CHPR 3002 - Health Education and Health Behaviours
The objectives of this module are teaching students the concept of health in relation to health education and health promotion in community. Different behavioral theories, models and approaches will be explored. This module will also look into how health promotion practice links to different models of health behaviours . Through understanding of factors related to health behaviour, modifications for healthy lifestyle can be planned within the social and cultural context. Students will learn how to put theory into practice.
CHPR 4012 - Mental Health as a Public Health Issue
The course aims to enhance students’ knowledge on mental health and its determinants in public health and psychological perspectives. Major components of the course include 1) the epidemiology of mental health problems; 2) relationships among sociocultural factors, interpersonal resources, individual characteristics, and mental health; 3) mental health issues after adverse life events; 4) concepts and theories related to mental health promotion in the community; and 5) community health services and interventions to improve mental health.
EDUC 2110 - Principles of Curriculum and Instructional Design
The course aims at introducing the theories and skills of curriculum and instructional design. The theories include: (1) models of curriculum and instructional design; (2) factors that should be considered in curriculum and instructional design; (3) establishing curriculum aims and instructional objectives; (4) selection of learning opportunities; (5) curriculum and instructional organization; (6) catering for individual differences; and (7) evaluation of student learning. Students should acquire the ability to apply the theories and skills in designing school curricula and classroom instruction.
EDUC 2120 - Principles and Implementation of Curriculum and Instructional Design
The course aims at introducing the theories and skills of curriculum and instructional design. The theories include: 1) models of curriculum and instructional design; 2) factors that should be considered in curriculum and instructional design; 3) establishing curriculum aims and instructional objectives; 4) curriculum organization; 5) curriculum implementation; 6) teaching strategies; 7) learning activities; 8) catering for individual differences; 9) assessing the learning of students; and 10) school-based curriculum design and implementation. It is hoped that learners will be able to apply what they have acquired throughout the course to handle curriculum matters and teaching tasks properly in schools.
EDUC 2210 - Education and Society in Hong Kong
This course is designed to help students reflect on the social and education system which they have lived with for about twenty years. By applying sociological and political concepts and theories, the course will analyze the development experience of postwar Hong Kong. The course will also introduce research findings on Hong Kong society and education which have been accumulated for the last four decades. It is intended to help students to have a broader and more penetrating understanding of Hong Kong society and its educational system. (Not for students who have taken UGEC 2895.)
EDUC 2220 - Educational Thought
This course aims to discuss the prominent thoughts directing educational practice and their philosophical origins or foundations. Topics include the meaning and aims of education, content and practice of teaching and learning, will be introduced and examined in relation to various fields of philosophical investigation concerning knowledge and value, humanity and society, etc. Traditional and modern, Chinese and Western perspectives on education will be scrutinized. (Not for students who have taken UGED 2682.)
EDUC 2230 - Introduction to Structure and Process of Schooling
Schooling is a major institution in modern society. As active participants in schools, teachers need a thorough understanding of their roles within the schooling system. Accordingly, this course is designed to facilitate an understanding of the schooling system under the current educational restructuring and changing society. At the conclusion of the course, students will: (1) be able to view the schooling system through different perspectives; (2) be able to inquire changes of schooling system under current educational restructuring; (3) understand teachers’ subculture and their professional development; and (4) understand pupils’ subculture and the influence of family on schooling.
EDUC 2240 - Understanding Schooling and Education Policy in Hong Kong
This course introduces learners to a structural analysis of schooling: its nature and how it has been shaped and, at the same time, how it contributes to macro social divisions and contradictions along class, gender and racial/ethnic lines. It also sensitizes learners to various aspects of school life at a micro level, in order to see how these are constrained by macro economic, political and social forces on the one hand, and how these forces go into the making of students’ identities and relationships on the other. This course attempts to portray all these macro and micro dynamics in the local context, and at the same time, depicts how these are played out in selected education policies and the process of policy-making itself
EDUC 2312 - Child and Adolescent Development
This course provides an introduction to major theoretical orientations in understanding human development. The contexts and the motivational foundation of child and adolescent development will be highlighted. The core of the course lies in different aspects of development (e.g., cognitive, moral, aesthetic, social, emotional; and self) in childhood and adolescence, which will be examined from both theoretical and applied perspectives. Issues of current concern (e.g., talent development, special educational needs, and various kinds of psychological disturbances) will also be discussed.
EDUC 3110 - School-based Curriculum Development and Implementation
The course aims at helping learners investigate the various models of curriculum development (including the highly centralized as well as the school-based models) found in different socio-political environments and, based on this, study the history of the machinery for curriculum development and of curriculum design in Hong Kong. Learners also have the opportunities to examine the major issues of school-based curriculum development and implementation. This course also helps learners to master the basic skills of implementing curriculum change in schools.
EDUC 3140 - Curricular Strategies for Tackling Individual Differences
Catering for individual differences is one of the challenges facing classroom teachers. This course aims to help student teachers develop basic understanding of the nature of the problem and means of tackling individual differences through curricular and instructional measures. Strategies such as curriculum adaptation, cooperative learning, mastery learning and assessment for learning will be covered. Student teachers will also acquire practical instructional strategies such as cubing. To make the course directly relevant to practical teaching environment, subject-specific examples and case studies will be widely used.
