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Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis

Haichun Sun and Tan Zhang

’ perceptions of and responses to a variety of concept-based curricula. These intervention studies focused on the efficacy of concept-based approaches to physical education curricula, including the Movement Education curriculum; the Sport for Peace curriculum; the Science, PE and Me! curriculum; and the

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Cathy Ennis, A Colleague and Friend

Jane E. Clark and Bradley D. Hatfield

recognizing her determined efforts to improve the physical education programs in the state of Maryland. With programs such as “Rising Tide” and “Sport for Peace,“ she sought to work with the Maryland public schools to provide evidence-based physical education programs. Cathy’s sporting background in field

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Student Learning in Physical Education Through the Lens of a “Curriculum Specialist”

Senlin Chen and Alex Garn

were more likely to promote student learning during sport-based learning experiences, such as the Sport Education model ( Siedentop, 1994 ) and Tactical Games approaches (e.g.,  Bunker & Thorpe, 1982 ; Griffin & Butler, 2005 ). However, her development of the Sport for Peace model stands out as an

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Reconceptualizing Physical Education Curricula to Meet the Needs of All Students

Melinda A. Solmon

mutual respect as critical elements in curricular reform designed to engage students. Building on what she had learned, Ennis led her research team to develop the Sport for Peace curriculum ( Ennis et al., 1999 ). This intervention is described more fully by Chen et al. ( 2018 ) and Sun and Zhang ( 2018

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Remembering Cathy Ennis: The Mentor

Ang Chen

should work. It was also during this time that Cathy launched her research on educational value orientations, one of the most influential series of curriculum studies in physical education. Her work ethic continued throughout her career with the “Sport for Peace” study, conceptual-change study, “Science

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Curriculum Intervention Research as a Source of Knowledge of Most Worth

Ang Chen, Bo Shen, and Xihe Zhu

design and field-test several concept-based physical education curricula. Each is a piece of exemplary work for those who care about curriculum development. These curricula include Sport for Peace (1996–1999; Ennis et al., 1999 ), 1 Science, PE, and Me! (2003–2008; Chen, Martin, Sun, & Ennis, 2007

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Using Theory to Guide Research: Applications of Constructivist and Social Justice Theories

K. Andrew R. Richards, Kim C. Graber, and Amelia Mays Woods

’ learning experiences. Related to children’s experiences, her work focused on student learning in constructivist physical education lessons. Ennis ( 1999b ) developed the Sport for Peace pedagogical model as a way for students to participate in sporting experiences while also practicing conflict negotiation

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Effective Instruction and Curricular Models: What Do We Know About Student Learning Outcomes in Physical Education?

Pamela Hodges-Kulinna, Zach Wahl-Alexander, Kahyun Nam, and Christopher Kinder

for physical education for the models of Peer Teaching and particularly for various Social Justice/Sociocritical models (e.g., Sport for Peace, the Body Curriculum). Ongoing research on the outcomes from all the curricular models is needed along with replication studies to show similar outcomes across

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Social Justice and Physical Education in the United States: The Need for New Maps

Dillon Landi and Sue Sutherland

) used “Sport for Peace” to actively engage young girls and teach about respect in PE. By adapting the sport education model, they worked with teachers to develop a unit collaborating with students to reconstruct curricular decisions and empower them (particularly girls) to come to a respectful solution

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Youth Sport as a Vehicle for Social Development

Dawn Anderson-Butcher

-for-health approaches are valuable because of the role of youth sport in health promotion, disease prevention, and addressing rising health care costs ( Edwards & Rowe, 2019 ). Likewise, sport for peace aims to provide respite areas in times of conflict, build trust among groups, and promote a culture of tolerance