Abstract
In this article, we will explore the recent development of physical literacy in the Hong Kong context and how the concept and operation of physical literacy implicitly exist at different levels of the Hong Kong education system. The Physical Education profession will be introduced. The development of physical literacy in terms of research and operationalization in primary, secondary, and tertiary education will then be discussed. We will go on to explore the challenges of extending the impact of physical literacy to the field of public health in Hong Kong. The article will end with a closing remark adopting the Chinese philosophies of Confucianism and Taoism to justify the belief that physical literacy is both implicitly and invisibly rooted in the Hong Kong Chinese culture.
Highlights
The use of the concept of physical literacy dates back to 1884 by engineers in the United StatesArmy Corps of Engineers [1]
Considering the research studies conducted around the world and in the context of Hong Kong recently, the incorporation of physical education curriculum and physical literacy is recommended
The last remark is that Hong Kong is rooted deeply and firmly in Chinese philosophy [43,44]
Summary
The use of the concept of physical literacy dates back to 1884 by engineers in the United States. Despite the fact that Cairney et al [8] constructed an evidence-informed conceptual model, the advocacy of physical literacy in the physical education setting has not yet been brought to the interest of its allied fields such as public health in the Hong Kong context. This is in contrast to the attention paid to the impact of physical activity on health and well-being. T-standard approach to students’ development echoes with the goals of physical literacy as being centrally relevant to preadolescent young people, used to identify and nurture talent [17] and, is considered to be implicitly inherent in the operationalization of physical education in the Hong Kong education system
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