EDUC 3150 - Global Dialogues on Education for Sustainable Development in the Curriculum
The course attempts to promote understanding of the self and transform the ways students view themselves and navigate the world regarding Education for Sustainable Development (ESD) issues. During the course, students can have opportunities to connect, communicate, and interact with “global peers” around the world through “global dialogues”. Global dialogues can help bring together scholars and students from different parts of the world, share their experiences and views upon ESD issues, build a growing network of people with interests in ESD, and make available an accessible body of comparative information and knowledge about current and emerging issues in ESD.
EDUC3200 - Developing Intercultural Competence: Experiential Learning
This course aims to equip students with essential understanding of intercultural concepts and theories for providing effective educational services for people from diverse cultural backgrounds in Hong Kong. Students will be: (a) engaging with placement activities in a range of local social and educational contexts, (b) examining the rationale and policies and modes of social service provisions for ethnic minorities and new arrivals students in Hong Kong in the light of the theories and concepts, (c) analyzing and reflecting problems and shortfalls with the current educational settings, and (d) suggesting possible solutions to the identified problems. An experiential learning approach coupled with a wide range of interactive activities such as group presentation, site-based observations and services will be employed to sharpen the students’ intercultural awareness and sensitivity and to develop their personal perspective on themselves, others and their relations with cultural differences and diversity.
EDUC 3201 Ethics and Professional Standards for Teachers
This course provides an overview of professional standards for teachers in Hong Kong, encompassing issues related to law, professional ethics, values and behavior. Case studies are used to illustrate key aspects of T-standard+ and professional code, which include rights and responsibilities of teachers vis-a-vis other major stakeholders like students, employers, colleagues, parents/guardians, and to explicate what values and principles teachers can use to make ethical decisions and take ethical actions. Key legal issues related to professional development are also addressed and examined.
EDUC 3240 - Educational Policy and Practice in Hong Kong
This course aims to help prospective teachers to gain an understanding of the Hong Kong education system in relation to their occupational well-being and working environment. It is designed to provide prospective teachers with analytical tools to comprehend and review educational policies and their implementation. Educational issues and policies in Hong Kong will be analyzed from an international-comparative perspective and a local concern for efficiency and equity. With a brief historical background, the empirical analysis of policies will begin with the 1982 Llewellyn Report and then extend to other educational policy papers and reports. Topics for analysis may include: (1) the school system and the curriculum; (2) allocation, selection and examination; (3) technical and vocational education; (4) quality in school; (5) gender and class differentials in education; and (6) teacher education and qualification.
EDUC 3260 - Teacher Development and Leadership
Teachers are expected to play multiple roles in the education reform process. Shifting expectations require teachers to have a firm understanding of how schools operate and how reforms affect their roles both in and outside of the classroom. To effectively reshape their work in line with growing expectations, teachers must understand the current reality of school administration, their own personal weaknesses, commit to career-long professional development and consider strategies for maximizing their effectiveness. This course is designed to help teachers understand and shape their roles in a reform environment. In others words it aims to help teachers become leaders of their own professionalism. It does this in two ways. First, it aims to nurture teachers’ awareness of their own professional growth and how they can maximize the latest opportunities available in this area. Second, it helps teachers understand life in schools undergoing reform and the effect this can have on their professional life. Topics covered in the course are: understanding teachers’ role and the complexity of the school organization, developing personal mastery and personal vision in education, systems thinking and problem solving in the organization and in the classroom, learning shared vision and team learning skills, leading and managing change in school, etc.
EDUC 3270 - Engendering Education
Drawing on sociological and socio-psychological perspectives, this course tries to sensitize students to the gender implications underlying educational structures and processes. This course examines how various aspects of education, including its hierarchical structure, the curriculum and school processes, are shaped by the changing needs of capitalism and patriarchy. At the same time, this course will attempt to identify the various contradictions, paradoxes and space for resistance embedded in education. This course sees education as the site for the construction of and contests involving gender and sexualities. It also deconstructs dominant epistemologies, and introduces students to research concerning -differentiated modes of learning. The ultimate goal is to enable students to question existing power relationships in patriarchy, as well as concepts and views that are deeply embedded in such relationships, so as to be able to build up a broader intellectual space for themselves. (Not for students who have taken GDRS 2004 or UGEC 2672.)
EDUC 3280 - An introduction to Moral and Citizenship Education
This course aims to help student-teachers to reflect on their own values and on the ways they teach values, especially those values related to moral education and citizenship education in school. Philosophical, historical, social, psychological and pedagogical foundations on moral education and citizenship education will be explored. Among other important considerations, students are asked whether teachers should or can teach their own values in the classroom, and whether this is indeed inevitable. Taking education as a means aiming at nurturing human qualities for the sake of personal and social well-being, the course examines a range of values such as truth, beauty, goodness and justice as embodied in ‘whole-person education’. Key concepts like human rights, rule of law, democracy, nation-state, and globalization will be compared. How these concepts can be taught and learnt in daily classroom will be discussed. During the course students will discuss the nature of morality and explore various perspectives of moral education, values education and citizenship education. Students will also be asked to reflect upon how they understand their own personal and professional development in relation to values, moral and civic education and how to enact their various roles in the school.
