pe elective document 13may05 e - hkedcity.netcd1.edb.hkedcity.net/cd/pe/tc/cd/2ndnsspe/pe... ·...

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i

Physical Education

Content

Membership of the CDC-HKEAA Committee on Physical Education (Senior Secondary)

iii

Preamble

v

Chapter 1 Introduction

Background 1

Rationale 1

Overall Aims 3

Interface with the Junior Secondary Curriculum 3

Principles of Design

4

Chapter 2 Curriculum Framework

Curriculum Structure 6

Learning Objectives 6

Learning Outcomes 7

Curriculum Content 7

Curriculum Organisation 14

Time Allocation

16

Chapter 3 Curriculum Planning

Progression of Studies 17

Curriculum Planning

18

Chapter 4 Learning and Teaching

Guiding Principles 20

Suggested Learning and Teaching Approaches and Strategies

20

Catering for Learner Differences 21

Exemplar 22

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Chapter 5 Assessment

Internal Assessment 23

Public Assessment

24

Chapter 6 Effective Use of Learning and Teaching Resources

Learning and Teaching Resources

26

Chapter 7 Supporting Measures

Professional Development Programmes 27

Use of Research Findings and Effective Practice 28

Source of Information

29

Chapter 8 Appendices

Bibliography 30

Reference Materials for Students 35

Exemplar 1 Performance in Physical Activities 36

Exemplar 2 Circuit Training Programme 39

Exemplar 3 Sport and Recreation Management and Organisation of Physical Activities

42

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Chairperson Mr HUNG Chor-ying Edmond (YCH Tung Chi Ying Memorial Secondary School)

(from 192003)

Vice-chairperson Mr LAM Kwoon-sun Anthony

(Education and Manpower Bureau) (from 192003)

Secretary Ms LEUNG Kwok-wai Masa

(Education and Manpower Bureau) (from 192003 to 2822005)

Mr KAN Wai-fu Michael


Member Mr CHAN Shek-yuen

(Delia Memorial School-Hip Wo) (from 192003)

Dr CHEUNG Siu-yin

(Hong Kong Baptist University) (from 1622005)

Prof FU Ho-kin Frank

(Hong Kong Baptist University) (from 192003 to 5112004)

Mr HO Hon-kin

(Jockey Club Ti-I College) (from 192003)

Ms KEE Lai-lin

(Lions College) (from 192003)

Ms LEUNG Fung-ying

(Kwun Tong Government Secondary School) (from 192003)

Mr LI Chi-ming

(Yuen Long Public Secondary School) (from 192003)

Dr LI Chung

(Hong Kong Institute of Education) (from 192003)

Mr Mak Hin-pang

(Hong Kong Institute of Vocational Education) (from 192003)

Ms SHEK Wing-ha

(HKMLC Queen Maud Secondary School) (from 192003)

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iv

Mr SZETO Yuk-tong

(Hong Kong Examinations and Assessment Authority) (from 192003)

Prof WONG Heung-sang Stephen

(The Chinese University of Hong Kong) (from 192003)

Mr WONG Mong-kwan

(Munsang College(HK Island)) (from 192003)

Mr WONG Wai-ki Micky

(Chong Gene Hang College) (from 192003)

SECOND DRAFT

v

Preamble

The Curriculum Development Council (CDC)-Hong Kong Examinations and

Assessment Authority (HKEAA) Committees (Senior Secondary) of various subjects have been

set up jointly by the CDC and the HKEAA Council to develop the Curriculum and Assessment

Guides (CampA Guides) for the new 3-year senior secondary academic structure in Hong Kong

During the first stage of consultation on the new academic structure between October 2004 and

January 2005 the document Reforming the Academic structure for Senior Secondary

Education and Higher Education - Actions for Investing in the Future (Education and

Manpower Bureau 2004) was published to seek stakeholdersrsquo views on the design blueprint of

the structure the timetable for implementation and financial arrangements An accompanying

document Proposed Core and Elective Subject Frameworks for the New Senior Secondary

Curriculum was also produced to solicit views and feedback from schools on the initial

curriculum and assessment design of individual subjects to inform the development of the CampA

Guides

The report New Academic Structure for Senior Secondary Education and Higher

Education ndash Action Plan for Investing in the Future of Hong Kong (Education and Manpower

Bureau 2005) an outcome of the first stage of consultation has just been published to chart the

way forward for implementing the new academic structure and to set further directions for the

second stage of consultation on curriculum and assessment as part of the interactive and

multiple-stage process of developing the CampA Guides In addition taking into consideration the

feedback collected through various means including the returned questionnaires from key

learning area coordinatorspanel heads during the first stage of consultation the curriculum and

assessment frameworks of subjects have been revised and elaborated Further views from

stakeholders in particular the school sectorrsquos are welcome

To understand the position of each subject in the new academic structure readers are

encouraged to refer to the Report

Comments and suggestions on the Physical Education CampA Guide are welcome and

may be sent to

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vi

Chief Curriculum Development Officer (Physical Education) Curriculum Development Institute Education and Manpower Bureau Room 505 24 Tin Kwong Road Kowloon Fax 2761 4291 E-mail peembgovhk

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Background 11 Physical Education (PE) is an elective subject in the senior secondary curriculum of the PE

Key Learning Area (KLA)

12 The curriculum is built on the existing S4-S5 PE Curriculum and Hong Kong Certificate of

Education PE Examination Syllabus with some modification and reorganisation of topics

It increases the breadth and depth of content by for example strengthening the concepts of

fitness and health and including new elements on biomechanics motor learning and sport

psychology and sport and recreation management It is a comprehensive curriculum

reflecting cross-curricular links with subjects such as Physics Biology and Health Science

13 It combines theory and physical activities aiming at the realization of an active and healthy

lifestyle

14 It extends studentsrsquo prior knowledge and skills of PE in the Basic Education It seeks to

enhance the learning of the six strands of PE and further develop studentsrsquo generic skills as

well as positive values and attitudes

Rationale 15 Contribution to the learning goals of the New Senior Secondary (NSS) Curriculum

151 PE helps enrich the knowledge students need in contemporary society It broadens

and deepens studentsrsquo knowledge of PE sport science and recreation

152 Though actively engaging them in physical activities it leads students to a healthy

lifestyle which is essential for whole-person development

153 It develops students into informed and responsible citizens through the learning of

theories and participation in physical activities and the development of desirable

moral behaviour

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16 Response to the need of the society and students

161 PE bears the important role of contributing to healthy living which is fundamental

to an individualrsquos life and the welfare of society In response to the common

sedentary lifestyle of Hong Kong people the PE Curriculum provides students with

the knowledge and skills for doing regular physical activities helping them become

and remain physically fit which is important for the well-being of individuals

162 On the other hand it fosters the development of a life-long interest in participation in

physical activities To sustain the emerging sportive culture among students

developed in recent years the PE Curriculum provides the knowledge and skills

needed by those who are interested in participating in physical activities safely and

enjoyably

17 Strengthening studentsrsquo generic skills and learning to learn capacity

171 PE develops studentsrsquo general intellectual capacity Through engaging in students in

a higher order cognitive process as a result of exposure to a variety of theoretical

and practical learning experiences it enables them to acquire and construct

knowledge in PE and sport science and improve their cognitive functioning

172 It develops studentsrsquo generic skills notable their collaboration skills critical thinking

skills communication skills and creativity It also helps nurture studentsrsquo

sport-related values and attitudes notably responsibility commitment perseverance

and respect for others These are essential in enhancing studentsrsquo learning to learn

capacity

173 It also develops studentsrsquo study skills such as data collection as well as

interpretation and management of information for further studies

18 Further studies and career link

181 PE equips students with knowledge and skills and develops their personal qualities

for further advancement

182 The breadth of the curriculum enables students to build a broader knowledge base

for higher education in areas like PE and sport science human biology food and

nutritional science etc

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183 It prepares students for future careers in the teaching of PE sport and recreation

sport coaching health science medical science nursing physiotherapy

occupational therapy etc

184 The curriculum is in line with the appeal from the World Health Organisation (2004)

for building a long-term capacity of a healthy community

Overall Aims 19 The aims of the curriculum are to enable students to

apply the knowledge skills and positive attitudes acquired in the study of PE for the

pursuit of active and healthy living

integrate physical skills into the learning of theories to support and strengthen the

understanding of theories and to demonstrate high order performance through the

learning in about and through physical activities

link up the PE knowledge they have developed with other disciplines and prepare

themselves for further education and career development

enhance their generic capacity for life-long learning through the study of PE and apply

the skills in real-life situations

further develop positive sport-related values and attitudes and demonstrate desirable

moral behaviour and

be responsible citizens as well as develop a better understanding of international issues

through PE and physical activities

Interface with the Junior Secondary Curriculum 110 The curriculum is a continuation of the junior secondary education

