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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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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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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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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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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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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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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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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

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Mark Dyreson

beliefs for groups devoted to the proposition that physical activity represents a universal tool for refashioning the world and promoting “a good way of life.” To cite just one of a multitude of examples, these ideas animate the ideology of Right to Play, the global sport-for-peace and development program