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.
Tan Zhang and Michael L. Silk
At present, and as China negotiates the instantiation of consumer capitalism, her urban spaces have experienced agonizing growth affecting housing, the internationalization of cities, interactions between government and developers, the development of rural land, migrant flows, and social stratification within the city. Focusing on Beijing, we locate the efforts to host major sporting events—especially the 1990 Asian Games and the 2008 Olympic Games—within the dynamics of the spatial reconfigurations in Beijing, a rapid reordering based on “capital space” (Harvey, 2001), gentrification, and the lifestyle practices of a burgeoning middle and upper class of Beijingers. In so doing, we offer a multidimensional account of the complex manner in which power, mobility, and transformation within a modernizing Beijing intersects with the discursive constitution of bodies, concluding with regard to new forms of social cleavages and inequalities that derive from embracing, however selectively, the logistics of the market in the framework set by the Chinese nation-state.
Ang Chen, Tan Zhang, Stephanie L. Wells, Ray Schweighardt and Catherine D. Ennis
Based on the value orientation theory, the purpose of this study was to determine the impact of value orientation incongruence between physical education teachers and an externally designed curriculum on student learning in a concept-based fitness-centered physical education curriculum. Physical education teachers (n = 15) with different value orientations taught an externally designed, standards-based fitness/healthful living curriculum to their middle school students (n = 3,827) in 155 sixth, seventh, and eighth grade intact classes. A pre-post assessment design was used to determine whether student fitness/healthful living knowledge gains differed in terms of teachers’ value orientations. An ANOVA on class means of residual-adjusted knowledge gain scores revealed no statistically significant differences based on value orientations. The evidence suggests that teacher value orientation impact may be mediated by curriculum impact. This finding supports the observation that a well-designed physical education curriculum may minimize the impact of teachers’ diverse value orientations on the curriculum implementation and student learning.