1101 It builds on the foundation of basic education Apart from building on the

previous learning experiences of different physical activities and the level of

competence acquired students are provided with more choices on physical

activities The diversified and balanced experiences gained at the junior secondary

level is a prerequisite for a more advanced and academic-oriented study in the

NSS curriculum especially the learning of the multiplicity of concepts in different

physical education contexts

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1102 It provides a basis for enhancing the understanding implementation and

evaluation of human movement The roles of physical activities are to support the

learning of theories and to maintain an active and healthy lifestyle

1103 Through a variety of learning experiences in PE and sport it enhances studentsrsquo

development of generic skills as well as positive values and attitudes

1104 It sustains studentsrsquo quality of life through the study of and participation in

physical activities and provides a basis for further studies and career development

Principles of Design 111 Prior knowledge The NSS curriculum for PE is built on the knowledge gained in basic

education The ten parts of PE at senior secondary level are discipline-based and are

closely related to the six strands highlighted in the basic education of PE ie motor and

sport skills health and fitness sport-related values and attitudes knowledge and practice

of safety knowledge of movement and aesthetic sensitivity For example the principles of

FITT (Frequency Intensity Time Type) that students are exposed to at junior secondary

level are fundamental to the learning of the part on ldquoPhysiological Basis for Exercise and

Sport Trainingrdquo in the NSS curriculum As the junior secondary curriculum covers at least

eight different physical activities from not less than four areas the knowledge students

acquired forms a strong foundation for their study at NSS level While broadening and

deepening the knowledge and skills students previously learned the emphasis of the NSS

is on the application integration and synthesis of knowledge and their practical use in

daily life

112 Balance between breadth and depth The curriculum covers a variety of areas of study

from the roles and values of PE disciplines in sport science and sport management to the

PE and sport scene in Hong Kong and Chinarsquos sporting culture It aims at providing a

comprehensive knowledge base for diversified interests aptitudes and needs Further

students are given opportunities to acquire more profound concepts and knowledge in

certain areas such as fitness and health exercise and sport training which constitute the

core knowledge in PE All these equip students with important knowledge for further

studies and career pursuits Moreover in addition to reinforcing the knowledge and skills

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of the physical activities students previously developed the curriculum provides them with

opportunities to strengthen the learning of a variety of physical activities to carry out

in-depth learning of selected activities and to participate in at least one PE-related

co-curricular activity The practical work especially providing services to the school

andor community in the form of organising physical activities and sport events as

illustrated in Exemplar 3 of this document helps strengthen studentsrsquo generic skills and

further nurture their positive values and attitudes

113 Linkage between theory and physical skills The integration of theory and physical

skills enables students to apply the learnt knowledge in the performance of physical skills

which in turn strengthens the understanding of theory It also provides opportunities for

students to enjoy an active and healthy lifestyle

114 Essential parts and choices Students are given opportunities to learn about all the

domains of knowledge in the NSS PE curriculum and different physical activities offered

by schools To cater for individual interests and needs students will have choices for

selecting a few physical skills for advanced development The physical activities offered

by schools will have more carry-over values to their future life

115 Articulation to multiple advancements The different domains of knowledge included

are useful for further study and career pursuits in different areas such as teaching PE

sports coaching and management medical and health care food and nutrition etc

116 Safety considerations Safety considerations are important in designing and organising

physical activities These include safety in using facilities and equipment safety in

carrying out the activity tasks and risk management

117 Learning to learn and generic skills Different learning modes such as group work

presentations sport competitions service for physical activities etc enable students to

further develop generic skills and learning skills and to nurture positive values and

attitudes

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Curriculum Structure

21 There are altogether ten parts in the curriculum The first nine parts are basically

theoretical the roles of PE anatomy and exercise physiology fitness and nutrition

sport injuries biomechanics motor learning and sport psychology sport sociology and

sport management However there are also elements of applied learning included in

these theoretical parts such as the practical work in topics of training methods

treatment of sport injuries and organisation of events of physical activity Part Ten

focuses mainly on practical skills which include physical skills and physical fitness

Students are expected to learn all the theoretical parts They will go through all the

practical work including all the physical skills they are taught as well as physical

fitness but they will be provided with choices for a few physical skills for advanced

learning This reflects a broad and balanced curriculum which broadens studentsrsquo

knowledge and learning and allows choices to meet studentsrsquo diversified needs and

interests

Learning Objectives 22 Through the learning of different parts students are able to

broaden and deepen their understanding of the knowledge on PE and demonstrate

healthy behaviour including active participation in physical activities

integrate the learning of PE into their lives and enhance their intellectual capability by

acquiring applying and evaluating knowledge and physical skills

understand the principles of PE and its relationship with related fields and become

aware of the links to further education and career paths

apply the knowledge of PE in real life situations so as to develop generic skills such as

communication skills critical thinking skills collaboration skills creativity and

aesthetic appreciation

nurture personal and social qualities and demonstrate desirable sporting etiquette and

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show commitment and responsibility in organising events involving physical activities

in school or the community and demonstrate an understanding of and respect for

different cultures in PE and sport

Learning Outcomes 23 At the end of the senior secondary curriculum students should be able to

live an active and healthy life by doing regular exercise maintaining a reasonable

physical fitness level practising healthy eating and staying free from substance abuse

demonstrate a knowledge of theory through participation in a number of physical

activities and at least one PE-related co-curricular activity

apply deeper knowledge acquired through studying principles of PE exercise

physiology fitness and health biomechanics sport sociology motor learning and sport

psychology and sport management and be aware of the connection between such

knowledge and other disciplines for future advancement

demonstrate generic skills such as collaborative skills critical thinking skills

communication skills and creativity through the learning of theories and physical

activities and apply these qualities in real-life situations

uphold positive sport-related values and attitudes and demonstrate proper sporting

etiquette and desirable moral behaviour and

demonstrate commitment and responsibility when performing physical activities and

sport events especially in school and community services and show understanding of

and respect for different sporting cultures

Curriculum Content 24 Part I This part gives students a general picture about the scope of PE and its

relationship with sport recreation and leisure The terminology the general concepts

and the information concerning the local PE scene help students learn and link it with

the other parts of the curriculum

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Part

Suggested Time Allocation ()

I Physical Education Sport Recreation Leisure and Wellness (6) (a) Definition History and Development of PE Sport Recreation

Leisure and Wellness

(b) Roles and Values of PE Sport Recreation and Leisure (i) Personal development (ii) Socialization (iii) International relationship (c) PE in Hong Kong (i) Primary (ii) Secondary (iii) Tertiary (d) Sport Recreation and Leisure in Hong Kong (i) Government (ii) Non-government organisations (iii) Private and commercial clubs

25 Part II This part helps students build a foundation in PE through familiarising them

with the knowledge of human body systems and prepares them for the study of fitness

and health exercise and sport training sport injuries and motor learning and sport

psychology

II Human Body (15) (a) Growth and Development (i) Life cycle amp growth curves (ii) Stages of development (iii) Body types (b) Skeletal System (i) Functions (ii) Bones (iii) Joints (iv) Cartilage (v) Ligaments (c) Nervous System (i) Functions (ii) Central Nervous System (d) Muscular System (i) Functions (ii) Types of muscle and muscle fibre (iii) Types of muscle contraction (iv) Neuromuscular control

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(e) Cardiovascular System (i) Functions (ii) Blood vessels (iii) Heart (iv) Circulation (f) Respiratory System (i) Functions (ii) Lungs (iii) Pulmonary ventilation (iv) Gaseous exchange (g) Energy System (i) Aerobic system (ii) Anaerobic system (iii) Energy metabolism during rest and physical activities

