Department of Sports Science and Physical Education

Faculty of Education, The Chinese University of Hong Kong


CHPR 3002 - Health Education and Health Behaviours
This course will introduce the concept of health education and health promotion in the community. Various behavioural models and theories will be explored.

EDUC 2110 - Principles of Curriculum and Instructional Design
The course aims at introducing the theories and skills of curriculum and instructional design. The theories include: (1) models of curriculum and instructional design; (2) factors that should be considered in curriculum and instructional design; (3) establishing curriculum aims and instructional objectives; (4) selection of learning opportunities; (5) curriculum and instructional organization; (6) catering for individual differences; and (7) evaluation of student learning. Students should acquire the ability to apply the theories and skills in designing school curricula and classroom instruction.

EDUC 2120 - Principles and Implementation of Curriculum and Instructional Design
The course aims at introducing the theories and skills of curriculum and instructional design. The theories include: 1) models of curriculum and instructional design; 2) factors that should be considered in curriculum and instructional design; 3) establishing curriculum aims and instructional objectives; 4) curriculum organization; 5) curriculum implementation; 6) teaching strategies; 7) learning activities; 8) catering for individual differences; 9) assessing the learning of students; and 10) school-based curriculum design and implementation. It is hoped that learners will be able to apply what they have acquired throughout the course to handle curriculum matters and teaching tasks properly in schools.

EDUC 2210 - Education and Society in Hong Kong
This course is designed to help students reflect on the social and education system which they have lived with for about twenty years. By applying sociological and political concepts and theories, the course will analyze the development experience of postwar Hong Kong. The course will also introduce research findings on Hong Kong society and education which have been accumulated for the last four decades. It is intended to help students to have a broader and more penetrating understanding of Hong Kong society and its educational system. (Not for students who have taken UGEC 2895.)

EDUC 2220 - Educational Thought
This course aims to discuss the prominent thoughts directing educational practice and their philosophical origins or foundations. Topics include the meaning and aims of education, content and practice of teaching and learning, will be introduced and examined in relation to various fields of philosophical investigation concerning knowledge and value, humanity and society, etc. Traditional and modern, Chinese and Western perspectives on education will be scrutinized. (Not for students who have taken UGED 2682.)

EDUC 2230 - Introduction to Structure and Process of Schooling
Schooling is a major institution in modern society. As active participants in schools, teachers need a thorough understanding of their roles within the schooling system. Accordingly, this course is designed to facilitate an understanding of the schooling system under the current system restructuring and changing society. At the conclusion of the course, students will: (1) be able to view the schooling system through different perspectives; (2) be able to reflect upon changes of schooling system under current educational restructuring; (3) understand teachers’ subculture and their professional development; and (4) understand pupils’ subculture and the influence of family on schooling.

EDUC 2240 - Understanding Schooling and Education Policy in Hong Kong
This course introduces learners to a structural analysis of schooling: its nature and how it has been shaped and, at the same time, how it contributes to macro social divisions and contradictions along class, gender and racial/ethnic lines. It also sensitizes learners to various aspects of school life at a micro level, in order to see how these are constrained by macro economic, political and social forces on the one hand, and how these forces go into the making of students’ identities and relationships on the other. This course attempts to portray all these macro and micro dynamics in the local context, and at the same time, depicts how these are played out in selected education policies and the process of policy-making itself

EDUC 2310 - Child and Adolescent Development
This course provides an introduction to major theoretical orientations in understanding human development. The interplay of family, school and community as contexts of child and adolescent development will be highlighted. The core of the course lies in different aspects of development (e.g. self, social, emotional, intellectual, moral and aesthetic) in childhood and adolescence, which will be examined from both theoretical and applied perspectives. Special issues of current concern (e.g. talent development and various kinds of psychological disturbances) will also be discussed.

EDUC 2312 - Child and Adolescent Development
This course provides an introduction to major theoretical orientations in understanding human development. The contexts and the motivational foundation of child and adolescent development will be highlighted. The core of the course lies in different aspects of development (e.g., cognitive, moral, aesthetic, social, emotional; and self) in childhood and adolescence, which will be examined from both theoretical and applied perspectives. Issues of current concern (e.g., talent development, special educational needs, and various kinds of psychological disturbances) will also be discussed.