EDUC 3290 - Meaning Concerns, Death and Life Education
This course aims to help student-teachers to reflect on their attitudes towards death in search for meaning of life and other meaning concerns in life education. It will draw on philosophical, historical, cultural, psychological, pedagogical and religious sources when relevant. Among other important deliberations, students are helped to reflect on their quest of meaning of life, in which kinds of deaths and their causes (e.g. mental health problems) are explored. Students learn how to cope with suicidal tendency of oneself and others, or sudden deaths of family members or friends. They will also learn how to prepare themselves as teachers in helping their future school pupils to cope with related issues on meaning concerns in death and life education.
EDUC 3310 - Psychology Applied to Learning and Teaching
This course examines how theories in psychology can be applied to enhance the cognitive and affective development of students and to promote teaching effectiveness. It also explores motivation theories and individual differences related to school learning and teaching. The emphasis is placed on modern cognitive and affective theories of motivation. Topics include: instruction taxonomy of cognitive activities; learning hierarchy analysis; computer assisted learning and mastery learning; discovery and inquiry teaching models; social learning approach; memory process; information processing approach; academic achievement, causal attribution, perceived ability, beliefs and implications of extrinsic and intrinsic motivation for classroom instruction. The significance of individual differences to learning and teaching is also investigated.
EDUC 3311 - Psychology Applied to Learning and Teaching
This course provides a general overview on major psychological theories of learning and their implications for teaching. Emphasizing on the application of theories in teaching practice, the following topics are introduced:1) Behavioral, cognitive, social-cognitive, and socio-cultural theories of learning; 2) Basic cognitive processes: attention and memory; 3) Higher-order cognition, embodied cognition, and metacognition; 4) Cognition and instruction; 5) Classroom management; 6) Motivation and individual differences; 7) Design and implementation of classroom assessments.
EDUC 3320 - Motivation and Individual Differences
Understanding the motivation of and individual differences among students is essential for effective teaching and learning. An integrated approach of theory, research and practice will be adopted in this course. It begins with inviting course participants to explore major theories of motivation for deeper insights into the learning process. Current research findings on psychological constructs related to motivation and de-motivation in school learning will then be discussed. Examples of these constructs are self-concept, self-efficacy, goal orientation, self-regulation, curiosity, interest, flow, learned helplessness, teachers’ expectations and teachers' feedbacks. Individual differences in such aspects as cognitive style, memory, intelligence, creativity, problem solving, prior knowledge and personal epistemology will also be examined. To discuss teaching strategies that would optimize students’ motivational level and to accommodate for their individual differences, we will deliberate on various instructional designs, ranging from classroom strategies to a school-wide approach.
EDUC 4110 - Design and Implementation of Student Activities (DISA)
This course aims to equip students with knowledge and skills required in design and implementation of student activities. The ultimate goal is to enhance both the processes and outcomes of student activities in the school curriculum and meet educational expectations on student learning through activities. Another aim is to heighten students’ awareness of safety and insurance issues in risk assessment through class activities.
EDUC 4130 - Information and Technology in Education
This course aims at equipping participants with knowledge and skills in making use of information technology (IT) to facilitate the process of teaching and learning in school contest. The course content includes: (1) development of multimedia and online resources for educational use; (2) integration of multimedia and e-learning elements into classroom teaching; (3) design and implementation of IT-supported collaborative inquiry learning, and (4) information literacy.
EDUC 4131 e-Learning in Schools
The rapid development of information technology (IT) brings new e-Learning opportunities to students. This course aims to develop participants’ ability to apply IT in education and design e-Learning activities in school contexts. Apart from gaining pedagogical knowledge and technological skills for leveraging IT to facilitate face-to-face teaching and self-directed learning, participants will work in groups to innovate inside- and/or outside-the-classroom activities with e-Learning strategies for addressing various educational needs or challenges in schools. The e-Learning strategies to be covered in the course include multimedia-enhanced learning, mobile learning, flipped classroom, computer-supported collaborative learning, as well as web-based inquiry learning.
EDUC 4210 - Teachers and the Teaching Profession
The course examines two significant themes in teaching – the nature of teaching as work and the actors involved in it. Topics include: the meaning of teacher work, the professionalization of teaching, the contribution of teacher professionalism to improving education, and the cultures of teachers as persons and as professionals.
EDUC 4310 - Designing and Implementing Classroom Assessments
This course aims to assist students to master the basic knowledge, skills and value judgment that are essential to effective classroom assessment in teaching different school subjects. It starts tracing the historical developments of student assessment and the thoughts behind the changes, particularly in the context of Hong Kong. With the background, the significant concepts and principles of educational assessment and measurement are explicated, including those about validity, reliability, instructional utility, criterion-reference and norm-reference assessment, and formative and summative assessment, relationships between curriculum, assessment, and learning, and teachers’ and students’ roles in classroom assessment. It then evaluates the utilities and the limitations of various assessment formats for assessing student attainments including knowledge, skills and behaviors. The assessment formats include the traditional ones (e.g., multiple-choice questions, short answers, essays), the alternative ones (e.g., portfolios, performance assessments; self and peer assessment, group assessment), and the types of assessment rubrics (holistic or analytic; generalized or task specific) used for evaluating student performance on the alternative assessments.
EDUC 4320 - Classroom Management and School Discipline
The course is designed to familiarize students with both the theoretical and the practical aspects of classroom management and school discipline. It also aims at assisting teachers to promote an optimum learning environment and to encourage the development of self-discipline among students. Topics include: organizational perspective of discipline, group dynamics, management skills in context, student-teacher relationship, school rules and organization policies, coordination between discipline and guidance, home-school partnership and whole school discipline.