26 Part III This part covers the basic elements in human movement and is linked to the

discipline of Physics It guides students to understand the scientific basis of movement

and to apply this knowledge to enhance their performance

III Movement Analysis (7) (a) Biomechanics (i) Force (ii) Motion (iii) Newtonrsquos Law of Motion (iv) Velocity and acceleration (v) Centre of gravity (vi) Lever (b) Types of Body Movement (i) Flexion-extension (ii) Abduction-adduction (iii) Pronation-supination (iv) Plane of motion (v) Rotation (c) Application in Sports

27 Part IV This part helps students explore and compare the concepts of physical fitness

and sport-related fitness the nutritional components and the diet related to physical

performance and the interlocking relations between exercise physical fitness diet

health and chronic diseases Such knowledge helps students recognise the importance

of an active and healthy lifestyle It also plays an important role in facilitating

understanding of the concept of wellness mentioned in Part I

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IV Fitness and Nutrition for Health and Performance in Physical Activities (15) (a) Components of Health (i) Physical health (ii) Mental health (iii) Social health (b) Definition of Physical Fitness and Sport-related Fitness (i) Physical Fitness (ii) Sport-related fitness (c) Components and Measurement of Physical Fitness (i) Cardio-respiratory fitness (ii) Flexibility (iii) Muscular strength and endurance (iv) Body composition (d) Components and Measurement of Sport-related Fitness (i) Agility (ii) Balance (iii) Coordination (iv) Endurance (v) Flexibility (vi) Reaction time (vii) Speed (viii) Strength (e) Food and Nutrition (i) Carbohydrates (ii) Proteins (iii) Fats (iv) Vitamins minerals fibres and water (v) Balanced diet (vi) Nutrition and exercise performance (f) Weight Control (i) Energy balance (ii) Overweight and obesity (iii) Weight control (g) Healthy Behaviour (i) Diet (ii) Exercise and physical activity level (iii) Rest and relaxation (iv) Substance abuse (v) Posture (h) Roles of Physical Activity for the Prevention of Non-Communicable

Diseases

(i) Coronary heart disease (ii) Diabetes (iii) Hypertension (iv) Hypokinetic degeneration

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11

28 Part V This part equips students with the knowledge of physical performance and

sport training It enables students to understand the general principles and effects of

physical training which are fundamental in exercise and the acquisition of physical

skills

V Physiological Basis for Exercise and Sport Training (12) (a) Factors Affecting Performance (i) Cardio-respiratory fitness (ii) Muscular fitness (iii) Flexibility (iv) Age (v) Gender (vi) Heredity (vii) Body types (viii) Drugs (ix) Environment (b) Concepts and Principles of Training (i) Aerobic and anaerobic training (ii) Principles of training (iii) Basic considerations in training (iv) Planning of training programmes (c) Training Methods (i) Resistance training (ii) Circuit training (iii) Continuous training (iv) Interval training (d) Training and Detraining Effects (i) Cardiovascular adaptations (ii) Metabolic adaptations

29 Part VI This part equips students with the knowledge of safety measures in physical

activities and sport Building on studentsrsquo previous knowledge of human body and

movement exercise and sport training it raises their awareness of common sport

injuries and helps them apply this knowledge to treatment and prevention measures

VI Sport Injuries Treatment and Precautions (7) (a) Factors Leading to Sport Injuries (i) Environmental factors (ii) Facilities and equipment (iii) Protective devices (iv) Level of skills

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(v) Level of fitness (vi) Physical limitations (vii) Nature of different sports (b) Common Sport Injuries (i) Bleeding (ii) Abrasion (iii) Contusion (iv) Dislocation (v) Fracture (vi) Pulled muscle (vii) Sprain (viii) Strain (ix) Heat and cold injuries (x) Overuse injuries (c) Treatment (i) General principles of first aid (ii) PRICE (Protection Rest Ice Compression Elevation) (iii) Resuscitation (d) Prevention of Sport Injuries (i) Risk assessment (ii) Safety measures (iii) Warm up and cool down

210 Part VII This part helps students understand the theory of motor learning and the

fundamental elements of motor learning and sport psychology Building on the previous

parts it helps students explain the learning process and performance of daily-life physical

skills

VII Motor Learning and Sport Psychology (7) (a) Application of Learning Theory in Motor Learning (i) Skill classifications (ii) Skill acquisition and information processing (iii) Stages of learning and transfer of learning (iv) Intrinsic and extrinsic feedback (v) Knowledge of result and knowledge of performance (vi) Practice methods (b) Factors Affecting Performance (i) Anxiety and arousal (ii) Attention and concentration (iii) Motivation and self-confidence (iv) Goal setting (v) Imagery and mental practice (vi) Personality (vii) Aggression

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(c) Application of Stress Management in Sport (i) The nature of stress (ii) Stress management

211 Part VIII This part allows students to investigate different issues of physical and sport

activities in relation to society It helps students understand more deeply the roles and

values of PE and sport from different perspectives It also nurtures studentsrsquo high-order

thinking skills by exploring specific issues

VIII Social Aspects of PE Sport and Recreation (8) (a) Olympic Movement and Olympicism (i) Philosophical foundation history and development of the Olympic

Games

(ii) Olympic Movement and Olympicism (iii) Chinarsquos involvement in the Olympic Movement (iv) Challenges to the Olympic Movement and Olympicism (b) International Organisations Major Games and Major International

Competitions

(i) International Olympic Committee and International Sports Federations

(ii) Olympic Games and other major games (iii) Major international competitions (c) Chinarsquos Sporting Culture (i) Chinarsquos sporting culture (ii) All China Games (d) Sport and Society (i) Sport for all and sport for elite (ii) Amateurs and professionals (iii) Competition (iv) Drugs in sport (v) Violence in sport (vi) Politics and sport (vii) Media and sport (e) Factors Influencing Participation in Sport and Recreation (i) Personal factor (ii) Family factor (iii) Social factor (iv) Cultural factor (v) Political factor (vi) Environmental factor

212 Part IX This part introduces the basic concepts of sport management and programme

organisation It aims at equipping students with useful knowledge to perform school and

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community services particularly the organization of different physical activity events

IX Sport and Recreation Management (6) (a) Concepts on Sport and Recreation Management (i) The management process (ii) Facilities and equipment (iii) Funding (iv) Staffing

(v) Time factor (b) Programme Organisation (i) Competition systems (ii) Organisation of events of physical activity (c) Legal Issues in PE Sport and Recreation (i) Liability in PE and sport activities (ii) Negligence in PE and sport activities

213 Part X This practical part provides an opportunity for students to apply the theories

learned from the other parts through participating in physical activities It requires students

to relate and integrate different aspects of knowledge learned to enhance their skill

performance and physical fitness It also develops studentsrsquo personal qualities by enabling

them to recognise their role in PE-related school and community services

X Performance in Physical Activities (17) (a) Demonstration of Skills and Knowledge of Various Physical Activities (i) Acquisition mastery and demonstration of a number of physical

activities

(ii) Active participation in at least one PE-related co-curricular activity

(iii) Demonstration of regular exercise to maintain fitness and health (iv) Application of learned theories in the performance of physical

activities

(v) Demonstration of a leading role in school andor community services

(100)

Curriculum Organisation 214 Learning and Teaching Sequence The suggested sequence of the learning and

teaching components for PE is that the foundation of PE comes first before the topics

on human body exercise physiology as well as health and fitness These topics are

then followed by those related to other knowledge disciplines namely biomechanics

SECOND DRAFT

15

sport sociology and motor learning and sport psychology The learning of physical

activities and related co-curricular activities will be ongoing throughout the three years

of senior secondary education The rationale for the way the ten parts are sequenced is

as follows

2141 A foundation part including terminology gives students the general knowledge

essential for a smooth transition from an activity-oriented basic education PE

curriculum to an academic-oriented PE curriculum

2142 The energy system together with the anatomy of different systems of human

biology is basic for understanding of different aspects of the subsequent topic of

exercise physiology

2143 The biomechanics of Physics and its relation to and application in sports is

conducive to the learning of subsequent topics on sports medicine exercise

physiology and motor learning and sport psychology However it may be taught at

a later stage such as at SS2 or SS3 as the concepts are more specific

2144 With the knowledge of the human body it is easier for students to acquire some

important concepts such as weight control and healthy behaviour and the related

chronological diseases and apply the knowledge of fitness nutrition and health in

daily life

2145 The knowledge of exercise physiology is specific to PE and sport performance and

training

2146 The understanding of human movement anatomy and exercise physiology is useful

for the study of sport injuries treatment and prevention

2147 When students are promoted to higher forms they are more capable of grasping the

abstract ideas of how motor learning and sport psychology affect sport

performance

2148 The analysis of and enquiry into different sport issues from multi-perspectives help

develop studentsrsquo high order thinking skills and their ability to think independently