EDUC 3110 - School-based Curriculum Development and Implementation
The course aims at helping learners investigate the various models of curriculum development (including the highly centralized as well as the school-based models) found in different socio-political environments and, based on this, study the history of the machinery for curriculum development and of curriculum design in Hong Kong. Learners also have the opportunities to examine the major issues of school-based curriculum development and implementation. This course also aims at helping learners master the basic skills of implementing curriculum change in schools.

EDUC 3140 - Curricular Strategies for Tackling Individual Differences
Catering for individual differences is one of the challenges facing classroom teachers. This course aims to help student teachers develop basic understanding of the nature of the problem and means of tackling individual differences through curricular and instructional measures. Strategies such as curriculum adaptation, cooperative learning, mastery learning and assessment for learning will be covered. Student teachers will also acquire practical instructional strategies such as cubing. To make the course directly relevant to practical teaching environment, subject-specific examples and case studies will be widely used.

EDUC 3240 - Educational Policy and Practice in Hong Kong
This course aims to help prospective teachers to gain an understanding of the Hong Kong education system in relation to their occupational well-being and working environment. It is designed to provide prospective teachers with analytical tools to comprehend and review educational policies and their implementation. Educational issues and policies in Hong Kong will be analyzed from an international-comparative perspective and a local concern for efficiency and equity. With a brief historical background, the empirical analysis of policies will begin with the 1982 Llewellyn Report and then extend to other educational policy papers and reports. Topics for analysis may include: (1) the school system and the curriculum; (2) allocation, selection and examination; (3) technical and vocational education; (4) quality in school; (5) gender and class differentials in education; and (6) teacher education and qualification.

EDUC 3260 - Teacher Development and Leadership
Teachers are expected to play multiple roles in the education reform process. Shifting expectations require teachers to have a firm understanding of how schools operate and how reforms affect their roles both in and outside of the classroom. To effectively reshape their work in line with growing expectations, teachers must understand the current reality of school administration, their own personal weaknesses, commit to career-long professional development and consider strategies for maximizing their effectiveness. This course is designed to help teachers understand and shape their roles in a reform environment. In others words it aims to help teachers become leaders of their own professionalism. It does this in two ways. First, it aims to nurture teachers’ awareness of their own professional growth and how they can maximize the latest opportunities available in this area. Second, it helps teachers understand life in schools undergoing reform and the effect this can have on their professional life. Topics covered in the course are: understanding teachers’ role and the complexity of the school organization, developing personal mastery and personal vision in education, systems thinking and problem solving in the organization and in the classroom, learning shared vision and team learning skills, leading and managing change in school, etc.

EDUC 3270 - Engendering Education
Drawing on sociological and socio-psychological perspectives, this course tries to sensitize students to the gender implications underlying educational structures and processes. This course examines how various aspects of education, including its hierarchical structure, the curriculum and school processes, are shaped by the changing needs of capitalism and patriarchy. At the same time, this course will attempt to identify the various contradictions, paradoxes and space for resistance embedded in education. This course sees education as the site for the construction of and contests involving gender and sexualities. It also deconstructs dominant epistemologies, and introduces students to research concerning -differentiated modes of learning. The ultimate goal is to enable students to question existing power relationships in patriarchy, as well as concepts and views that are deeply embedded in such relationships, so as to be able to build up a broader intellectual space for themselves. (Not for students who have taken GDRS 2004 or UGEC 2672.)

EDUC 3310 - Psychology Applied to Learning and Teaching
This course examines how theories in psychology can be applied to enhance the cognitive and affective development of students and to promote teaching effectiveness. It also explores motivation theories and individual differences related to school learning and teaching. The emphasis is placed on modern cognitive and affective theories of motivation. Topics include: instruction taxonomy of cognitive activities; learning hierarchy analysis; computer assisted learning and mastery learning; discovery and inquiry teaching models; social learning approach; memory process; information processing approach; academic achievement, causal attribution, perceived ability, beliefs and implications of extrinsic and intrinsic motivation for classroom instruction. The significance of individual differences to learning and teaching is also investigated.