EDUC 4330 - School Guidance and Counselling
The course aims to explore different kinds of guidance service in schools and their functions, and to promote guidance activities in schools in Hong Kong. The course content includes: (1) history and aims of guidance; (2) what is guidance and counselling?; (3) major dimensions in school guidance; (4) the importance of teacher counsellor as a person; (5) basic counselling theories, attitudes and techniques; (6) individual and group counselling; (7) coordination of guidance and discipline; (8) whole school approach to guidance; (9) home-school partnership; and (10) referral counselling and consultation services.
EDUC 4340 - Supporting Students with Special Educational Needs
This course employs a cross-disciplinary perspective to introduce important issues in supporting students with special educational needs (SEN) in integrated school settings. First, we examine contemporary policy changes and controversies in special education and integration. We then discuss basic principles of identification and education of exceptional children and adolescents. Curriculum and instructional issues will be deliberated. In particular, the types of SEN covered are Specific Learning Difficulties (SpLD), Intellectual Disability (ID), Autistic Spectrum Disorder (ASD), Attention Deficit/Hyperactivity Disorder (AD/HD), Physical Disability (PD), Visual Impairment (VI), Hearing Impairment (HI), Language Impairment (LI), and Giftedness and Talents (GT). Development characteristics and needs of these students at different learning stages will be addressed, with a focus on preparing prospective teachers’ readiness to teach these students in the regular classroom.
EDUC 4350 - Personal Development of Teachers
This course promotes the personal development of students in a teacher education programme context. Specially, it will discuss teachers’ physical and mental health and other related issues. Through experiential learning activities, students can raise their self-awareness and understanding of their professional and personal development. Examples of topics include teachers’ self-concept, effective communication, social support and interpersonal relationships, stress and burnout and possible physical hazards resulting from teaching, and so on. Students’ abilities to self-reflect and evaluate are particularly important.
PHPC 1001 - Foundations in Public Health
This course will introduce undergraduate students to the discipline of public health and its basic academic framework, concept and methodology. The objective of the course is to provide a broad intellectual perspective of public health and presents both local and global public health challenges that are facing our society in the 21st century. The various academic disciplines within the domains of public health that include environmental health sciences, management sciences and health policy, social and behavioral sciences and biological sciences will be introduced and discussed. The impact of these public health problems in relation to our society and our everyday lives will be emphasized. An analytic public health problem solving framework will be used to enable students to appreciate and learn the problem solving methodology in evaluating and appraising various public health problems.
PHPC 2007 - Nutrition and Health
This course provides the foundation background of nutritional science and its application to the primary prevention of diet-related illness. It will look into the importance of nutrition throughout the lifespan and in different population sub-groups. The wide variety of nutritional issues in both developed and developing countries will be discussed. There will be a specific focus on the challenges of obesity and chronic non-communicable disease.
PHPC 2009 - Environment and Work
This public health oriented course addresses how the environmental and occupational (work-related) factors affect human health and what we can do to prevent or minimize the negative impacts. Whereas environmental science tends to address how human beings affect the environment, this course focuses on how the environment affects human health. Topics include an introduction to the toxicology and environmental epidemiology methods in assessing the impact of environmental exposures on human health; how the physical, chemical or biological agents in the air, water, soil and food affect human health; the evaluation and control of common hazards in the work place; and the impacts of global environmental changes on health.
PHPC 2016 - Theories and Concepts of Health Behaviours
The course lays the foundation for socio-medical behavioural sciences in public health. Contents of the course include the definitions of health and health as a socially constructed concept, some important theories that have been widely used in health promotion, interdisciplinary health concepts, as well as key concepts about health promotion.
SPED 2010 - Team Sports
This course aims to provide students with opportunities to acquire the basic knowledge and skills to teach general physical education programs for students in primary schools, secondary schools as well as for community sport settings. This course will also enhance students’ instructional skills and learning experiences in different team sports, so as to be able them to teach and promote team sports to students at all ages. For understanding the development of different team sports in local and regional perspectives, introduction to the history, main competitive events and current trends of particular sports will also be discussed. Evaluation bases on formative and summative assessments to keep track on students' learning progress.
SPED 2011 - Teaching Basketball: Theory and Practice
This course aims to provide students with opportunities to acquire the basic knowledge and skills to teach general physical education programs for students in primary schools, secondary schools as well as for community sport settings. In addition, this course will develop students’ learning experiences and fundamental skills in Basketball for the betterment of advanced courses and career in the future.
SPED 2021 - Teaching Volleyball: Theory and Practice
This course aims to provide students with opportunities to acquire the basic knowledge and skills to teach general physical education programs for students in primary schools, secondary schools as well as for community sport settings. This course will also enhance students’ instructional skills and learning experiences in volleyball, so as to be able them to teach and promote volleyball to students at all ages. For understanding the development of volleyball in local and regional perspectives, introduction to the history, main competitive events and current trends of volleyball will also be discussed. Evaluation bases on formative and summative assessments to keep track on the learning progress.
SPED 2031 - Teaching Soccer: Theory and Practice
This course aims to provide students with opportunities to acquire the basic knowledge and skills to teach general physical education programs for students in primary schools, secondary schools as well as for community sport settings. This course will also enhance students’ instructional skills and learning experiences in soccer, so as to be able them to teach and promote soccer to students at all ages. For understanding the development of soccer in local and regional perspectives, introduction to the history, main competitive events and current trends of soccer will also be discussed. Evaluation bases on formative and summative assessments to keep track on the learning progress.
