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Jon Welty Peachey, George B. Cunningham, Alexis Lyras, Adam Cohen, and Jennifer Bruening

The purpose of this research project was to examine the impact of participating in a sport-for-peace event and one’s social dominance orientation on prejudice and change agent self-efficacy. In Study 1, participants (n = 136) completed questionnaires both before and following their participation in a sport-for-peace event. The event was designed to ensure both high levels of and quality intergroup contact, with interactions confirmed through a manipulation check. Results from the doubly repeated measures analysis of variance indicate a significant decrease in prejudice and a significant increase in change agent self-efficacy. Social dominance orientation did not influence the nature of these changes. In Study 2, the authors conducted focus group interviews with 27 participants to better understand how the event impacted prejudice and change agent self-efficacy. Results indicate that the team-based sport environment and social opportunities were instrumental in prejudice reduction while the educational platform was important for increasing change agent self-efficacy.

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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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Susan P. Mullane

, which helps the reader understand the concepts and perspectives of amateurism, the term “student-athlete,” and the current debate on compensation of college athletes. Chapter 12, “Use Sport for Peace,” addresses the issue of world sporting events such as the Olympic Games and their relationship to

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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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Paul M. Wright, Karisa Fuerniss, and Nicholas Cutforth

science education, to propose a conceptual model for the transfer of learning, which is central to TPSR ( Jacobs & Wright, 2018 ; Wright et al., 2019 ). Second, there is a growing connection between TPSR and the international sport for peace and development movement ( Kidd, 2013 ; Spaaij & Jeanes, 2013

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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