2149 The integration of knowledge and practical skills enables higher form students to

perform school and community services such as organizing sport events

21410 Participation in physical activities has a dual role First it helps students to realise

an active and healthy lifestyle in an effort to remain fit and healthy and second it

SECOND DRAFT

16

enhances studentsrsquo understanding of different theories

Time Allocation

215 10 of the total curriculum time will be allocated to the subject It will be about 270

hours for class teaching in the 3 years of the NSS curriculum However the exact number

of hours can be school-based and may thus have slight variations between schools

SECOND DRAFT

17


Progression of Studies 31 The parts are sequenced as follows

311 The parts are sequenced in such a way that it reflects progression from the

development of general knowledge to application integration and analysis and

eventually to the practical use of knowledge

312 The first three parts forming group one constitute fundamental knowledge in the

roles and values of PE anatomy and human movement

313 The second group consisting of Part IV V and VI is mainly on the application of

knowledge in fitness and health sports training and sports injuries

314 The third group that is Part VII and VIII focuses more on analysis and integration

of knowledge in motor learning and sport psychology as well as sociology

315 The last group including Part IX and X illustrates the knowledge for practice in

sport management and the practical demonstration of different physical activities

32 The sequence suggested will enable students to explore their interests in SS1 and develop a

better understanding of the subject especially when they expand their knowledge on

exercise physiology and fitness and health which is essential for the pursuit of physical and

sport activities The knowledge in NSS1 provides students with key concepts in PE which

is essential for subsequent construction of knowledge It allows a smooth progression to

SS2 and SS3 when students go through Part X ldquoPerformance in Physical Activitiesrdquo which

involves the higher order cognitive process of integration and synthesis of knowledge Also

students will be more mature for the learning of other abstract topics such as sport

sociology where they need to examine issues from multiple perspectives Besides students

are exposed to different disciplines in sport psychology sport sociology and sport

management Though these disciplines are not offered individually as electives students

may focus more on those they are interested in or capable of in their study for future

studies or career pursuits

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18

Curriculum Planning 33 Flexibility of time-tabling The time-tabling of the subject should be flexible to maximize

learning especially for those topics including practical work For example the service for

school sport activities is likely to be conducted outside normal lesson time The activities

may be held after school on Saturday during post examination activities period or in a

whole day mode such as athletic meet and swimming gala

34 For students of different abilities Learning tasks will on the one hand ensure that

students have equal opportunities for the learning of all essential elements and on the other

allow the brighter students to excel School activity service such as organising sport

activities or competitions will serve the former principle School activities offered inside

and outside school are opportunities for the elite student-athletes thus serving the latter

principle

35 For students with different inclinations Some topics such as biomechanics motor

learning and sport psychology sport sociology and sport management which are designed

to be taught in SS2 or SS3 are more specific involving students in more in-depth learning

to meet their needs and interests

36 Making student learning more meaningful The integration of theory and practical work

make learning more meaningful as students could apply what they learn and more

importantly understand the reasons behind sport performance and sport phenomenon Also

theory and practical work will complement each other and strengthen studentsrsquo learning

experience

37 Integrating conceptual learning with life-wide learning experiences The learning of the

various domains of knowledge physical skills and physical fitness is certainly linked to the

physical experience of the Other Learning Experiences and the outside school learning

experiences such as participation in sport-related services and competitions This will

enhance student learning especially when it is applied in real life situations

SECOND DRAFT

19

38 Integrating learning with assessment The balanced use of formative and summative

assessments and the feedback given to students will help students learn Diversified

assessment will be particularly useful in reflecting studentsrsquo performance and motivating

them to improve in the learning process

SECOND DRAFT

20


Guiding Principles 41 The guiding principles of the learning and teaching of the PE subject are

All learners can learn and none will be deprived of learning opportunities because of

socio-economic status

A flexible framework to cater for learner differences

Construction of knowledge to nurture studentsrsquo self-learning capacity

Building on studentsrsquo learning experience and prior knowledge

Integration of knowledge and stimulation of high-order thinking

Provision of a caring and motivating learning environment

Using formative and summative assessments as well as feedback to improve learning

Adoption of reflective teaching and teachers adjusting teaching strategies according to

studentsrsquo performance

Suggested Learning and Teaching Approaches and Strategies 42 There are a number of learning and teaching approaches and strategies

421 Varying instructional strategies to use different instructional methods for whole

class teaching small group and individual work Use of an interactive mode of

learning and feedback are useful to enhance learning

422 Building on prior learning experiences to make use of the knowledge and skills

learned in basic education and the concurrent 5 physical learning experience

423 Effective use of learning and teaching resources to maximize the use of library

resources and encourage students to conduct web search for information to use

community resources especially sport facilities to facilitate learning

424 Development of generic skills and nurturing values and attitudes to develop

studentsrsquo generic skills and nurture their positive values and attitudes in genuine

contexts especially during group work sport competitions community service etc

425 Life-wide learning apart from formal PE lessons to provide other learning

opportunities for students to gain relevant learning experiences especially those

SECOND DRAFT

21

outside school activities

426 Reading to learn to encourage students to read reference materials such as books

journals magazines to widen their knowledge-base and to foster their interest in

different topics progressing at their own pace

427 IT for interactive learning to nurture in students a habit of using IT for

interactive learning Use of multi-media and internet facilitates more interesting

and effective learning

428 Referencing to local context it helps students better understand the application of

the PE and sport theories particularly those of fitness and health sport sociology

and sport management

429 Catering for learner differences to adopt varying strategies for students with

diversified abilities in the learning of theories or physical skills Collaborative

learning among students particularly in the form of student mentorship is one way

to enhance learning

4210 Balanced practical work of physical skills practical work is important and

facilitates understanding of concepts and theories But an undue emphasis on

physical skills will distort the objective of the subject which may be misinterpreted

as supporting only elite sport training

4211 Safety in practical work always pay attention to safety measures and risk

management in practical work to avoid injuries and learn how to handle problems

when they occur

4212 Collaboration with teachers of other disciplines liaison with Physics and

Biology teachers is beneficial in the teaching of biomechanics and anatomy

Consulting the school counselor is an effective way for students to handle studying

problems and improve study skills

Catering for Learner Differences 43 Learner differences in this subject refer to diversified student abilities in terms of

knowledge of theory or mastery of physical skills or a combination of both Collaborative

learning among students particularly in the form of student mentorship helps to enhance

learning and ease teacherrsquos workload

SECOND DRAFT

22

431 Students who are strong in physical skills but weak in theory students who are

strong in physical skills are usually committed and persevering in performing tasks

They have high self-esteem and pride in their own strengths The key for these

students to learn better is to help them apply their strengths in academic studies

432 Students who are interested in PE but weak in physical skills These students are

motivated to learn particularly when they are provided with suitable encouragement

The best way is to ask students with good physical skills to be ldquostudent mentorsrdquo

and help this type of students

433 Students with weak physical fitness level Physical fitness is partly genetically

predetermined Physical fitness tests should not be used in a way that could

embarrass the weaker students It is better to encourage them to work according to

realistic individual goals In fact physical fitness standards should be reasonably set

Elite standards should be avoided

44 On the other hand there are different learning and teaching strategies for students with

different academic abilities

441 Average abilities Help these students to set higher but achievable goals and always

motivate them to work harder Positive reinforcement such as extrinsic reward is

always helpful

442 Lower abilities Modify tasks to suit studentsrsquo abilities or to separate the tasks into

parts to let students progressively build up a foundation of knowledge which

promises a better chance of success This could also nurture studentsrsquo

self-confidence and motivation Moreover it is good to focus on what students can

accomplish and not to encourage them to compare their results with those of others