SPED 2041 - Teaching Handball: Theory and Practice
This course aims to provide students with opportunities to acquire the basic knowledge and skills to teach general physical education programs for students in primary schools, secondary schools as well as for community sport settings. This course will also enhance students’ instructional skills and learning experiences in handball, so as to be able them to teach and promote handball to students at all ages. For understanding the development of handball in local and regional perspectives, introduction to the history, main competitive events and current trends of handball will also be discussed. Evaluation bases on formative and summative assessments to keep track on the learning progress.
SPED 2050 - Racquet Sports
This course is designed to introduce students to racquet sports such as table tennis, badminton, tennis and/or squash. The fundamental knowledge, skills, rules and strategies will be covered for each racquet sport selected. The course is conducted from the point of view of applied sport science and usually involves solving complex movement problems such as the analysis of the movement skills for sports performance. With the application of generic skills such as communication, collaboration, critical thinking and problem solving skills, students are encouraged to develop self-learning skills and design innovative training strategies to strengthen their competence and confidence in racquet sports, so as to be able them for promoting racquet sports in primary and secondary schools or other community sport setting. The values and standards in racquet sports are addressed to nurture students to be professional educators or sports personnel in their future careers.
SPED 2051 - Teaching Badminton: Theory and Practice
This course aims to provide students with opportunities to acquire the basic knowledge and skills to teach general physical education programs for students in primary schools, secondary schools as well as for community sport settings. This course will also enhance students’ instructional skills and learning experiences in badminton, so as to be able them to teach and promote badminton to students at all ages. For understanding the development of badminton in local and regional perspectives, introduction to the history, main competitive events and current trends of badminton will also be discussed. Evaluation bases on formative and summative assessments to keep track on the learning progress.
SPED 2052 - Teaching Tennis: Theory and Practice
This course aims to provide students with opportunities to acquire the basic knowledge and skills to teach general physical education programs for students in primary schools, secondary schools as well as for community sport settings. This course will also enhance students’ instructional skills and learning experiences in tennis, so as to be able them to teach and promote tennis to students at all ages. For understanding the development of tennis in local and regional perspectives, introduction to the history, main competitive events and current trends of tennis will also be discussed. Evaluation bases on formative and summative assessments to keep track on the learning progress.
SPED 2053 - Teaching Squash: Theory and Practice
This course aims to enhance students’ instructional skills and knowledge in squash. Upon completion of the course, students will understand different aspects of squash, including safety measures, basic technique, tactics and rules. During the course, students will learn the teaching and coaching skills of squash.
SPED 2061 - Teaching Table Tennis: Theory and Practice
This course aims to enhance students’ instructional skills and knowledge in table tennis. Upon completion of the course, students will be able to apply the knowledge for demonstrating different basic skills of table tennis. During the course, students will learn the teaching and coaching skills of table tennis, so as to teach the Physical Education classes in Primary and Secondary School.
SPED 2110 - Individual Sports
This course includes the theories and practicum on swimming and cycling, and the teaching will use an integrated approach. Emphasis will be placed on the understanding of the specific skills and its teaching. In addition, the learning regimes together with the planning and implementation of the appropriate swimming and cycling lessons.
SPED 2111 - Teaching Swimming I: Theory and Practice
This course includes the theories and practicum on swimming and the teaching will use an integrated approach. Emphasis will be placed on the understanding of the front crawl and breaststroke and its teaching. In addition, the learning regimes together with the planning and implementation of the appropriate swimming lessons.
SPED 2112 - Teaching Swimming II: Theory and Practice
This course includes the theories and practicum on swimming and the teaching will use an integrated approach. Emphasis will be placed on the understanding of the butterfly and backstroke and its teaching. In addition, the learning regimes together with the planning and implementation of the appropriate swimming lessons.
SPED 2122 - Fitness Training for Health and Sports Performance
This course includes the principles and theories on fitness training for health and sports performance and the teaching will use an integrated approach. Emphasis will be placed on the understanding of the fitness components, training and its teaching. In addition, the learning regimes together with the planning and implementation of the appropriate fitness programmes and lessons.
SPED 2131 - Teaching Track & Field Events I: Theory & Practice
This course includes the theories and practicum on Track & Field Events and the teaching will use an integrated approach. Emphasis will be placed on the understanding of the specific sport skills and its teaching. In addition, the learning regimes together with the planning and implementation of the appropriate Track & Field Events lessons.
SPED 2132 - Teaching Track Events: Theory and Practice
This course considers the principles and theories related to the understanding of Track Events i.e. sprinting, hurdle and relay, etc using an integrated approach. Emphasis will be placed on the understanding of the theory and practice of Track Events and the planning and implementation of appropriate teaching and training programmes and lessons.
SPED 2133 - Teaching Field Events: Theory and Practice
This course considers the principles and theories related to the understanding of Field Events i.e. long jump, high jump, javelin throw, shot put and discus throw, etc. using an integrated approach. Emphasis will be placed on the understanding of the theory and practice of Field Events and the planning and implementation of appropriate teaching and training programmes and lessons.
SPED 2134 - Teaching Track & Field Events II: Theory & Practice
This course includes the advanced theories, practicum and training methods on Track & Field Events and the teaching will use an integrated approach. In addition, the learning regimes together with the teaching, planning and implementation of the appropriate Track & Field Events team training.
