without sacrificing precious physical activity time ( Chen, Martin, Sun, & Ennis, 2007 ). The Science of Healthful Living Curriculum As a curriculum theorist and researcher, Ennis was particularly cognizant of the learning environment imposed on a curriculum and the environment that a curriculum can
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Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis
Haichun Sun and Tan Zhang
Effects of a Concept-Based Physical Education on Middle School Students’ Knowledge, Motivation, and Out-of-School Physical Activity
Yubing Wang and Ang Chen
grade students. Table 1 Table of Contents of the Science of Healthful Living Curriculum for Sixth Grade Lesson Topic 1 Measuring Heart Rate 2 Intensity – Rating of Perceived Exertion (RPE) 3 Introduction to Exercise Intensity 4 Short- and Long-term Benefits of Physical Activity 5 Introduction to
Remembering Cathy Ennis: The Mentor
Ang Chen
, PE, and Me!”, and “The Science of Healthful Living” study. Each of these studies is an example of scholarship excellence for physical education researchers. I remember Cathy as one of the greatest mentors. She was an optimistic inspiration for everyone around her, especially her students. When we
Kinesiology and Physical Education: A Curriculum (Dis)Alignment Perspective
Ang Chen
model. The Science of Healthful Living curriculum ( Ennis & Chen, 2015 ) is based on the constructivist learning theories. An Example of Concept-Based Curriculum Efficacy Study In the era of evidence-informed education, a curriculum is expected to be developed with research evidence demonstrating its
Student Learning in Physical Education Through the Lens of a “Curriculum Specialist”
Senlin Chen and Alex Garn
learning in physical education. The FTCC was a guiding framework for the development of the Science, PE, & Me curriculum and the Science of Healthful-Living curriculum. In these two curricula, Ennis hypothesized that students’ knowledge gains through curriculum intervention would be indicative of their
Large-Scale Physical Education Interventions: Past, Present, and Future
Darla M. Castelli and Ang Chen
Ennis’s research teams at the University of Maryland and University of North Carolina at Greensboro conducted several large-scale, longitudinal curriculum intervention studies. Most noticeable are Science, PE, & Me! for elementary schools and The Science of Healthful Living for middle schools. As can be
Curriculum Intervention Research as a Source of Knowledge of Most Worth
Ang Chen, Bo Shen, and Xihe Zhu
; Sun, Chen, Zhu, & Ennis, 2012 ), Learn for Life (2005–2008; Chen, Sun, Zhu, & Ennis, 2012 ), and The Science of Healthful Living (2011–2016; Chen, Zhang, Wells, Schweighardt, & Ennis, 2017 ). One characteristic in developing these curricula was the use of rigorous intervention research designs to
High-Intensity Interval Training-Based Fitness Education in Middle School Physical Education: A Limited-Efficacy Study
Senlin Chen, Yang Liu, Jared Androzzi, Baofu Wang, and Xiangli Gu
, Chen, Zhu, & Ennis, 2012 ). Similarly, the Science of Healthful Living curriculum advanced fitness education by enhancing healthful-living knowledge through active PE in middle schools ( Wang & Chen, 2020 ; Wang, Zhang, Schweighardt, & Chen, 2019 ). In addition, the Conceptual Physical Education
