Course List

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

This course aims to provide students with an overview of the applications and importance of new technology and advanced data analytics in the areas of sports, movement behaviours, and health. Students will be guided through basic working principles of traditional methods to address existing issues in the field, and how technology advancement has enabled the development and application of new and improved approaches.

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.

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.

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.

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.

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.

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).

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.)

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.)

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

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.

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.

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.

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.

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.

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.

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.)

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.

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.

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.

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.

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.

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.

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.

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.

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.

This course provides an overview of the fundamental concepts, principles, and applications of human movement science. Students will explore the anatomical, physiological, biomechanical, and neurological mechanisms that underlie human movement and physical activity. Through a combination of lectures, labs, and hands-on activities, students will develop a strong foundational understanding of the science of human movement. This introductory course lays the groundwork for a more advanced study in the multidisciplinary field of human movement science, such as exercise physiology, biomechanics, athletic training, and exercise psychology.

This course will provide an overview and in-depth knowledge in Exercise, Nutrition & Health, so as to optimize students' understanding in a range of core concepts related to physical activity, general heath and performance. With the content based on recent published scientific research, this course will explore how nutritional composition impacts on the regulation of health status, exercise performance and training outcomes. It is suitable for any student wishing to pursue a career in sport medicine, exercise training, coaching, physical education and within the professional sports industry.

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.

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.

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.

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.

This course involves an in-depth exploration of the fundamental theories and practices behind effective strength and conditioning programming. It covers the physiological adaptations to resistance training, including muscular, neural, and metabolic changes. Students will learn how to properly assess an individual's fitness level and needs, and then design comprehensive training programmes to improve strength, power, speed, agility, and endurance.

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.

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.

This course aims to help students acquire knowledge of sports injury and exercise rehabilitation. It provides an overview on the basic principles to evaluate injuries arising from sports and exercise activities, as well as application of therapeutic exercise training on injury prevention and rehabilitation.

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.

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.

This course aims to provide students with an overview of the applications and importance of new technology and advanced data analytics in the areas of sports, movement behaviours, and health. Students will be guided through basic working principles of traditional methods to address existing issues in the field, and how technology advancement has enabled the development and application of new and improved approaches.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

This course aims to provide students with an overview of the applications and importance of new technology and advanced data analytics in the areas of sports, movement behaviours, and health. Students will be guided through basic working principles of traditional methods to address existing issues in the field, and how technology advancement has enabled the development and application of new and improved approaches.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

This course is designed to familiar students with major research methods of postgraduate level that are applicable to Exercise Science. Knowledge acquired in this course will assist students in (1)understanding the nature of the research process and the various types of research methods; (2) developing the skills necessary for conducting an research project in Exercise Science; (3) reading, interpreting, analyzing and examining research findings from journal articles in the areas of Exercise and Sports science. At the end of the course, students should be able to demonstrate the knowledge and understand the principles and practices of acquiring knowledge and solving problems through research. They are also expected to be able to use various research methods in examining a topic in Exercise and Sports Science that will lead to the successful completion of the Research Project.

This course is designed to facilitate the development of postgraduate students’ research interests and ideas, and to build a community of collaborative research projects. The course provides a platform for teachers and graduate students to discuss and generate ideas on issues related to a variety of sports science and physical activity research topics. Students will present an in-depth study of a research topic of their choice, discuss issues among postgraduate students, teachers, and with invited experts in the field of research. Class formats include research presentation, discussion, debate and problem solving on selected issues. In the Research Colloquia, students are given an opportunity to integrate their knowledge, skills and practical experience gained in the program.

The aim of this course is to equip students with the knowledge and skills to collect, input, manage, analyze, and present research data using quantitative and qualitative approaches. By providing students with key concepts and methods of a range of study designs and data analysis approaches, another important objective is to help students understand the methodological details provided in scientific publications. Common quantitative (e.g., analysis of variance, multiple regression approaches) and qualitative methods (e.g., inductive and deductive approaches) will be covered in this course. More advanced methods, such as systematic reviews and meta-analysis, will also be introduced. After completing the course, students will be able to complete data entry, cleaning/coding, select the appropriate analytical methods and conduct analyses independently. Students will also be equipped with the basic skills to present the analyzed data in different modes (e.g., scientific writing, poster presentation, and verbal presentations). Students are expected to possess basic knowledge in research methods within the field of sports science and physical activity, and basic computer skills, prior to taking this course.

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.

The aim of this course is to provide students with a sound understanding of the basic principles of human nutrition, and to build on this to cover in greater depth issues relating to the interactions between nutrition and exercise. The course will cover both the role of nutrition and exercise in a healthy lifestyle and nutrition for sports performance. Contents will include factors influencing sports performance, food intake and energy balance during rest, exercise and recovery; influence of nutrients on exercise performance; fluid balance and performance; protein nutrition and strength; and nutritional supplements. Practical work will be used to illustrate the topics covered in lectures, and written practical reports will be required.