EDUC 3311 - Psychology Applied to Learning and Teaching
This course provides a general overview on major psychological theories of learning and their implications for teaching. Emphasizing on the application of theories in teaching practice, the following topics are introduced:1) Behavioral, cognitive, social-cognitive, and socio-cultural theories of learning; 2) Basic cognitive processes: attention and memory; 3) Higher-order cognition, embodied cognition, and metacognition; 4) Cognition and instruction; 5) Classroom management; 6) Motivation and individual differences; 7) Design and implementation of classroom assessments.

EDUC 4110 - Design and Implementation of Student Activities (DISA)
This course aims to help students understand the educational functions and values of extracurricular activities and to develop skills in helping school students to organise various activities. The course content includes: (1) nature and values of extracurricular activities; (2) extracurricular activities in schools; (3) the administration of extracurricular activities; (4) guidance work in extracurricular activities; (5) training of student leaders; (6) arrangement of tournaments and competitions; and (7) examples of organising extracurricular activities.

EDUC 4130 - Information and Technology in Education
This course will provide pre-service teachers with skills and experiences in information and technology necessary for the use in classrooms. The course will provide hands-on experiences to examine and interact with educational software and websites. Participants will learn to develop classroom applications such as project learning and inquiry learning in classrooms. The course will include: (1) information literacy and media literacy in the information age; (2) information skills and their applications; (3) mindtools for organizing knowledge; (4) numerical data handling; (5) multimedia technology; and (6) inquiry-based learning. Participants will be required to participate in a variety of hands-on learning activities, to reflect on relevant readings, and to explore relevant software and web-based resource materials. Participants are expected to review teaching strategies and assessment methods for their students’ learning through discussion and collaboration on electronic platforms such as wiki and blog.

EDUC 4210 - Teachers and the Teaching Profession
The course examines two significant themes in teaching – the nature of teaching as work and the actors involved in it. Topics include: the meaning of teacher work, the professionalization of teaching, the contribution of teacher professionalism to improving education, and the cultures of teachers as persons and as professionals.

EDUC 4310 - Designing and Implementing Classroom Assessments
This course aims to assist students to master the basic knowledge, skills and value judgment that are essential to effective classroom assessment in teaching different school subjects. It starts tracing the historical developments of student assessment in Hong Kong and the thoughts behind the changes. With the background, the significant concepts and principles of educational assessment and measurement are explicated, including those about validity, reliability, instructional utility, criterion-referenced assessment, and formative and summative assessment, relationships between curriculum, assessment, and learning, and teachers’ and students’ roles in classroom assessment. It then evaluates the utilities and the limitations of various assessment formats for assessing student attainments including knowledge, skills and behaviors. The assessment formats include the traditional ones (e.g., multiple-choice questions, short answers, essays), the alternative ones (e.g., portfolios, performance assessments; self and peer assessment, group assessment), and the types of assessment rubrics (holistic or analytic; generalized or task specific) used for evaluating student performance on the alternative assessments.

EDUC 4320 - Classroom Management and School Discipline
The course is designed to familiarize students with both the theoretical and the practical aspects of classroom management and school discipline. It also aims at assisting teachers to promote an optimum learning environment and to encourage the development of self-discipline among students. Topics include: organizational perspective of discipline, group dynamics, management skills in context, student-teacher relationship, school rules and organization policies, coordination between discipline and guidance, home-school partnership and whole school discipline.

EDUC 4330 - School Guidance and Counselling
The course aims to explore different kinds of guidance service in schools and their functions, and to promote guidance activities in schools in Hong Kong. The course content includes: (1) history and aims of guidance; (2) what is guidance and counselling?; (3) major dimensions in school guidance; (4) the importance of teacher counsellor as a person; (5) basic counselling theories, attitudes and techniques; (6) individual and group counselling; (7) coordination of guidance and discipline; (8) whole school approach to guidance; (9) home-school partnership; and (10) referral counselling and consultation services.

