In this article, the authors honor Catherine D. Ennis’s legacy by highlighting her unique and significant contributions to physical education research on curriculum and instruction. First, they discuss Ennis’s curricular philosophy and her empirical work along her career path. Then they review the major school-based curricular interventions she implemented, including the Movement Education; Sport for Peace; Science, PE and Me!; and The Science of Healthful Living curricula to demonstrate Ennis’s commitment to curricular development in physical education. In this process, they share with the reader Ennis’s contributions to curriculum development theories, curriculum intervention research, and physical education practices.
Yong Gao, Haichun Sun, Jie Zhuang, Jian Zhang, Lynda Ransdell, Zheng Zhu and Siya Wang
This study determined the metabolic equivalents (METs) of several activities typically performed by Chinese youth.
Thirty youth (12 years) performed 7 activities that reflected their daily activities while Energy Expenditure (EE) was measured in a metabolic chamber.
METs were calculated as activity EE divided by participant’s measured resting metabolic rate. A MET value ranging from 0.8 to 1.2 was obtained for sleeping, watching TV, playing computer games, reading and doing homework. Performing radio gymnastics had a MET value of 2.9. Jumping rope at low effort required 3.1 METs. Except for watching TV, METs for other activities in this study were lower than Youth Compendium values.
The results provide empirical evidence for more accurately assessing EE of activities commonly performed by Chinese youth. This is the first study to determine METs for radio gymnastics and jump rope in Chinese youth.