443 Exceptionally gifted Always encourage them to go beyond the set targets They

could be assigned as study leaders and sport captains or to assist the teacher by

demonstrating physical skills in lessons

Exemplar 45 A few exemplars are included in the appendices to show how some topics can be taught

and how to integrate theory with practical activities

SECOND DRAFT

23


51 Assessment is a way to collect evidence of studentsrsquo learning It aims to provide feedback to

students and identify their strengths and weaknesses in learning It helps identify what the

next learning target should be and how it can be achieved

Internal Assessment 52 Internal assessment is an integral part of the learning and teaching of PE in the NSS

curriculum

53 Formative assessment can help collect evidence about the effectiveness of learning and

teaching and provide feedback to students and teachers for further improvement It reflects

the strengths and weaknesses of students in terms of knowledge skills and attitudes

according to which tailor-made adjustments can be made in the learning teaching and

assessment cycle With reference to the learning targets formative assessment helps

evaluate studentsrsquo progress and enhance motivation in learning Oral feedback observation

checklist reflection form and project work are some examples of formative assessment for

PE

54 Summative assessment is a useful tool for describing studentsrsquo progress of learning and

achievements at a specific stage of learning

55 Both formative assessment and summative assessment are useful to facilitate learning if

they are effectively implemented

56 The assessment of values and attitudes could be done in school and recorded in the Senior

Secondary Student Learning Profile Studentsrsquo learning experiences and achievements in PE

will be recognised and reflected in the profile Achievements in high level competitions

qualifications in coaching and refereeing obtained by the elite athletes will also be included

SECOND DRAFT

24

Public Assessment 57 This section describes the direction of the development of public assessment Hong Kong

Examinations and Assessment Authority (HKEAA) will develop the assessment rubrics at a

later stage as outlined in paragraph 511 below At the moment the target is to include two

parts in the public assessment in the form of a School-based Assessment (SBA) and an

external assessment It is recommended that the public assessment for PE comprises the

following

SBA (30) External Assessment (70) 10 Physical activity (1) 10 Physical activity (2) 10 Physical fitness and a related written

assignment

2 written papers of a total of 4 hours

Key for SBA

Physical activity (1) Physical activity (2)

Physical activities (1) amp (2) are from 2 different areas of activity of athletics ball games gymnastics aquatics dance outdoor pursuits and other activities stipulated in the PE KLA Curriculum Guide (Primary 1 ndash Secondary 3) (2002)

Physical fitness and a related written assignment

Standardised physical fitness components A written assignment which focuses on studentsrsquo learning process such as illustration of the aims and targets and an implementation plan of physical fitness

58 The model presented above is open for feedback and suggestions Indeed the weighting of

SBA and external assessment will be set in 2006 However according to the timeline

described in paragraph 511 below it could still be adjusted after the NSS has been

implemented to meet any new curriculum and assessment needs that may arise The

moderation format of SBA depends on the number of candidates Statistical moderation is

suitable for a large candidature and non-statistical methods are more appropriate for a

relatively small candidature

59 Written papersStudents are expected to do all parts to acquire broad and balanced

knowledge However apart from compulsory questions on selected parts such as parts 1 to

SECOND DRAFT

25

6 flexibility is sought to allow students options in choosing questions about the other parts

such as parts 7 to 9 Careful consideration will be taken to keep the breadth of coverage and

depth of cognitive level of different options comparable As for the duration of written

papers it will not exceed four hours

510 ReportingStandards-referenced reporting will be used The results issued by HKEAA are

expected to cover 3 components the results of SBA external assessment and the total of

the two Such a format of reporting has the advantage of giving stakeholders a more

comprehensive picture of studentsrsquo achievement in this subject

511 Developmental timelineThe examination rubrics developed by the HKEAA will be ready

by February 2006 By then the weighting and components of SBA as well as the number

and duration of written papers will be fixed Sample examination papers will be available

in 2007 so that schools will have access to more details before the implementation of the

NSS curriculum

SECOND DRAFT

26


Learning and Teaching Resources 61 Resource materials to support learning and teaching will be developed in collaboration with

tertiary institution educational organisations and school teachers Individual sets of

materials for the different parts will be produced This will facilitate necessary updates in

future

62 The PE Section of Education and Manpower Bureau (EMB) is working to produce videos

of PE lessons for SBA purposes There will be seminars to brief teachers on the use of such

information in assessing studentsrsquo physical skills

63 Learning and teaching resources will not be confined to materials produced by EMB

Schools may use reference materials produced in other countries including reference books

journals web-based materials and audio-visual aids

64 Teachers are encouraged to share school-based materials especially in different professional

development programmes organised by EMB The materials include teaching notes on

different topics and materials generated from pilot studies and research projects conducted

by schools These materials are very useful for PE curriculum development at the NSS

level

65 Though not exhaustive a list consists of materials recommended for students in the

promotion of reading to learn is attached in the Appendix

SECOND DRAFT

27


71 There will be sufficient professional development programmes and collaborative Research

and Development Projects to support the implementation of the NSS PE curriculum These

supporting measures will be spaced out over the next few years to meet the needs of

teachers

Professional Development Programmes 72 As all PE teachers are subject-trained they are competent in promoting effective learning

and teaching of the knowledge as required in the NSS PE curriculum However there will

still be a good number of in-service professional development programmes for teachers to

strengthen their professional expertise The current planning extends up to the launching of

the NSS and ongoing planning is anticipated thereafter

73 A professional development plan including a suggested timeline is listed in the table below

The courses on different topics will be scheduled over a period of time Teachers may opt

for those which suit their own timetable Besides repeated courses could be arranged on

need basis to accommodate teachers who might have missed the scheduled ones

74 The programmes to be offered in the near future will focus more on the understanding and

interpreting the curriculum as well as formative assessment A modular approach will be

used for the programmes Teachers may devote more time to those parts that they are less

familiar with including biomechanics motor learning and sport psychology and sport

management which are not covered in the HKCE(PE)

Suggested Topics and Timeline of the Professional Development Programmes

Nature Course Topics

Duration Date

Rationale concept 3 hrs 122005 Compulsory Part

Curriculum School-based planning 3 hrs 042006

SECOND DRAFT

28


Duration Date

School-based planning workshops and sharing

3 hrs 042006

Assessment for Learning 3 hrs On-goingSBA 3 hrs 122005 Workshops on standardization for SBA

3hrs 122005

Standards-Referenced Assessment 3 hrs 072006

Assessment

Examination Rubrics

6 hrs 2007

Learning and Teaching

Will be divided into 10 sessions and are optional for teachers

3 hrs for each session

042006 Optional Part

Knowledge update Will be divided into 10 sessions and are optional for teachers


072006

Use of Research Findings and Effective Practice 75 There will be a number of collaborative research and development projects on the

implementation of the curriculum in the coming years These are pilot studies on such areas

as curriculum planning and management learning and teaching of different parts or topics

and assessment These studies try to work out appropriate learning strategies and to produce

reference materials for different areas and to generate school-based good practices to be

shared among schools

76 The research findings are useful for curriculum development and changes With schoolsrsquo

active involvement in the research process the experiences accumulated and materials

generated are valuable for implementing effective school practices

Suggested RD Projects (2005 ndash 2011)

No Topic

Year

1 Student Portfolio 2 Teaching of Biomechanics

2005-06

3 Teaching of Motor learning and Sport Psychology 2006-07 4 Standards of Assessment 2006-08

SECOND DRAFT

29

No Topic

Year

5 Curriculum Planning and Learning Impacts 2008-11

Source of Information 77 Details of the resources and supporting measures will be announced through the Curriculum