SPED 2141 - Fundamental Movement and Dances
This course will train students to acquire the skills to become competent physical educators and coaches teaching and/or coaching fundamental movement and dance skills. Key elements such as observational skill, motor learning ability as well as other vital teaching techniques will be emphasized in this course. Students will be assessed by three domains including: (a) knowledge, (b) skill performance, and (c) skill demonstration. In the section of fundamental movement skills (FMS), students are required to innovate and organize different modes of teaching strategies and learning activities for teaching locomotor, stability and manipulative skills. In dance section, students work in group to design the choreography for dance. This course will also develop students' generic skills such as the creativity, communication, collaboration and problem solving skills through the learning activities of fundamental movement skills and dance, so as to enable them to teach confidently and professionally in their future careers.
SPED 2211 - Teaching Gymnastics : Theory and Practice
This course aims to enhance students’ instructional skills and knowledge in gymnastics, enabling them to demonstrate gymnastics movement during teaching, understand the related safety measures and practice method. Students can also learn to appreciate the beauty of gymnastics movement. During the course, students will learn the teaching and coaching skills of gymnastics.
SPED 2520 - Functional Human Anatomy and Sports Injuries
This course aims to develop students’ knowledge of the structure and function of human body in relation to physical education and exercise science. A number of the body’s systems will be examined with an emphasis being placed on the musculoskeletal system. Common musculoskeletal injuries experienced during physical activity and exercise will also be discussed. Apart from lectures, laboratories and tutorials will be utilized to develop and reinforce student learning.
SPED 2540 - Introduction to Exercise Physiology
This course examines the basic concepts of energy metabolism, nutrition and the physiological responses to exercise and training. Emphasis will be placed on the application of such knowledge upon teaching physical education and upon the improvement of exercise performance. The students are provided with hands-on experience of conducting laboratory work, which examines the physical responses to exercise. Prerequisite: SPED 2520.
SPED 2600 - Basic Statistics, Test and Measurement for Physical Education
This course will help the student to develop an introductory level of statistical competence and computing for a general understanding of the contribution of measurement and data analysis techniques used in Sports Science and Physical Education. Students are expected to practice lab skills inside and outside class time. E-learning platform using flipped classroom and blackboard are mandatory.
SPED 2610 - Introduction to Exercise Biomechanics
This course introduces students to the important biomechanical principles that relate to human movement. Applications to teaching and coaching are provided in this course in the form of fundamental movement patterns and sports-specific techniques. Furthermore, concepts related to injury prevention are discussed. In addition to lectures, students will participate in practical sessions to facilitate their learning. Prerequisite: SPED 2520.
SPED 2710 - Sociology of Physical Education and Sports
This course will explore the current issues in school physical education and sports from a sociological perspective. The course will focus on the meaning of sport and physical activity in society and how it fits into the physical education programmes in Hong Kong schools. Because most of the students taking this course are training to be physical education teachers and sports related professionals, the course will emphasize issues that relate to the role of the physical education teacher and the challenges that are expected when they enter schools as practicing professionals.
SPED 2720 - Foundation of Physical Education and Sports
The course provides the student with an introduction to the discipline of physical education, exercise and sport and the opportunities within the field. A broad overview of the discipline is presented, significant historical events are identified and contemporary issues and problems confronting professionals are discussed. The growing and increasingly divers career opportunities within the field are examined and strategies to prepare for these careers are introduced.
SPED 2810 - Psychomotor Learning
The aim of this course is to introduce the principles of human skill performance, principles of skill learning and how the principles apply in the areas of physical education and sports. The learning experiences in this course will develop students to be professional educators and/or sports personnel in their future careers.
SPED 3220 - Alternative Sports
This course is designed to introduce students to alternative sports. Upon the completion of the course, students will be able to: 1) demonstrate correct skills and leadership in the alternative sports; 2) teach the specific skills of the alternative sports; 3) demonstrate knowledge of the theoretical aspects; and 4) develop interest in coaching and officiating of the sports.
SPED 3230 - Teaching Chinese and Asian Combative Sports: Theory and Practice
This course considers the principles and theories related to the understanding of Chinese Martial Arts and its teaching using an integrated approach. Emphasis will be placed on the understanding of the Chinese and Chinese Martial Arts and teaching related exercise and the learning regimes together with the planning and implementation of the appropriate Chinese Martial Arts lessons.
SPED 3250 - Teaching Dances: Theory and Practice
This course aims to provide students with opportunities to acquire the basic knowledge and skills of few major types of dances: Folk, Character, Creative and Ballet. This course also will provide the guideline to conduct a dance class, warm-up and stretching technique and concept of music and rhythm relate to dance. By understanding the knowledges about choreography in dance, rehearsal skills, stage knowledge, performance and evaluation, those knowledges can enhance students’ capability to organize and run a dance performance/ show in schools.
SPED 3260 - Teaching Rope Skipping: Theory and Practice
This course aims to help students to acquire knowledge of the basic concepts of teaching rope skipping in schools. Major rope skipping components including single rope, partner rope, traveller, long rope and double dutch will be covered. In addition, practical experience for students to acquire important skills of rope skipping is necessary. Through this course students will become proficient in teaching rope skipping units in P.E. lessons, and be able to include rope skipping in curriculum planning.