EDUC 4340 - Supporting Students with Special Educational Needs
This course serves as an introduction to students with special needs, covering a range of special needs including learning difficulties, hyperactivity, autism, emotional maladjustment, mental handicap, physical handicap, sensory impairment and giftedness. Students will be exposed to a number of contemporary issues and controversies in special education and integrative education. Basic principles of identification and education of students with special needs in the regular classroom will be discussed, with focuses on teachers’ roles in helping these students and adapting instruction to their needs.

EDUC 4350 - Personal Development of Teachers
This course promotes the personal development of students in a teacher education programme context. Specially, it will discuss teachers’ physical and mental health and other related issues. Through experiential learning activities, students can raise their self-awareness and understanding of their professional and personal development. Examples of topics include teachers’ self-concept, effective communication, social support and interpersonal relationships, stress and burnout and possible physical hazards resulting from teaching, and so on. Students’ abilities to self-reflect and evaluate are particularly important. After completing this course, students will be able to: (1) recognize the importance of personal development; (2) enhance their self-understanding and reflective abilities; and (3) identify resources and options to handle problems concerning their physical and mental health.

EXSC 6101 - Research Methods in Exercise Science and Sports Studies
This course is designed to familiar students with major research methods of postgraduate level that are applicable to Exercise Science. Knowledge acquired in this course will assist students in (1)understanding the nature of the research process and the various types of research methods; (2) developing the skills necessary for conducting an research project in Exercise Science; (3) reading, interpreting, analyzing and examining research findings from journal articles in the areas of Exercise and Sports science. At the end of the course, students should be able to demonstrate the knowledge and understand the principles and practices of acquiring knowledge and solving problems through research. They are also expected to be able to use various research methods in examining a topic in Exercise and Sports Science that will lead to the successful completion of the Research Project.

EXSC 6102 - Statistics in Exercise Science and Sports Studies
Statistics are major research tools. In order to better equip students with the tools necessary for independent research, many disciplines include statistical training during postgraduate studies. Some specific statistical concepts that are particularly emphasized in the field of exercise science, such as issues of validity and reliability, multiple regression models, and multivariate analysis. Common research topics in exercise science and sports studies include physical abilities, fitness and activity, psychosocial aspects in sports, and health. This course is designed to enhance students' understanding of common statistical concepts and techniques used in the field of exercise science and sports studies. This course is particularly useful for exercise and sports professionals, as it will provide the knowledge necessary to comprehend research articles and concepts in exercise science and sports studies. Students are expected to possess basic knowledge in exercise science and sports studies, and proficiency of college level mathematics and statistics, prior to taking this course.

EXSC 6201 - Exercise: Physiological Benefits, Limits and Adaptation
The general aim of this course is to provide the students with up-to-date and research-based information for understanding the physiological aspects of exercise. This course will examine the current concepts of energy metabolism and other physiological responses to exercise and training. Emphasis will be placed on the application of such knowledge upon the improvement of exercise performance and upon the promotion of exercise. The students will be provided with hands-on experience of conducting laboratory work which examines the metabolic responses to exercise. At the end of the course, students should be able to: 1) explain the metabolic responses involved in bioenergetics; 2) discuss the relationship between exercise intensity/duration and the physiological responses; 3) explain the influence of physical training on human performance; and 4) demonstrate the basic skills on laboratory-based practical work.

EXSC 6202 - Sports Nutrition for Health and Performance
The aim of this course is to provide students with a sound understanding of the basic principles of human nutrition, and to build on this to cover in greater depth issues relating to the interactions between nutrition and exercise. The course will cover both the role of nutrition and exercise in a healthy lifestyle and nutrition for sports performance. Contents will include factors influencing sports performance, food intake and energy balance during rest, exercise and recovery; influence of nutrients on exercise performance; fluid balance and performance; protein nutrition and strength; vitamins, minerals and nutritional supplements. Practical work will be used to illustrate the topics covered in lectures, and written practical reports will be required.