Development Institutersquos website for PE (httpwwwembgovhkcd) Also teachers may

check the EMB Training Calendar regularly for information on professional development

programmes

SECOND DRAFT

30


Bibliography

Alberta Learning (2000) Physical Education Guide to Implementation Kindergarten to Grade 12 Alberta Alberta Learning Retrieved 30 July 2004 from httpwwwlearninggovabcak_12curriculumbySubjectphysedphysedgiasp Armstrong N amp Welsman J (1997) Young People and Physical Activity Oxford Oxford University Press Armstrong N amp Welsman J (1998) Physical Activity Patterns of 5 to 7-year-old Children and their Mothers European Journal of Physical Education 3145-155 Assessment and Qualifications Alliance (2003) Entry Level Certificate Physical Education Manchester Assessment and Qualification Alliance Retrieved 31 July 2004 from httpwwwaqaorgukqualpdfAQA3958WSPpdf Board of Studies (2000) Health and Physical Education Curriculum and Standards Framework II Carlton Board of Studies Retrieved 2 August 2004 from httpcsfvcaaviceduauhpkshphtm Board of Studies New South Wales (2001) HSC assessment in a standards-referenced framework A Guide to Best Practice Sydney Board of Studies New South Wales Retrieved 2 August 2004 from httpwwwboardofstudiesnsweduaumanualspdf_docHSC_assess_bookletpdf Board of Studies New South Wales (2001) Personal Development Health and Physical Education Stage 6 Support Document Sydney Board of Studies New South Wales Retrieved 2 August 2004 from httpwwwboardofstudiesnsweduausyllabus_hscpdf_docpdhpe_supportpdf Board of Studies New South Wales (2001) Personal Development Health and Physical Education Stage 6 Syllabus New South Wales Board of Studies New South Wales Retrieved 2 August 2004 from httpwwwboardofstudiesnsweduausyllabus_hscpdf_docpdhpe_sylpdf

SECOND DRAFT

31

Curriculum Development Council (2002) Physical Education Key Learning Area Curriculum Guide (Primary 1 ndash Secondary 3) Hong Kong Printing Department Curriculum Development Council (2002) Basic Education Curriculum Guide Building on Strengths (Primary 1 ndash Secondary 3) Hong Kong Printing Department Curriculum Planning amp Development Division Ministry of Education (1999) Revised PE Syllabus for Primary Secondary and Pre-University Levels Singapore Curriculum Planning amp Development Division Ministry of Education Edexcel (2003) Edexcel Advanced Subsidiary GCE in Physical Education for examination from January 2003 Notts Edexcel Foundation Retrieved 2 August 2004 from httpwwwedexcelorgukVirtualContent25808pdf Edexcel (2003) Edexcel Advanced GCE in Physical Education for examination from June 2003 Notts Edexcel Foundation Retrieved 2 August 2004 from httpwwwedexcelorgukVirtualContent25808pdf FU et al (2004) Indicators to Assess Effectiveness of Education Reform Measures (Physical Education) Hong Kong Hong Kong Baptist University Dr Stephen Hui Research Center for Physical Recreation and Wellness Hodgson B (2001) Sport and PE A Complete Guide to GCSE Oxon Bookpoint Ltd Honeybourne J Hill M amp Moors H (2001) Advanced Physical Education amp Sport Teacher Resource Pack Cheltenham Nelson Thornes Ltd Honeybourne J Hill M amp Moors H (2002) Advanced Physical Education amp Sport For A-Level Cheltenham Nelson Thornes Ltd International Olympic Committee (2002) Sport for All and Elite Sport Rivals and Partners 9th Sport for All Congress IOC Arnhem Johns D P amp Ha A S (1999) Home and Recess Physical Activity of Hong Kong Children Research Quarterly for Exercise and Sport 70319-323

SECOND DRAFT

32

Kirk D Penney D Burgess-Limerick R Gorely T amp Maynard C (2002) A-Level Physical Education The Reflective Performer United States Human Kinetics Littlewood K amp Pridmore J (1997) Physical Education VCE Units 1amp2 South Melbourne Nelson Australia Pty Limited Masters G N (2002) Fair and Meaningful Measures Camberwell Victoria Australian Council for Educational Research Ltd Ministry of Education and Training (1998) The Ontario Curriculum Grades 1-8 Health and Physical Education Ontario Ministry of Education and Training Retrieved 2 August 2004 from httpwwwedugovoncaengdocumentcurriculhealthhealthehtml National Association for Sports amp Physical Education (1995) Moving Into The Future National Standards for Physical Education Guide to Content and Assessment New York WCBMcGraw-Hill New Jersey Department of Education (2004) New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education Trenton New Jersey Department of Education Retrieved 2 August 2004 from httpwwwstatenjusnjdedcccss2_chpehtm Qualifications and Curriculum Authority (2002) GCE Advanced Subsidiary (AS) and Advanced (A) Level Specifications London Qualifications and Curriculum Authority Retrieved 2 August 2004 from httpwwwqcaorgukages14-19subjectspe_1750html Queensland Studies Authority (2003) Senior Syllabus in Physical Education Spring Hill Queensland Studies Authority Retrieved 2 August 2004 from httpwwwqsaqldeduauyrs11_12subjectspedraftpdf Scottish Qualifications Authority (2000) National Course Specification PE (Advanced Higher) Glasgow Scottish Qualifications Authority Retrieved 2 August 2004 from httpwwwsqaorgukfilesnqPhysical_Education_Advanced_Higherpdf Scottish Qualifications Authority (2004) National Course Specification PE (Higher) Glasgow Scottish Qualifications Authority Retrieved 2 August 2004 from

SECOND DRAFT

33

httpwwwsqaorgukfilesnqPhysical_Education_Hpdf Victorian Curriculum and Assessment Authority (2003) Health amp Physical Education Annotated Work Samples Curriculum and Standards Framework II West Melbourne Victorian Curriculum and Assessment Authority Retrieved 31 July 2004 from httpwwwvcaaviceduauprep10csfprofdevworksamplesHPE_PG_finalpdf Victorian Curriculum and Assessment Authority (2002) The CSF and National Goals Health amp Physical Education West Melbourne Victorian Curriculum and Assessment Authority Retrieved 31 July 2004 from httpcsfvcaaviceduauovov-ghtm World Health Organisation (2002) Physical Activity and Health Fifty-fifth World Health Assembly Document WHA5523 WHO Diet Geneva World Health Organisation (2004) Global Strategy on Diet Physical Activity and Health Fifty-seventh World Health Assembly WHO Document WHA5717 Geneva Wright P (1997) Inside amp Out A Health and Physical Education Textbook Victoria The Australian Council for Health Physical Education and Recreation Victorian Branch Wright P (1997) Inside amp Out A Health and Physical Education Workbook Victoria The Australian Council for Health Physical Education and Recreation Victorian Branch 上海中小學課程教材改革委員會（1996）《九年制義務教育課本（試用本）體育與保健（七

年級）》上海上海教育出版社

上海中小學課程教材改革委員會（1997）《九年制義務教育課本（試用本）體育與保健（九


王香生（2001）〈「全方位學習」在小學體育教學之實施〉《基礎教育學報》第十卷第二

期第十一卷第一期頁 111ndash116

王香生（2003）《為健康而運動》香港明報出版社

中華人民共和國教育部（2001）《體育（1-6 年級）體育與健康（7-12 年級）課程標準（實

驗稿）》北京北京師範大學出版社

SECOND DRAFT

34

中華人民共和國教育部（2003）《普通高中體育（與健康）課程標準（實驗稿）》北京

人民教育出版社

毛振明毛振鋼（2002）《體育教學內容改革與新體育運動項目》北京北京體育大學出

版社

曲宗湖（2002）《體育隱蔽課程的基本理論與實踐》北京人民體育出版社

曲宗湖楊文軒（1999）《現代社會與學校體育》北京人民體育出版社

曲宗湖楊文軒（1999）《域外學校體育傳真》北京人民體育出版社

曲宗湖楊文軒（2000）《學校體育教學探索》北京人民體育出版社

曲宗湖楊文軒（2001）《課餘體育新視野》北京人民體育出版社

李大拔（2002）《健康促進學校-香港經驗分享》香港中文大學出版社

季瀏體育（與健康）課程標準研制組（2002）《體育（與健康）課程標準（實驗稿）解

讀》武漢湖北教育出版社

季瀏（2000）《全國高等學校公共體育課教材體育與健康》華東華東師範大學出版社

季瀏（2004）《體育與健康課程標準解讀》武漢湖北教育出版社

國立編譯館（1984）《國民學體育教師手冊第二冊》臺灣國立編譯館

國立臺灣師範大學（1991）《體育課程系統規量劃專題研究第一階段研究成果報告》臺灣

國立臺灣師範大學

SECOND DRAFT

35

Reference Materials for Students Education Department (1994) Supporting Materials on Physical Education for Secondary