This course is intended to provide students with knowledge on health benefits of physical activity/inactivity from a behavioral epidemiological perspective. Students’ learning experience will be oriented on original research and significant authority reports. In addition, students will be enlightened in relation to assessment of lifestyle physical activity as well as the multilevel influencing factors of physical activity behaviors not only in a global but also in a local perspective. The practical part of this course enables students to get acquainted with the widely applied objective physical activity measurement monitors in the field. By applying the knowledge, students will be able to understand the significance and difficulties of promoting physical activity in our daily lives.

Keeping physically active and fit has been proven to be an effective strategy for improving one's quality of life, as well as preventing and treating chronic diseases. Physical fitness assessment is an indispensable part of an athletes training regimen. Hence, periodical assessment and evaluation of one's physical fitness level, becomes a fundamental part in maintaining and evaluating one's health. Knowledge, skill and the ability to conduct advanced fitness testing are essential requirements for most sports science research. This course is designed to enhance students' understanding of current trends in physical fitness evaluation, as well as to ascertain the skills and abilities needed to conduct advanced fitness testing. Subject matter related to theories, rationales, laboratory skills, and measurement techniques in current health and fitness evaluation will be discussed. This course is particularly useful for postgraduate students, as it will provide the fundamental and advanced knowledge and competency needed for their future health-related research projects. Lectures, group discussion, and laboratory experience are all expected.

This course examines the structure and function of the human body with a particular emphasis being provided on the aetiology of various common sporting injuries. Mechanical properties of connective tissue and muscle will be reviewed with a focus on: (1) tissue adaptation with physical activity and exercise, and (2) tissue failure in response to improper acute or chronic mechanical loading during sporting endeavors. Approaches that are used to examine the mechanisms of various sporting injuries will be discussed.

This course provides an overview of the key biomechanical concepts that are important for improving physical functioning and sports performance. A background of common quantitative biomechanical measurement techniques (motion analysis, electromyography, force plates, and other measurement devices) is provided so that students can understand background concepts and also read the related literature with confidence.

This course aims to help students acquire knowledge of sports injury and rehabilitation; as well as basic practical skills in assessing, managing and preventing common musculoskeletal injuries associated with sports and exercise participation.

Effective exercise prescriptions are an essential part of improving one's physical fitness and overall health. However, in order to provide an effective exercise program, exercise prescriptions must be individualized and specific to the participant's unique health conditions. As chronic illnesses, such as coronary heart disease, diabetes, hypertension, obesity, and lower-back disorder, become increasingly prevalent in modern urban settings, exercise prescriptions for the general population should be modified in order to cater to the specific medical indications of specific populations. Given that a regular exercise training program is recognized as good preventative medicine for chronic diseases, this course is designed to introduce information about specialized exercise prescription to meet the needs of general citizens and people with particular medical conditions. Students will be expected to become familiar with exercise prescriptions for general healthy populations and to use this knowledge to design exercise programs for targeted populations with specific chronic diseases.

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 with the up-to-date science and technologies. In addition, the learning regimes will be applied together with the planning and implementation of the appropriate fitness programmes.

The implementation of digital solutions in physical education embraces the basic fundamentals present in various aspects of modern education reform. This undertaking entails using technology to empower students and restructuring the learning process to enhance student engagement. Wearable technology, such as bracelets, adds a visual element to physical activities, thereby providing students with a digital representation of their activity levels. Furthermore, access to online resources enables physical educators to substantially expand what constitutes physical education. Numerous online instructional materials are available for different types of sports and physical activities that can be implemented in class, thereby providing students with a break from the norm. However, digital solutions go beyond merely enhancing the levels of student engagement and altering the curriculum by facilitating the extension of the educators’ influence outside the gymnasium and into the classroom. This course aims to explore and conduct experiment on the benefits and limitations of using technology as a pedagogical tool to conduct sports classes and physical activity sessions in contemporary society.

The course aims to introduce the principles of motor skill learning and how these principles apply in the areas of sports science and physical activity. Emphasis will be placed on the essential concepts in the acquisition of motor skills using a developmental approach. The course will address the overall questions of how people learn motor skills.

This course is designed to cover current topics and issues relevant to psychology of sports and physical activity. Topics include personality, motivation, stress and anxiety, eating disorders, overtraining, aggression, and psychological skills training. Based on key issues, students will learn how to apply theoretical principles and research findings in the sport and physical activity contexts.

This course is designed to examine a number of key areas on how social and cultural influence on physical activity and its related issues. A range of sociological perspectives is utilized in which students can critically examine contemporary concepts of physical activity, physical literacy, sport, exercise and physical education. These areas are chosen to highlight the role, function and meaning which physical activity play in society.

