Lived Experiences of a Hong Kong Physical Education Teacher: Ethnographical and Phenomenological Approaches

This study employed ethnographical and phenomenological methods to explore the lived experiences and career of a Hong Kong secondary school physical education (PE) teacher (Wharton) in order to embody his versatile roles through phenomenological description of a lived body itself and the lived world. The central research question is “How does a male secondary school PE teacher manage his work life and the embodiment of his professional roles?” Data collection techniques were in-depth interviewing, participant observation and field notes, participant’s reflection documentation and visual elicitation. Concepts of “play to learn,” “professional development” and “political empowerment” were used to examine Wharton’s lived experiences and career. Themes such as Static Gestalt, Dynamic Gestalt, Style Gestalt and Reversibility Gestalt were identified. This study may inform literature on sociological perspectives and the life histories of PE teachers and applicable to other teachers as they adapt to environmental changes in other settings

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

Background The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/ affective, social)determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. Methods The development process was informed by Moher etal.’s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions)until consensus was reached. Results The panel recommended that stakeholders of PLinitiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-method

The professional lives of Hong Kong primary school physical education teachers

This thesis investigates the professional lives of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers’ worklives in Hong Kong brought about by education and curriculum reforms. The central research question is, “How do Hong Kong PSPETs manage their professional lives”. The study aims at inductively developing a grounded theory of how Hong Kong PSPETs manage their professional lives in relation to a conceptual framework based on the following interrelated concepts - identity, socialization, professionalization, and career trajectory. A qualitative research design is adopted to gain an in-depth understanding of the meaning that participants make of their professional lives. The methodological approach uses grounded theory methods, based on the meta-theory of symbolic interactionism. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Through purposive sampling methods (snowball sampling), eleven Hong Kong PSPETs participated in this study. Data were analyzed through three major types of coding, namely, open coding, axial coding and selective coding. The grounded theory that was constructed from the study is termed the Theory of Diversified Adaptation. The theory developed from four dovetailing categories each of which is built on “clusters” of concepts related specifically to the professional lives of Hong Kong PSPETs: “switching”, “interplaying”, “diversifying” and “assimilating”. The associations between the above categories are moderated by patterns of data that suggest a threefold typology for PSPETs in Hong Kong – “Engagers”, “Adherers” and “Dissenters”. This typology represents three distinct types of PSPETs based on differences in how they manage their work lives. Additionally, four main different sets of inter-related propositions are drawn from the findings of the study. They are the Theory of Diversified Adaptation; the categories and major processes of the theory; the context of PSPETs’ work lives, identity, socialization experience and career trajectory; and the typology of PSPETs. The construction of the substantive theory thus contributes to an increased appreciation of the diversity of PSPETs’ work in Hong Kong and to the literature on physical education teachers’ professionalization and professionalism. Recommendations include the professional development of PSPETs concerning multiple roles in schools are made to different stakeholders including policy-makers, teacher education institutions, school principals, and teachers. Although the theory is generalizable only to PSPETs in situations similar to the present cohort, it has implications that further studies might seek further theory development by testing the theory in similar and different contexts

The professional lives of Hong Kong primary school physical education teachers

This thesis investigates the professional lives of primary school physical education teachers (PSPETs) in Hong Kong. It is focused on the problems arising from apparent overload and the multiple roles of physical education teachers’ worklives in Hong Kong brought about by education and curriculum reforms. The central research question is, “How do Hong Kong PSPETs manage their professional lives”. The study aims at inductively developing a grounded theory of how Hong Kong PSPETs manage their professional lives in relation to a conceptual framework based on the following interrelated concepts - identity, socialization, professionalization, and career trajectory. A qualitative research design is adopted to gain an in-depth understanding of the meaning that participants make of their professional lives. The methodological approach uses grounded theory methods, based on the meta-theory of symbolic interactionism. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Through purposive sampling methods (snowball sampling), eleven Hong Kong PSPETs participated in this study. Data were analyzed through three major types of coding, namely, open coding, axial coding and selective coding. The grounded theory that was constructed from the study is termed the Theory of Diversified Adaptation. The theory developed from four dovetailing categories each of which is built on “clusters” of concepts related specifically to the professional lives of Hong Kong PSPETs: “switching”, “interplaying”, “diversifying” and “assimilating”. The associations between the above categories are moderated by patterns of data that suggest a threefold typology for PSPETs in Hong Kong – “Engagers”, “Adherers” and “Dissenters”. This typology represents three distinct types of PSPETs based on differences in how they manage their work lives. Additionally, four main different sets of inter-related propositions are drawn from the findings of the study. They are the Theory of Diversified Adaptation; the categories and major processes of the theory; the context of PSPETs’ work lives, identity, socialization experience and career trajectory; and the typology of PSPETs. The construction of the substantive theory thus contributes to an increased appreciation of the diversity of PSPETs’ work in Hong Kong and to the literature on physical education teachers’ professionalization and professionalism. Recommendations include the professional development of PSPETs concerning multiple roles in schools are made to different stakeholders including policy-makers, teacher education institutions, school principals, and teachers. Although the theory is generalizable only to PSPETs in situations similar to the present cohort, it has implications that further studies might seek further theory development by testing the theory in similar and different contexts.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