EXSC 6203 - Structural Biomechanics of the Human Body
This course examines the structure and function of the human body with a particular emphasis being provided on acute sporting injury. Mechanical properties of connective tissue will be reviewed with a focus on firstly, tissue adaptation with physical activity and exercise and secondly, tissue failure under high acute loads. Approaches that are used to examine the mechanisms of acute sporting injury will be discussed and these will include, qualitative analysis using biomechanical principles, analysis of non-injury situations, accident reconstructions and modeling.

EXSC 6204 - Biomechanics of Sports Injury
This course examines the biomechanical bases for sporting injuries with the aetiology of overuse sporting injuries being examined. A background in biomechanical measurement techniques (motion analysis, electromyography, force plates and other measurement devices) is provided so that students can understand background concepts and also read the related literature with confidence.

EXSC 6205 - Current Issues in Sports & Exercise Psychology
Physical activity has become a key feature of health promotion and yet, even in today's society, encouraging physical activity remains a significant challenge. Based on key issues, theories and research in sport motivation and participation, students will explore why some participants continue to exercise and why others choose not to. Students will also be introduced to concepts associated with physical activity and psychological well-being. In particular, the mental benefits of physical activity will be explored and topics such as stress, depression, anxiety, self-esteem and mental illness will be discussed. This course aims to provide students with a wider theoretical understanding of motivation, participation and the psychological benefits of exercise.

EXSC 6207 - Exercise Prescription for General and Special Populations
Effective exercise prescriptions are an essential part of improving one's physical fitness and overall health. However, in order to provide an effective exercise program, exercise prescriptions must be individualized and specific to the participant's unique health conditions. As chronic illnesses, such as coronary heart disease, diabetes, hypertension, obesity, and lower-back disorder, become increasingly prevalent in modern urban settings, exercise prescriptions for the general population should be modified in order to cater to the specific medical indications of specific populations. Given that a regular exercise training program is recognized as good preventative medicine for chronic diseases, this course is designed to introduce information about specialized exercise prescription to meet the needs of general citizens and people with particular medical conditions. Students will be expected to become familiar with exercise prescriptions for general healthy populations and to use this knowledge to design exercise programs for targeted populations with specific chronic diseases.

EXSC 6208 - Social & Cultural Influence on Physical Activity
The role, meaning and importance of physical activity in the lives of individuals reflects the values and beliefs that individuals hold towards exercise. In some societies, physical activity in the form of organized sport plays an influential role in the lives of their members. In other societies, formal physical activity is less important than informal forms of activity such as personal exercise and play. The necessity of studying the reasons for the irregular occurrence of formal or informal activity has become significant in the light of the recognition of the relationship between physical activity and health. Many scientific, medical and public health organisations have issued statements regarding the benefits and importance of regular physical activity. In addition, efforts are now being made to promote active lifestyles as a way of combating the inevitable rise of disease later in life. In order to understand the values and beliefs related to physical activity, it is necessary to examine the social and cultural factors that may influence the involvement of individuals in health-related physical activity. This course will develop an understanding of the complex social and cultural arrangements by focusing on the Hong Kong culture and society. Many of the aspects of Hong Kong life are similar to that found in other developed nations. Nevertheless, there are unique aspects of cultural life that require a deeper understanding because the values, beliefs and customs found in that uniqueness are inextricably linked to how individuals value exercise as a health related behaviour.

EXSC 6209 - Exercise & Health Promotion
This course examines theories and practices behind health behavioural changes and health promotion, with regards to exercise and health advancement in schools and community settings. This course will also examine the importance of physical activity in relation to health and wellness for different populations, such as healthy adults, school children, the elderly and disabled persons. Students will be introduced to both conceptual models and empirical research, relating to physical activity and exercise promotion of the aforementioned populations. Strategies to assess and improve physical activity and exercise behaviours that enhance health and wellness will also be included in this course.

EXSC 6210 - Health Related Physical Activity
Physical activity is now recognised as a major health issue in modern industrialised countries throughout the world. Public health problems have been linked to physical activity and many scientific, medical and public health organisations have now issued statements regarding the benefits and importance of regular physical activity. Inactivity has now been linked to chronic diseases and other health problems. While efforts are now being made to promote active lifestyles as a way of combating the inevitable rise of disease later in life, increasing numbers of people continue to do no regular exercise. This course will address the health benefits of physical activity from a behavioural epidemiological perspective. By looking at the factors that influence physical activity and applying that knowledge to develop interventions and measure their effects, students in this course will develop a deeper understanding of the significance and difficulties of increasing physical activity in our daily lives.

