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Strengthening the Implementation of Six Strands in PE Curriculum

Local educational reform has addressed the goals of education in terms of “learning to learn” and “all round development” and the role of teachers as being facilitators rather than knowledge providers since 1999 (Education Commission, 1999; 2002, Curriculum Development Council, 2017).  As one of the eight key learning areas, PE provides all students with essential lifelong learning experiences for developing active and healthy lifestyle and be self-directed lifelong learners and fostering their whole-person development in areas, ethics, intellect, physique, social skills and aesthetics according to individual potential. These can be achieved by developing students’ understanding, competence, skills, values and attitude in the six strands specified in the PE KLA Curriculum guide namely, “motor and sports skills”, “health and fitness”, “sports-related values and attitudes”, “knowledge and practice of safety”, “knowledge of movement” and “aesthetic sensitivity” respectively comprising with related learning targets that enhances students’ health and fitness, and nurturing their positive values and attitudes as a holistic process (PE Section, 2015; Curriculum Development Council, 2017).  These strands can be regarded as subject-specific areas of teaching. The six strands are inter-related and inextricably intertwined (Curriculum Development Council, 2017).

An academic review by Bailey et. al. (2009) on educational benefits from physical education and school sport revealed that many educational benefits claimed for PE and school sports, including physical, social, affective and cognitive domains, which are highly dependent on contextual and pedagogic variables. Providing quality PE is basically the aims of PE teachers in such development. As Kirk (2002) reviewed that if quality PE is our aim, then we must scrutinize what currently goes on in the name of PE practices. We must then formulate and advocate vigorously for forms of PE that are specific to human interests and needs of young people within specific, local contexts. The role of PE teachers may shift from direct teaching which not just only focus on the mastery of skills but also to a facilitative style of teaching that emphasizes students’ interests and needs. In an Evaluation Study on Implementation of the PE Curriculum (Li, et al., 2010), it was found that the objectives of school PE was articulated by most PE teachers which were in line with the six strands suggested by the KLA PE Curriculum Guides (CDC, 2002; CDC & HKEAA, 2007; CDC, 2017). The findings illustrated that PE teachers were actually familiar with the recommendations, in particular, the objectives stated in the KLA PE Curriculum Guides. In addition, the findings also illuminated that PE panel chairpersons and teachers knew very well the aim of PE for helping students to develop an active and healthy lifestyles as well as capable of structuring respective and purposeful teaching accordingly. In 2015, the PE Section had put much effort in compiling positive topics for implementing the six strands of PE in schools. However, relatively little information concerning how the six strands are intertwined in PE curriculum from different schools is available. Moreover, little information concerning varied and good practices in teaching of the six strands in PE are available. It is timely initiative to provide a platform for PE teachers to review, share, reflect and debate on the effective the implementation of the six strands in the local PE curriculum.

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