Problem-based learning (PBL) in a health-related fitness module: A Progress report

Ming Kai CHIN, Jin Wook CHUNG

Research output: Contribution to conferencePapers


One of the aims for the Department of Physical Education and Sports Science (PESS) at the Hong Kong Institute of Education is to influence the physical development of Hong Kong children. This can be accomplished by ensuring that student teachers of physical education receive a strong training program based on scientific concepts of exercise, thus promoting excellence in teaching physical activity and health in primary and secondary schools in Hong Kong. A problem-based learning (PBL) approach was used as a new mode of instruction in a health-related fitness module. PBL is a teaching-learning method which encourages students to engage in active participation through solving physical activity, sports, and health problems that occur in real life situations. The purpose of using PBL was to enhance teaching and learning through the development of critical thinking skills with the support of web-based resource materials. Two health-related fitness cases were developed and implemented in a health-related fitness module taught to 27 second year physical education students enrolled on a four year BEd secondary program over one semester. Based on students' comments, PBL provided an opportunity to make connections between their school and life experiences, what they had learned from textbooks and practical experiences in the Human Performance Laboratory, and their own experience teaching sports and physical activity in schools. Students were also engaged in meaningful problem-centred learning activities where the effective sharing of information and decision making was imperative to solving problems of the cases.
Original languageEnglish
Publication statusPublished - Jul 2004


Chin, M.-K., & Chung, J.-W. (2004, July). Problem-based learning (PBL) in a health-related fitness module: A Progress report. In M. J. Keppell (Chair), Problem-based learning. Symposium conducted at the II International Conference for Physical Educators (ICPE 2004), The Hong Kong Institute of Education, China.


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