Author(s): HO, R., HON, S.S., NG, S.K., LI, S.S., CHEUNG, W.K., LAM, H.F., SZE, C.Y., CHAN, H.O., LEUNG, E.F., Institution: THE CHINESE UNIVERSITY OF HONG KONG, Country: HONG KONG, Abstract-ID: 1884

INTRODUCTION:
Physical education (PE) is a cornerstone of personal development and well-being, particularly for first-year undergraduates at the Chinese University of Hong Kong (CUHK). All full-time year 1 undergraduates are mandated to complete one unit of PE each semester, with a variety of activities including track and field, swimming, and team sports. The programme is designed to enhance physical abilities, knowledge of activities, and confidence in partaking in sports, thereby nurturing a lifelong commitment to fitness. Our objectives extend beyond physical fitness; they encompass skill acquisition, motivation for active participation, and an understanding of fair play and sportsmanship. By promoting teamwork and self-management, the programme prepares students to face future workplace challenges with both mental and social resilience.


METHODS:
To gather feedback from students enrolled in PE courses, a qualitative study was conducted following the completion of these courses. Participants were invited to engage in focus group interviews, where they discussed their experiences based on a set of pre-designed semi-open questions. Discussion reports from the focus group interviews were compared across the years 2019-2025 to identify overall trends. The design and analysis adhered to a framework analysis approach, referencing an existing systematic review on physical activity and fitness among university students. Additionally, emerging themes not covered in the review were explored to enrich findings.


RESULTS:
Over the years, students in PE courses have shown a strong preference for face-to-face learning, citing limitations of online classes in skill mastery and practical application. Acknowledging the need for more hands-on practice, students expressed a desire for improved content engagement across individual, racket, and team sports. They increasingly identified mixed-mode teaching and interactive methods, such as real-time feedback and technology use, as essential for effective learning. Moreover, students have consistently requested better access to facilities and resources while emphasizing the importance of personalized support from instructors. Students expressed a preference for a letter grading system over a distinction/pass/fail grading system. Additionally, the role of social connections gained prominence, with students highlighting a sense of belonging fostered through shared sports experiences and advocating for community-building activities, further emphasizing the social dynamics in PE.

CONCLUSION:
The focus group discussions from 2019 to 2025 reveal a significant evolution in students' expectations and experiences in physical education. There is a clear trend towards a preference for practical, engaging learning environments that foster social connections and a sense of belonging. As the university continues to adapt to changing circumstances, the feedback from these discussions will be invaluable in shaping future PE curricula and supporting education systems.