The aim of this advanced course is to examine the theoretical and practical issues surrounding school physical education from a sociological perspective. The objectives are to increase the depth of understanding of what is meant by a critical sociology of physical education and to familiarize the student with the sociology of physical education literature. In addition, the course will critically examine physical education practices in Hong Kong.

The course begins by defining sport and other forms of physical activity and discussing the relationship between sport and society, both past and present. The course then examines the difference between sports management and sports development and, in more detail, the scope, purpose, principles and framework of sports development. The course then looks at various sports delivery systems and, in detail, the process of strategic planning for sports development. Strategic planning and sports development models are evaluated during the course. The strategic and developmental plans of selected organizations in the public and private sectors will be discussed.

This course aims to help students to acquire knowledge of the basic concepts in sport marketing and sport sponsorship and the skills required in drawing up marketing plans and strategies in organizing sports events and sponsorship deals. Topics including the special nature of sport marketing, marketing management in sport, customer relationship management, sports pricing strategies, sport event as a product, customer’s and sport organization’s buying behaviour, sport market research and marketing information systems, sport sponsorship packages, public relations and promotion, ambush marketing and legal aspects in sport sponsorships will be covered. Other than lectures, students are requested to conduct case studies in sport marketing and to draw up a sport event marketing plan to earn hands-on experience.

With the rapid development of global economies and technology, modern information technology has been entering the field of sports and physical activity. At present, within international and domestic sports organizations and management structures, supporting athletes training through the use of sports specific equipment, research and development facilities, sports information networks and sports utility software applications have become commonplace and indispensable. This course will examine the professional needs of practitioners involved in using digital technologies and their applications within the sport, exercise and health contexts. A key element of this course will be to develop a deeper understanding of recent emerging technologies that can aid with improving health from clinical devices to active lifestyle aids, how they are developed, how they can be used and how to utilize them in research and practice. Maximising the usage of IT for the advancements of various disciplines within the Sports Science sector will be involved in this course, investigating issues such as Motion Analysis of Human Movement, Sports Biomechanics and the use of Big Data metrics in assessing performance, both during competition and in training. The use of biomedical software in monitoring every movement in an athlete’s or individual’s kinetic chain - their muscles and joints, so as to fine-tune technique for performance/health/safety enhancement will also be examined.

The course of Professional Attachment is designed to expose students to their professional role by completing hours of field experience and a specialized project in the actual setting of the sports science industry. Such experience is important for clarifying and broadening career goals. Through practical attachment, students would be provided opportunity to apply what has been learned from the programme into a real industry setting; to extend and deepen the knowledge gained from the programme; to conduct critical analysis, synthesis, and evaluation of knowledge; and to develop skills and values that were acquired both in the classroom and the practicum. The essence of the course is to put theory into practice. Due to the nature of the application, students are required to complete at least 12 credits of course work with minimum GPA of 2.7. Students enrolled in the attachment will continue their other course work during the regular terms, and could simultaneously engage in practical attachment at any time during the course of the MSc study, with mutual agreement between the course supervisor and the field tutor. Opportunity and selection of the interested industry can be initiated by the students and/or recommended by the course supervisor. Students should engage in not less than 100 hours of field placement to be agreed upon by your supervisor and field tutor. During the attachment period students are required to conduct a specialized project and submit a project report at the end for grading purpose. Performance observation report from the field tutor is also an integral part of the course assessment. This course is suitable for part-time students only and the course implementation is arranged in the 2nd term of the 2nd year of the part-time programme. Students must have obtained written approval from the Programme Director at least one term in advance before being accepted to the course.

The purpose of this course is to allow the students to pursue advanced guided individual study in selected areas of Sports Science and Physical Activity. It will provide the opportunity for students to review the literature of their fields of interest and to prepare for the writing of their Project proposals. Examples are topics within the areas of exercise promotion, health related fitness, psycho-social application in sports and physical activity, physical activity measurement and evaluation, surveillance, sports training and coaching, administration, physical education as well as health and wellness education, etc. A student is expected to read according to a reading list prescribed or approved by the supervisors and to confer regularly with the supervisor. Assessment is based on the completion of reading and course requirements.

The Research Project aims to develop the student's ability to conduct independent research in the area of Sports Science and Physical Activity. It represents a step beyond the tutor directed Research Colloquia and Guided Study conducted in previous course. The Project will be expected to be an original research within the student's area of interest. Any relevant topic may be the subject of research, subject only to the agreement of the course committee, the availability of the necessary facilities, and the identification of a suitable supervisor. The Project must address a clearly identified problem and show evidence of familiarity with relevant literature, an appropriate experimental design and methodology, and a satisfactory interpretation of the results. At the conclusion of this course, students should be able to: 1) plan a research project; 2) conduct research in a professional and ethical manner; 3) present research effectively in written form; and 4) demonstrate in-depth knowledge of a relevant area. (Part-time students who obtain accumulative GPA of 3.0 or above in their first year of attendance are eligible to take the course).