Leisure education in schools from students’ perspectives: the case of Hong Kong

Abstract

This paper examines the views of Hong Kong secondary school students regarding leisure education and its practices in their schools. Data were collected through questionnaires (N=401) and semi-structured interviews (N=35). Results of the study indicated gaps in students’ perceptions related to six areas of learning of leisure education in general and those applied in schools in particular, suggesting that what students experienced in school did not meet their expectations. Schools implemented leisure education through three strategies: “constraining,” “enabling and facilitating,” and “advocating and fostering,” and in various forms ranging from academic classroom teaching to out-of-class recreational activities. Students’ accounts illustrated how leisure education in their schools enhanced their knowledge, developed their skills, changed their attitudes, and consequently affected the way they went about their leisure. They regarded school leisure education practices as useful and expressed an interest in obtaining more guidelines while maintaining their freedom of choice among different activities. Findings of the study are discussed with reference to the different approaches to leisure education, the recommended ways for its implementation in schools and in the context of educational reform in Hong Kong.