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Catherine Ennis passed away on April 8, 2017. She left us in the same fashion that she modeled for so long, present and contributing to the field. She was interacting with teachers and scholars both new and established at the SHAPE America convention March 14–18, 2017, leaving us with firm memories

A central piece of Catherine Ennis’s legacy is her passion for curriculum intervention research as a viable approach to curriculum development. She constantly reminded physical education scholars and teachers that an efficacious physical education curriculum must be contextualized to benefit

The extraordinary contributions that Catherine Ennis made to the field of physical education are readily evident through the examination of both her vita and the extensive citations of her work in scholarly papers. I have been aware of this on an intuitive level for quite some time, but the strong

Emerging knowledge of most worth needs to be integrated into the praxis of our discipline through educational reform and intervention. As a curriculum theorist and researcher, Catherine Ennis contributed much knowledge and evidence that can be used to guide future work in curriculum development and

Catherine Ennis was an educator, researcher, mentor, and innovator in the field of physical education across the entirety of her career, and this special issue of Kinesiology Review serves as a testament to her life and legacy. Although she spent the majority of her career working in higher

To state that Catherine Ennis is among the most productive and influential scholars who have devoted their professional lives to advancing theory and practice in curriculum development in physical education is no exaggeration. From the beginning of her career, Ennis advocated for education

In the first paper in this special issue of Kinesiology Review ( Zhu & Chen, 2018 ), readers would have learned about the three versions of the Value Orientation Inventory (VOI; Chen, Ennis, & Loftus, 1997 ; Ennis & Chen, 1993 ; Ennis & Hooper, 1988 ) that Catherine Ennis and her colleagues

education offers all students opportunities to learn and apply knowledge and performance skills as foundations of physical literacy ( Ennis, 2017 ). This ideology is deeply rooted in the two large curriculum intervention studies led by Catherine Ennis and Ang Chen: the Science, PE, & Me curriculum and the

Carolina at Greensboro led by Catherine Ennis and Ang Chen. Since its inception in 1989, the lab has conducted many large and small curriculum research projects. Most projects have been curriculum development research in which innovative curriculum ideas were generated, formalized in teacher manuals and