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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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Anqi Deng and Ang Chen

Purpose: Guided by the cognitive load theory, the purpose of this study was to determine the impacts of cognitive load and school socioeconomic status-related environmental factors on ninth-graders’ energy-balanced living knowledge gain. Methods: A stratified random sample of high-school students (N = 150) participated in this study. Data were collected on students’ knowledge gain, cognitive load, free and reduced-price meal rates, and student-to-teacher ratio. Results: The path analysis results revealed that the reasoning learning tasks had direct significant effects on students’ knowledge gain (βi-Diet and i-Exercise = 0.34, p < .01). The free and reduced-price meal rates and student-to-teacher ratio did not have significant effects on students’ knowledge gain (p > .05). Discussion: These findings advance our understanding of the role cognitive learning tasks play in enhancing student learning in the subjects of energy-balanced knowledge and healthy lifestyle.

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Senlin Chen, Yang Liu, Jared Androzzi, Baofu Wang, and Xiangli Gu

.1177/1356336X16641661 10.1177/1356336X16641661 Chen , S. , Zhu , X. , Androzzi , J. , & Nam , Y.H. ( 2018 ). Evaluation of a concept-based physical education unit for energy balance education . Journal of Sport and Health Science, 7 ( 3 ), 353 – 362 . PubMed ID: 30356610 doi:10.1016/j.jshs.2016

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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

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Anqi Deng, Tan Zhang, Yubing Wang, and Ang Chen

processes . Harvard University Press. doi:org/10.2307/j.ctvjf9vz4 Wang , Y. , & Chen , A. ( 2019 ). Effects of a concept-based physical education on middle school students’ knowledge, motivation, and out-of-school physical activity . Journal of Teaching in Physical Education, 39 ( 3 ), 407 – 414