SPED 3270 - Principles of Coaching and Officiating
This course considers the principles and theories related to the understanding of Coaching and Officiating using an integrated approach. Emphasis will be placed on the understanding of the theory and practice of Coaching and Officiating via practicum, planning and supporting of appropriate Coaching and Officiating programmes on campus.
SPED 3400 - Teaching Practice in Primary School
This courses aims to provide opportunities to SSPE students practice their teaching skills through the implementation and verification of teaching theories into practice. With the supervisions and guidance of SSPE TP Supervisors, External TP Supervisors and Teaching Advisors, students can equip and prepare themselves as a competent physical education teacher in the future through the experiences acquired during teaching practice. Therefore, student-teachers would grasp this opportunity to experience and understand the real situation in teaching profession. Major students are required to take 8 units of Teaching Practice (TP). These units are spread over two years of study whereas students are placed in a variety of primary schools to implement their teaching in authentic school environment and become acquainted with the organization, administration and discipline of primary schools in Hong Kong. Students can design their physical education lessons by applying the pedagogical skills and teaching theories learnt in SPED3450 (pedagogy in primary physical education) and other practical skill courses to the authentic teaching environment. (For Physical Education, Exercise Science and Health Majors only).
SPED 3410 - Curriculum Planning for Physical Education
Curriculum serves as a blueprint of education with specific educational goals and actions for teaching and learning. This course is designed to introduce students to theories and concepts in curriculum planning for primary and secondary physical education (PE). In this course, current curriculum policies and guidelines addressed by the Education Bureau and curriculum models with particular reference to physical education are addressed. In addition, stages of planning, implementation and evaluation of curriculum planning are discussed. Students are guided to develop critical thinking and reflective and problem-solving skills through class discussions and group works, so that they are able to construct their ideas on PE curriculum design with the consideration of their personal teaching philosophy and the visions and missions of the entire education and physical education.
Up-to-date issues and practices related to overseas and local PE curriculums nowadays will be discussed throughout the course to let students analyze the problems and generate possible solutions for tackling with the problems encountered in PE nowadays, for instance, limited PE time, lack of motivation and low physical activity levels in PE, students’ physical abilities, health and mental issues, etc. Through the process of identifying the problems, suggesting solutions, developing action plans and evaluation, our students as the pre-service teachers would be more self-initiated to reflect their roles as a gatekeeper for developing effective PE curriculums for Hong Kong primary and secondary school students. In the 21st century, health issues are always the controversial topic all over the world. Therefore, we expect PE professionals could create a supportive and motivational learning environment in school physical education for nurturing our young generations their interests in physical activities and lifelong exercise habits in their lifetime.
SPED 3430 - Administration and Management in Physical Education and Sports
This course will analyse the basic principles involved in organization and administration physical activity with particular reference to the school physical education programmes and community settings in Hong Kong.
SPED 3440 - Pedagogy of Secondary Physical Education
This course is to enable students to better understand how sport, Physical Education (PE) and Physical Activity (PA) can be individualized to meet unique needs of learners of various ages, capabilities and interest in secondary school. Through adopting activity and theory-based, problem-solving and inquiry approach, students are expected to be actively engaged in a broad spectrum of individual and collaborative tasks as well as other interactive modes of learning. This course will focus on the following topics: (1) Analysis of current issues in Hong Kong school PE, sport and PA development; (2) Application of cutting edge research findings in promoting active living and professionalism; (3) The use of a reflective approach which includes a problem-based learning (PBL) and creativity in promoting and implementing active schooling and active living; (4) Analysis of learners and learning - explain how PE and PA and Sport can be individualized to meet special and unique needs of students.
SPED 3450 - Pedagogy of Primary Physical Education
This course aims to enable students to design, to teach and to evaluate physical education and health which are suitable for the local primary school students of various ages, capabilities, and interest. Through adopting an activity-based, problem-solving and inquiry approach, students are expected to be actively engaged in a broad spectrum of individual and collaborative tasks as well as other interactive modes of learning.
SPED 3550 - Physiology of Human Performance
The aim of this course is to provide the students with up-to-date and research-based information for understanding the physiological aspects of exercise. This course will examine the current concepts of energy metabolism and other physiological responses to exercise and training. Emphasis will be placed on the application of such knowledge upon the improvement of exercise performance and upon the promotion of exercise. The students will be provided with hands-on experience of conducting laboratory work which examines the metabolic responses to exercise. Prerequisite: SPED 2540.
SPED 3630 - Introduction to Research Methods
This course is designed as an introduction to basic research methods that are applicable to physical education and sports science. It will enable students to acquire the necessary knowledge and skills to familiarise and to conduct a research project in physical education and sports science. It is complementary to all advanced theoretical courses of the programme. Students will gain the competency to conduct an independent project which may lead him/her to pursue a higher degree of studies in sports science and physical education in future. Prerequisite: SPED 2600.
SPED 3731 - Selected Topics in Sports Sociology
This course is designed to enable the students to have a better understanding of sport sociology by going deep into the major sociological theories commonly used in sport sociology and to examine a number of key issues in sport sociology. Students will be taught to make use of the key concepts in the sociological theories learnt in the study of the selected topics in sport sociology, with a view to acquiring a better understanding of the relationship between sport and society. Students will also be asked to understand how sports development has been strongly influenced by the occurrence of some social processes, such as the political, economic and socio-cultural developments and the processes of globalization and commercialization. The issues of age and sport, gender and sport, and social classes and sport will also be examined.