EXSC 6211 - Sports Injury & Rehabilitation
The aim of this course is to assist students in understanding human pathophysiological responses, as well as the prevention of exercise/sports related functional disorders and injuries. This course will provide an in-depth study of the field through literature reading, discussion, presentation and paper writing. EXS6211 will enable students to: 1) understand the pathophysiological process and its differing results in tissues and bodily systems accompanied by exercise/sports injuries; 2) optimize their use of exercise and sport in regard to health promotion; 3) comprehend the importance of preventing exercise/sports related functional disorders, diseases and injuries; and 4) apply methods learned in monitoring pathophysiological responses of the body during exercise and sports.

EXSC 6212 - Guided Studies: Exercise Science
The purpose of this course is to allow the students to pursue advanced guided individual study in selected areas of Exercise Science. It will provide the opportunity for students to review the literature of their fields of interest and to prepare for the writing of their Project proposals. Examples are topics within the areas of biomechanics, exercise physiology, sports psychology, etc. A student is expected to read according to a reading list prescribed or approved by the supervisors and to confer regularly with the supervisor. Assessment is based on the completion of reading and course requirements.

EXSC 6300 - Research Project: Exercise Science
The Research Project aims to develop the student's ability to conduct independent research in the area of Exercise Science. It represents a step beyond the tutor directed Research Seminar and Guided Study conducted in previous course. The Project will be expected to be an original research within the student's area of interest. Any relevant topic may be the subject of research, subject only to the agreement of the course committee, the availability of the necessary facilities, and the identification of a suitable supervisor. The Project must address a clearly identified problem and show evidence of familiarity with relevant literature, an appropriate experimental design and methodology, and a satisfactory interpretation of the results. At the conclusion of this course, students should be able to: 1) plan a research project; 2) conduct research in a professional and ethical manner; 3) present research effectively in written form; and 4) demonstrate in-depth knowledge of a relevant area. (Students who have obtained in their first year of attendance an overall GPA of 3.0 or above are eligible to take the course.)

PHPC 1001 - Foundations in Public Health
This course will introduce undergraduate students to the discipline of public health and its basic academic framework, concept and methodology. The objective of the course is to provide a broad intellectual perspective of public health and presents both local and global public health challenges that are facing our society in the 21st century. The various academic disciplines within the domains of public health that include environmental health sciences, management sciences and health policy, social and behavioral sciences and biological sciences will be introduced and discussed. The impact of these public health problems in relation to our society and our everyday lives will be emphasized. An analytic public health problem solving framework will be used to enable students to appreciate and learn the problem solving methodology in evaluating and appraising various public health problems.

PHPC 2007 - Nutrition and Health
This course provides the foundation background of nutritional science and its application to the primary prevention of diet-related illness. It will look into the importance of nutrition throughout the lifespan and in different population sub-groups. The wide variety of nutritional issues in both developed and developing countries will be discussed. There will be a specific focus on the challenges of obesity and chronic non-communicable disease.

PHPC 2009 - Environment and Work
This public health oriented course addresses how the environmental and occupational (work-related) factors affect human health and what we can do to prevent or minimize the negative impacts. Whereas environmental science tends to address how human beings affect the environment, this course focuses on how the environment affects human health. Topics include an introduction to the toxicology and environmental epidemiology methods in assessing the impact of environmental exposures on human health; how the physical, chemical or biological agents in the air, water, soil and food affect human health; the evaluation and control of common hazards in the work place; and the impacts of global environmental changes on health.

PHPC 2016 - Theories and Concepts of Health Behaviours
The course lays the foundation for socio-medical behavioural sciences in public health. Contents of the course include the definitions of health and health as a socially constructed concept, some important theories that have been widely used in health promotion, interdisciplinary health concepts, as well as key concepts about health promotion.