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

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

Efficacy of using Internet-based interventions for physical activity promotion in a Hong Kong Secondary School: An action research approach

The purpose of this study was to examine the effectiveness of an Internet-based behavioral intervention for physical activity (PA) promotion among secondary school students. It was hypothesized that the Internet-based PA promotion program could increase the PA levels of secondary school students. The action research approach together with qualitative focus group interview was used. A total of 127 Form 4 (Grade 10) students from a Hong Kong Secondary School were recruited in the study. They were group-randomized by class and placed into two groups—the Internet-based group (IB) and the control group (C). Participants of the IB group received the online behavior change program entitled “let’s exercise and be active daily” (LEAD) for PA promotion among secondary school students. The international physical activity questionnaire short last 7-day instrument was used to assess the PA levels of the participants. The stage of exercise change questionnaire was used to assess the stages of behavioral changes of the participants. The assessments were conducted at baseline and post intervention both after 1st cycle and 2nd cycle. The narrative approach of data analysis was selected in the focus group interview after two cycles of data collection. There was a trend for the participants of the IB group to participate in more PA at the 1st cycle and 2nd cycle assessments, but no statistically significant differences within the IB group or between the study groups were observed. Limitations and suggestions were made in the reflection of the overall study

What is esports? A systematic scoping review and concept analysis of esports

This study conducted a systematic scoping review to collect definitions and explanations of esports and its related concepts in the existing literature. A thematic coding approach was used to screen possible disagreements and issues between the different characteristics of esports as presented in the existing definitions. Based on a critical discussion, the results of the coding were combined with the objective facts of the current esports industry and theories from similar fields to reconstruct the construction of an esports definition. In addition, the relationship between esports and its related concepts was discussed based on the proposed esports definition structure. The proposed esports criteria can help avoid misunderstandings and confusion in future studies regarding the research subjects related to esports and propose standardized usage of relevant terms in the field of esports research

Temporal Precedence of Physical Literacy and Basic Psychological Needs Satisfaction: A Cross-Lagged Longitudinal Analysis of University Students

Purpose: Building on self-determination theory and extending research in the physical education context in terms of basic psychological needs satisfaction and physical literacy, this study examines the bidirectional effects of basic psychological needs satisfaction and physical literacy over time in a university physical literacy context. Method: Using a two-wave design, data were collected twice with an 18-week time lag from a sample of 549 university students. Utilizing full cross-lagged analyses, we examined the bidirectional effects between basic psychological needs satisfaction and physical literacy. Results: The results provide support for a positive relationship between physical literacy (Time 1) and basic psychological needs satisfaction (Time 2), but we cannot reject the possibility of a bidirectional relation, supporting our expectations. Conclusion: Overall, the study highlights the importance of a reciprocal relationship between physical literacy and basic psychological needs satisfaction

The association between physical activity and mental health in children with special educational needs: A systematic review

The association between physical activity (PA) and mental health in typically developing children has been amply documented, but little is known about the corresponding association in children with special educational needs (SEN). This systematic review aimed to synthesize the evidence for the association between PA and mental health in children with SEN. A systematic literature search of five databases (PsycINFO, SPORTDiscus, PubMed, Web of Science, and CINAHL) was conducted, and the publication year was between October 2010 and February 2021. Two researchers performed abstract and full text screening and extracted the data independently. Inclusion and exclusion criteria followed the PICOS framework, and the quality of eligible studies was assessed using the McMaster critical review form. Eighteen studies that met the inclusion criteria and had quality ratings ≥ 60% were included in this review. PA was positively associated with overall psychological well-being and its subtypes (including enjoyment, self-worth, self-competence, mental wellness, and quality of life), and negatively associated with anxiety and fatigue. Body composition, age, and sex were moderators of the association. The findings of this review indicated that PA was consistently associated with mental health in children with SEN. These associations were the most powerful when PA was conducted in unstructured types such as free play and recess activities. Structured types including physical education classes were more strongly related to mental health than overall PA (combined structured and unstructured types). Future PA interventions are needed to promote mental health in children with SEN