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Yubing Wang and Ang Chen

little empirical evidence about the effects of PE on students’ out-of-school PA. The purpose of this study was to examine the “PE effect” of a concept-based physical education (CPE) curriculum. CPE is defined as a PE curriculum that focuses on teaching conceptual knowledge about PA, fitness, and

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Haichun Sun and Tan Zhang

which Ennis conceptualized the studies. Her early work focused on the role of concepts in movement skill development, which clarified crucial curricular elements in a concept-based physical education curriculum. This work was followed by studies incorporating social contexts and issues as a major

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Senlin Chen and Alex Garn

Science of Healthful-Living curriculum. Funded by the National Institutes of Health, these two concept-based physical education curricula follow the 5E structure (i.e., engagement, exploration, explanation, elaboration, and evaluation) to promote students’ engagement (using workbooks) and learning of

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Darla M. Castelli and Ang Chen

opportunities across five points of intervention of physical education, before or after school, during the school day, staff involvement, and community engagement) was likely a future direction, although not specifically expressed as such initially ( Saunders et al., 2011 ). Concept-Based Physical Education

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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