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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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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

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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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Darla M. Castelli and Ang Chen

, such as physical inactivity and its consequences in children. Large-scale school program interventions often adopt this approach. For example, CATCH and SPARK used similar approaches; so did Ennis’s Science, PE and Me! and The Science of Healthful Living interventions. Using the team-science approach