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Local PE in schools has developed rapidly in the past decades. The subject has been included as one of the examination subjects in the HKCE in 1989. Following the government mandate of having qualified PE teachers to teach the subject in schools in 1990, it has been identified as one of the key learning areas acknowledging it as fundamental and major knowledge domain in schools in the current education reform (Education Commission, 1999; 2002). Accordingly, all schools are recommended to allot at least 5 percent of the curriculum time for the subject. In the recent development of the senior secondary school curriculum, PE has been suggested as other essential learning experience in the forms of general PE and one of the electives in the Hong Kong Diploma of Secondary Education (CDC, 2007). The development signifies considerable professional and academic advancement of the subject in the school curriculum, which in return, requires PE teachers to develop themselves continuously and professionally. The Summer School for PE teachers 2009 serves as one of such professional supports. "Educating students through physical activities" has long been identified as the direction of PE in schools in Hong Kong. Such an orientation has been specified in the curriculum guides since the Seventies (CDC 1975, 1980, 1985, 1988, 1995, 2002, 2007). It aims at cultivating students' all round development. Logically, social and cultural development is important aspects to be developed through PE. From observation, cultural and social aspects of PE have not been tackled seriously. Respective implementation has been treated in the form of taken-for-granted conception. Teachers are relatively unaware of the importance of the concepts and nature of "Social cultural aspects of PE" and unfamiliar with curricular and pedagogical understanding on promoting cultural and social values through PE. Similar observation was supported by Gibbons and Bressan (1991). They comment that curriculum theorists with PE have not been particularly helpful in providing teachers with definitions and conceptual frameworks for thinking in productive ways about the social and by enlarge the affective dimension. Hellison (2003) also criticizes the concept of affection domain in PE as "conceptual nightmare" to illustrate how the area has not been considered thoroughly by most PE teachers. Initiatives have to be launched for promoting how PE can enhance students' cultural and social development. On the other hand, local educational reform efforts launched have addressed new 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 (Education Commission, 1999; 2002). Social and cultural aims included as "sports-related values and attitude" in the 6 strands, the 'collaborating and communication skills" in the generic skills domain and "respect others" as well as "national identity" identified as important values and attitudes for students. They are important areas of social and cultural objectives for PE apart from those psychomotor and cognitive objectives. 2009 marks a special year for Hong Kong. It is the 60th Anniversary of China. It is anticipated that the 60 th National Anniversary will attract considerable attention from the public and schools. It also provides us a good opportunity for promoting national identity and culture. As such, the main theme of "social cultural aspects of Physical Education" is a timely initiative. In the current curriculum reform, it has also prioritized to reinforce five core values and attitudes. Among them, "national identity" and "respect for others" are two important ones to be developed through all subjects and PE is of no exception. In the PE Curriculum Guide (CDC,2002), "respect national symbols", arranging solemn ceremonies such as raising national flags and playing national anthems in major sporting events, "understanding the role of China in major international games", "knowing the effects of hosting the Olympics Games on the PE, political, economic and cultural development in China", "adhering to rules and regulations and the demonstration of fair play: respecting referee judgments in competitions in demonstrating sportsmanship'. Accepting strength and shortcomings of others" and "accepting and respecting performances of teammates and team members of opponent team" (CDE, 2002, p.37) are some of the examples. Opportunities and platform have to be provided so that PE teachers can share and nurture for incorporating respective understanding and skills in their school PE curriculum for promoting social and cultural values in PE. Thus, organization of the Summer School for PE Teachers 2009 aiming at nurturing PE teachers with knowledge and skills for enhancing students' cultural and social values is necessary. Cultivating social and cultural understanding requires a great deal of planning and time from PE teachers. In return, opportunities for them to acquaint with professional skills and knowledge have to be provided. Nevertheless, cultural and social development through PE is a valid educational endeavor for guiding the planning, organization and evaluation of the project. The annual Summer School for PE Teacher 2009 aims to help and familiarize PE teachers with knowledge and skills in nurturing students' cultural and social development through PE and to build up knowledge-based sharing culture. The major objectives of the Summer School for PE Teachers 2009 are formulated as follows:
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