the physical activities implemented by teachers.This dissertation portfolio draws on Stork and Sanders’s (2008) theoretical framework of high-quality physical activity programs in early childhood education. The aim of the dissertation was to depict the landscape of physical activity practices in Hong Kong kindergartens. To achieve the aim, three empirical studies were conducted.Studies 1 and 2 were survey studies involving 526 kindergarten teachers in Hong Kong. Specifically, Study 1 examined the frequency of various types of physical activities conducted by Hong Kong teachers in kindergarten across different grade levels (K1, K2, K3) and the availability and utilization of venues for these activities. Study 2 explored the frequency of various FMS practiced in the physical activities conducted by these same teachers and the association among these FMS based on the frequency of use in classrooms across the three grade levels. Data were analyzed using descriptive and parametric statistical analyses. Study 1 revealed the prevalent use of low-intensity and low-risk physical activities. Indoor venues were commonly found in kindergartens and utilized more often for such activities than outdoor venues. Study 2 highlighted an imbalance in the types of FMS practiced by teachers. Some skills, such as “riding on pedal tricycles or bikes,” were frequently practiced, whereas others, like “digging in sandbox,” were rare. Findings highlighted the crucial role of the variable grade level in the practice of physical activities and FMS. K3 teachers reported significantly higher frequency in conducting physical activities and practicing FMS than K1 and K2 teachers.Study 3 was a content analysis of 164 quality review (QR) reports issued by EDB, intended to explore the presence of various types of physical activities, positive and negative feedback, and recommendations for improvement. Data were analyzed using word frequency and descriptive statistical analyses. EDB’s inspectors were found to provide generic descriptions of physical activities in the QR reports with limited focus on this learning area. Their feedback was rather vague and superficial, lacking the specificity required for teachers and principals to improve their practices.Overall, the findings revealed disparities between internationally accepted guidelines for physical activities and actual practices in Hong Kong kindergartens. The three abovementioned studies highlight the need for improved alignment between the guidelines outlined in the Curriculum Guide and practical implementation. Findings are significant in informing stakeholders about teachers’ training needs. This dissertation also informs the EDB on the need for more detailed feedback and shapes professional development initiatives tailored to enhance teachers’ expertise in physical activities. By equipping teachers with comprehensive knowledge and skills, the quality of physical activity experiences for kindergarten children will be improved

LG51.H43 Dr 2024eb Fancmt

https://educoll.lib.eduhk.hk/records/ZMYxn3bP