SPED 3820 - Introduction to Exercise and Sports Psychology
This course is designed to cover a wide range of topics pertaining to motivation and subsequent performance in sports; to provide students with an understanding of some major theories derived from general psychology as the basis for examining their validity within the context of sport. Students will gain an understanding of the sport and exercise psychology principles as apply to performance and participation behaviours. They will also learn how to critically evaluate key theories and research findings within sport and exercise psychology, and their applications in real world contexts.
SPED 3910 - Adapted Physical Education and Sports
The term adapted physical education generally refers to school-based programs for students ages 3-21, the more global term adapted physical activity refers to programs across the life span, including post-school programs (i.e. adapted sport). This course is to enable students to better understand how physical education can be individualized to meet special and unique needs of learners. Through adopting an activity-based, problem-solving and inquiry approach, students are expected to be actively engaged in a broad spectrum of individual and collaborative tasks as well as other interactive modes of learning.
SPED 3920 - Human Growth and Health Education
This course provides students with an understanding of a number of concerns related to the growth, development, maturation in humans and the health at local and international level. Furthermore, the interaction of these factors with physical activity and exercise is examined. As development entails physiological, psychological and behavioral contexts, a multi-disciplinary approach is utilized in this course.
SPED 4201 - Internship in Sports Industry
Internship is one of the required courses for undergraduate students of the Department of Sports Science and Physical Education. It is a form of experiential learning, which provides opportunities for students to put the knowledge and skills they learned from the program into practice via engaging in a real-life career in the sports industry. Areas of sports industry attachment mainly focus on coaching, research, clinical attachment, health promotion and administration. Students are expected to observe rules, regulations and responsibility of a regular full-time employee of the industry they are attached to. The performance of student will be evaluated based upon a collection of performance of the internship and tutorial sessions, an internship report, and an evaluation report from the industry supervisor.
SPED 4400 - Teaching Practice in Secondary School
Teaching Practice (TP) aims to provide opportunities to SSPE students practice their teaching skills through the implementation and verification of teaching theories into practice. With the supervisions and guidance of SSPE TP Supervisors, External TP Supervisors and Teaching Advisors, students can equip and prepare themselves as a competent physical education teacher in the future through the experiences acquired during teaching practice. Therefore, student-teachers would grasp this opportunity to experience and understand the real situation in teaching profession. Major students are required to take 8 units of Teaching Practice (TP). These units are spread over two years of study whereas students are placed in a variety of secondary schools to implement their teaching in authentic school environment and become acquainted with the organization, administration and discipline of secondary schools in Hong Kong. Students can design their physical education lessons by applying the pedagogical skills and teaching theories learnt in SPED3440 (pedagogy in secondary physical education) and other practical skill courses to the authentic teaching environment. (For Physical Education, Exercise Science and Health Majors only).
SPED 4560 - Physical Fitness Appraisal and Exercise Prescription
This course aims to help students to acquire knowledge of the basic concepts of fitness testing and exercise prescription for general healthy population. Major health-related fitness components including cardiovascular fitness, muscular fitness, flexibility, body composition, and neuromuscular relaxation will be covered. Course format includes flipped classroom (e-learning), lectures, lab experience, and field trip (tbc). Through this course, students will become proficient in administering the basic exercise tests typically used in field and corporate fitness setting, and be able to prescribe tailor-made exercise prescription for their clients. Students are expected to practice lab skills inside and outside class time. E-learning platform using flipped classroom and blackboard are mandatory. Prerequisite: SPED 2540.
SPED 4570 - Education and Promotion of Exercise and Health
This course will focus on the promotion of health, fitness and performance through the medium of exercise in the context of both the school and the wider community. Students will be made aware of the key concepts in this generic field of wellness and the potential of physical activity, exercise and the P.E. programme to facilitate its achievement. In addition, students will be enlightened in relation to the social context, lifestyle characteristics and health and fitness needs of their client, youth, families and communities in Hong Kong. Knowledge in such areas will enable them to design appropriate health skills programmes.
SPED 4640 - Human Kinematics and Kinetics
The objective of this course is to provide students with knowledge and understanding regarding the kinematic and kinetic aspects of human movement. Four topics will be emphasized (1) biomechanical modeling of the human body; (2) principles and concepts of observing and analyzing the human performance; (3) biomechanical principles of optimal techniques in selected sports and movements; and (4) instrumentation and measurement in the biomechanics of human movement. Teaching and coaching examples will be provided in these topics.
SPED 4830 - Psychological Aspects of Sports and Exercise
To introduce students to theoretical and practical aspects of sports and exercise psychology. This course builds on the foundation of knowledge that was created in SPED3820 and covers psycho-social and developmental issues in the field. Prerequisite: SPED 3820.
SPED 4900 - Research Project
The Research Project is a compulsory course for final year undergraduate students of the Department of Sports Science and Physical Education. It aims to develop the student’s ability to conduct independent research in the area of physical education, exercise science and health. The development, undertaking and completion of the project is the culmination of the BEd/BSc learning experience and students must take and pass the course of Research Methods (SPED 3630) prior to enrolling to this course. It is intended to be a largely independent piece of work, which is aimed at combining and utilising the research skills and knowledge developed and gained from other relevant previous courses, and using these to complete a piece of original research within the student’s area of interest. Prerequisite: SPED 3630.