Schools (2nd Ed) Hong Kong Education Department

Honeybourne J Hill M amp Wyse J (1998) PE for You Cheltenham Stanley Thornes

Publishers Ltd

Honeybourne J Hill M amp Moors H (1996) Advanced PE amp Sport for A-Level (2nd Ed)

Cheltenham Stanley Thornes Publishers Ltd

Webster D (1997) Revise GCSE Physical Education London Letts Educational

SECOND DRAFT

36

Exemplar 1 Performance in Physical Activities

Introduction This exemplar illustrates the learning and teaching of part 10 ldquoPerformance in Physical

Activitiesrdquo Students are required to demonstrate competent physical skills and a reasonable level

of physical fitness The learning of physical activities is integrated with theory so that students

could apply their knowledge in physical activities This exemplar also includes school andor

community services which support and strengthen the learning of theory and develop studentsrsquo

affective qualities

Students will learn all the physical activities taught in school which normally cover different

areas of activities However they will focus particularly on a few activities say four activities

which they are most interested in for more in-depth learning and choose two of them for SBA

This will facilitate a broad learning base in the practical part and allow choice and specialization

to meet studentsrsquo needs and interests

Learning Objectives (a) To acquire the knowledge and demonstrate the skills of physical activities

(b) To apply the learned theories in performance in physical activities

(c) To demonstrate regular exercise to maintain fitness and health

(d) To develop generic skills and nurture positive values and attitudes

Learning Outcomes At the end of the learning tasks students are able to

(a) acquire the knowledge of physical activities

(b) apply the training principles of exercise in physical fitness

(c) perform physical skills at a competent level and maintain physical fitness at a reasonable

level

(d) evaluate the learning of physical activities and its relationship with an active and healthy

living

(e) demonstrate the development of generic skills (collaboration critical thinking

SECOND DRAFT

37

communication creativity) and positive values and attitudes (responsibility commitment

perseverance)

Suggested Learning and Teaching Activities (a) To learn and practise various physical skills

(b) To do a written assignment on physical fitness which focuses on studentsrsquo own learning

process such as describing the aims and targets of fitness level and how to implement a

physical fitness plan

(c) To do exercise regularly and keep oneself physically fit

(d) To perform school or community services in physical and sport activities

(e) To evaluate the outcomes of learning especially during briefing and debriefing of lessons

Suggested Learning and Teaching Strategies (a) Teachers may use different aids such as IT tools to enhance the effectiveness of the learning

of physical activities

(b) To use the sport facilities inside and outside school to facilitate learning

(c) To set realistic goals of learning physical skills and fitness for different students catering for

individual differences

(d) To encourage students to apply theories to practical work

(e) To include the teaching of terminology historical development and rules and regulations of

the physical activities during briefing in practical lessons or in separate theory lessons so as

to make the learning more comprehensive

(f) During debriefing both in lessons or at the end of term to discuss and evaluate

i) The role of physical activities for an active and healthy lifestyle

ii) The effectiveness of the physical fitness programme - whether fitness contributes to

health and whether it helps or hinders performance

iii) The importance of the application of theory in physical activities

iv) The learning experience of being an activity organiser or a junior coach and the effects

of such experience in the development of personal qualities and skills such as

collaboration skills critical thinking skills communication skills problem-solving

skills responsibility commitment leadership etc

SECOND DRAFT

38

v) The learning from various learning experiences and the way to improve

(g) To help students appreciate the importance of ldquoknowing by doingrdquo and show commitment

and perseverance in planned tasks

Assessment (a) Studentsrsquo performance in the physical activities and fitness will be recorded and counted

under SBA The SBA will be incorporated in the on-going learning and teaching activities

(b) Assessment for Learning Self and peer assessment is encouraged with a view to helping

students undergo reflective learning Constant feedback from the teacher is useful in

enhancing studentsrsquo learning On the other hand results from tests and measurement are

objective indicators of studentsrsquo achievement at regular intervals All these help students map

out their learning progress identify strengths and weaknesses and set realistic and

progressive goals for achieving the target standards

Reminder for Teachers (a) The learning and teaching of physical skills of the activity should not be pitched at an elite

level but at a competent level where a student can demonstrate the skills and tactics required

for participating in inter-class competitions He or she is also required to know the rules and

regulations history and development and the local and international sport scenes

(b) The part on school andor community services is a valuable learning experience It helps to

achieve the educational goals of the senior secondary curriculum especially in the areas of

integrating theory with physical skills as well as development of generic skills and positive

values and attitudes However students need not be elite athletes in order to be coach helpers

assistant coaches or born leaders in organising physical activities The focuses are on the

learning process and the hands-on experiences they get These are essential for studentsrsquo

future advancement Besides the opportunity of gaining these learning experiences is equal

for all students irrespective of their socio-economic backgrounds

Key words (a) Physical activities and physical fitness

(b) SBA

SECOND DRAFT

39

Exemplar 2 Circuit Training Programme

Introduction This is an exemplar of learning and teaching strategies It illustrates how practical work which

includes studentsrsquo design of a training programme and the related physical work helps

strengthen the learning of theory It also suggests some questions on ldquoAdvanced Studyrdquo for

students of higher ability

Learning Objectives (a) To enable students to learn and apply the knowledge of training

(b) To develop studentsrsquo high-order thinking skills through designing a circuit training

programme

(c) To give students hands-on experience on circuit training

Learning Outcomes At the end of the study students are able to

(a) understand the purpose and content of circuit training

(b) design a workable circuit training programme

(c) analyse and appreciate the training design of other students

(d) evaluate the effects of training

Prior Knowledge (a) Anatomy

(b) FITT (Frequency Intensity Time Type)

(c) Physical fitness

Circuit Training Programme Students design a year-round circuit training programme for general conditioning purposes It

includes

(a) Preparation for the training programme

SECOND DRAFT

40

i) Physical activity readiness questionnaire (provided by the teacher)

ii) General aerobic activities to build up a foundation for training

(b) The three phases of exercise

(c) The names and sequence of 6-10 exercises with the explanation of the different muscles

being used (with reference to the principles of training)

(d) Exercise loading and number of sets including exercise time and recovery time

(e) Target loadings in different stages of the year (with reference to the principles of training)

Suggested Learning and Teaching Activities (a) Teachers perform classroom teaching on circuit training to cover topics such as

i) definition of circuit training

ii) three phases of exercise (warm up conditioning cool down)

iii) exercise loading

iv) basic principles of training (overload progression specificity reversibility)

(b) Each student designs a circuit training programme

(c) Students conduct peer assessment on the programme design

(d) The class together with the teacher selects one of the programmes for demonstration

(e) The whole class practise according to the selected programme and fill in a reflection form at

the end of the lesson Items may include the effects of exercise the opinions on the design

and practical work the usefulness of peer assessment etc

(f) Students who have higher ability or greater interest are encouraged to further study the

questions of ldquoAdvanced Studyrdquo listed below

Assessment for Learning Using a checklist students undergo peer assessment in pairs to comment on each otherrsquos design

Items in the checklist include

i) Is the order of stations appropriate for working alternatively on different muscles

ii) Is the exercise loading appropriate in terms of duration of exercise and number of

repetitions

iii) Is the recovery time sufficient between each exercise

SECOND DRAFT

41

End of Study Questions The teacher may evaluate studentsrsquo understanding of circuit training by asking them to respond

to the questions listed below This can be done in either a written or oral form or during

debriefing

(a) What are the benefits of doing circuit training

(b) What are the effects of loading for achieving the purpose of general conditioning

Advanced Study (a) What will be the exercises and activities if one wants the circuit training to be more

sport-specific

(b) What are the differences between weight training and circuit training

Teacherrsquos Reflection (a) Does the study have clear learning objectives

(b) Is the peer assessment effective for peer learning

(c) Is the ldquoAdvanced Studyrdquo attractive enough to motivate the students of higher abilities to

learn further

(d) Does the practical work enhance learning

(e) Does the study help students integrate and apply knowledge from different disciplines of PE

and physical activities

(f) Will the study motivate students to initiate practice on circuit training in the future

(g) Is the study a worthy PE learning experience Why

(h) How will the learning be further improved (Will it be better for two students to design one

programme to better facilitate collaborative learning which is a good means for helping

those who are less-gifted)

Key Words (a) Application of theory of circuit training

(b) Hands-on experience

(c) Advanced study for students of higher ability

SECOND DRAFT

42


Introduction This is an exemplar of learning and teaching strategies It illustrates how practical experiences of

organising an event of physical activities help strengthen the theory learned It also shows the

way of doing community (or school community) service through the application of knowledge in

PE

Learning Objectives (a) To learn and apply the knowledge of sport and recreation management as well as competition

systems to the organisation of events of physical activities

(b) To gain practical experience of organising an event of physical activities

(c) To self-appraise leadership and problem-solving skills and learn to appreciate othersrsquo work


(a) understand and apply the knowledge of management namely planning implementation

evaluation

(b) design a competition schedule based on selected competition systems such as round robin

knock out

(c) evaluate the event and write up a simple report

Principles of Design (a) The activities contribute to the five essential learning experiences advocated in the

curriculum reform of Basic Education and show the vertical connection between the basic

and senior secondary education Moral amp Civil

Education

Intellectual

Development

Community Service Physical amp

Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked

(b) Unlike some learning opportunities which may be limited to some students such as elite

sport training or expensive visits this task is accessible to all students studying the elective

irrespective of their abilities and socio-economic backgrounds

(c) It caters for learner differences Students may play different roles such as junior coaches if

they have the expertise or the master of ceremony or designer of poster depending on their

interests and talents

Suggested Learning and Teaching Activities (a) The teacher introduces the topic on sport and recreation management and different

competition systems

(b) The teacher briefs students on the requirement of a school event of physical activities for

example a junior inter-class volleyball competition (It could be competitions of any other

physical activities) Students then design an event proposal which includes

i) a competition system and schedule

ii) a budget

iii) information concerning venue equipment and prizes

iv) manpower resources and duty allocation

(c) With the teacherrsquos advice and supervision students work with representatives of participating

classes and run the competition

(d) After the competition students work out interpret and manage the competition data

Together with other data such as financial information students write up an event report

(e) Working on the evaluation proforma provided by the teacher students evaluate the event and

reflect on the tasks they have performed This may include

i) the identification of strengths and weaknesses of the work done

ii) whether they can apply the learned theories in the practical work

iii) how they see themselves and others in terms of demonstration of generic skills and

positive values and attitudes especially the attitudes related to giving service and

development of leadership qualities

SECOND DRAFT

44

Suggested Learning and Teaching Strategies (a) A suggested time for teaching the part is SS2 so as to stay clear of the heavier revision and

examination load at SS3 It is best to schedule the part prior to the inter-class sport

competitions

(b) To encourage collaborative learning students do the task in groups Students should also be

given more chances to be persons-in-charge in different sub-tasks to facilitate learning

(c) The teacher provides support to students as required such as provision of a sample budgeting

format a duty allocation list and an evaluation form However the degree of support can be

decreased for students of higher ability and increased for those who may need it

(d) The teacher may pay more attention to studentsrsquo development of generic skills and positive

values and attitudes Event meetings discussions teacherrsquos briefings and debriefings are

good opportunities for developing studentsrsquo affective qualities

Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills

Creativity Collaboration

Skills

Problem

Solving

Skills

Responsibility Commitment Respect

for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings

Key Words (a) Application of theory of sport management

(b) Schoolcommunity services

(c) Strong focus on generic skills as well as positive values and attitudes

SECOND DRAFT

ii


Internal Assessment 23

Public Assessment

24


Learning and Teaching Resources

26


Professional Development Programmes 27

Use of Research Findings and Effective Practice 28

Source of Information

29


Bibliography 30

Reference Materials for Students 35

Exemplar 1 Performance in Physical Activities 36

Exemplar 2 Circuit Training Programme 39


42

SECOND DRAFT

iii



(from 192003)









Dr CHEUNG Siu-yin




Mr HO Hon-kin


Ms KEE Lai-lin


Ms LEUNG Fung-ying


Mr LI Chi-ming


Dr LI Chung


Mr Mak Hin-pang


Ms SHEK Wing-ha


SECOND DRAFT

iv

Mr SZETO Yuk-tong




Mr WONG Mong-kwan




SECOND DRAFT

v

Preamble













Guides














may be sent to

SECOND DRAFT

vi


SECOND DRAFT

1











lifestyle











moral behaviour

SECOND DRAFT

2











enjoyably










capacity









SECOND DRAFT

3

















moral behaviour and











SECOND DRAFT

4




















daily life









SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

iii



(from 192003)









Dr CHEUNG Siu-yin




Mr HO Hon-kin


Ms KEE Lai-lin


Ms LEUNG Fung-ying


Mr LI Chi-ming


Dr LI Chung


Mr Mak Hin-pang


Ms SHEK Wing-ha


SECOND DRAFT

iv

Mr SZETO Yuk-tong




Mr WONG Mong-kwan




SECOND DRAFT

v

Preamble













Guides














may be sent to

SECOND DRAFT

vi


SECOND DRAFT

1











lifestyle











moral behaviour

SECOND DRAFT

2











enjoyably










capacity









SECOND DRAFT

3

















moral behaviour and











SECOND DRAFT

4




















daily life









SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

iv

Mr SZETO Yuk-tong




Mr WONG Mong-kwan




SECOND DRAFT

v

Preamble













Guides














may be sent to

SECOND DRAFT

vi


SECOND DRAFT

1











lifestyle











moral behaviour

SECOND DRAFT

2











enjoyably










capacity









SECOND DRAFT

3

















moral behaviour and











SECOND DRAFT

4




















daily life









SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

v

Preamble













Guides














may be sent to

SECOND DRAFT

vi


SECOND DRAFT

1











lifestyle











moral behaviour

SECOND DRAFT

2











enjoyably










capacity









SECOND DRAFT

3

















moral behaviour and











SECOND DRAFT

4




















daily life









SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

vi


SECOND DRAFT

1











lifestyle











moral behaviour

SECOND DRAFT

2











enjoyably










capacity









SECOND DRAFT

3

















moral behaviour and











SECOND DRAFT

4




















daily life









SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

1











lifestyle











moral behaviour

SECOND DRAFT

2











enjoyably










capacity









SECOND DRAFT

3

















moral behaviour and











SECOND DRAFT

4




















daily life









SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

2











enjoyably










capacity









SECOND DRAFT

3

















moral behaviour and











SECOND DRAFT

4




















daily life









SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

3

















moral behaviour and











SECOND DRAFT

4




















daily life









SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

4




















daily life









SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

5


























attitudes

SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

6















interests












SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

7

























SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

8

Part








psychology


SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

9












SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

10


Diseases


SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

11




skills







SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

12





skills


SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

13







Games


Competitions





SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

14










activities



activities


(100)





SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

15




as follows






exercise physiology








daily life


training





performance







SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

16


Time Allocation




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

17



























SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

18











principle









experience






SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

19





SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

20



























SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

21














to enhance learning







when they occur









SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

22


















always helpful











SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

23






curriculum








PE









SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

24






following


assignment


Key for SBA














SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

25













NSS curriculum

SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

26





future











level



SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

27





teachers

















Duration Date



SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

28


Duration Date


3 hrs 042006


3hrs 122005


Assessment

Examination Rubrics

6 hrs 2007







072006











No Topic

Year


2005-06


SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

29

No Topic

Year





programmes

SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

30


Bibliography


SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

31


SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

32


SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

33










SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

34




版社














SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

35




Publishers Ltd




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

36







affective qualities














level


living


SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

37


perseverance)


























SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

38

























(b) SBA

SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

39








programme











includes


SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

40

























repetitions


SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

41



debriefing




sport-specific





learn further












SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

42





PE







evaluation


knock out





Education

Intellectual

Development


Aesthetic

Development

Career-related

Experiences

SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

43

indirectly linked








competition systems





ii) a budget














SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




SECOND DRAFT

44



competitions









Generic Skills

Values and

Attitudes

Tasks

Communication

Skills

Critical

Thinking

Skills


Skills

Problem

Solving

Skills


for others

Leader-

ship

Design of

competition

Organising

meetings

Junior coach

Officials

Evaluation amp

reflection

Teacherrsquos

briefings amp

debriefings




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