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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Effects of a Concept-Based Physical Education on Middle School Students’ Knowledge, Motivation, and Out-of-School Physical Activity
Yubing Wang and Ang Chen
Creating Powerful Curricula for Student Learning in Physical Education: Contributions of Catherine D. Ennis
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
Contributions of Tasks With Different Cognitive Load to High School Students’ In-Class Physical Activity
Anqi Deng and Ang Chen
, and physical activity to provide the embodiment experience to the learner ( Cale & Harris, 2018 ). Research on the impact of concept-based physical education curricula has demonstrated that knowledge of scientific facts, procedures, principles, concepts, and competence, and their applications, can
Cognitive Load and Energy Balance Knowledge in High-School Physical Education
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.
Kinesiology and Physical Education: A Curriculum (Dis)Alignment Perspective
Ang Chen
activity for doing’s sake. Instructionally, the difference is manifested in the use of “classroom sessions and the use of a textbook or text-based materials” in each concept-based lesson ( Corbin, 2021 , p. 309). A concept-based physical education can provide well-organized kinesiology knowledge to
High-Intensity Interval Training-Based Fitness Education in Middle School Physical Education: A Limited-Efficacy Study
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
Student Learning in Physical Education Through the Lens of a “Curriculum Specialist”
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
Large-Scale Physical Education Interventions: Past, Present, and Future
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
Curriculum Intervention Research as a Source of Knowledge of Most Worth
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
Learning to Teach Again: What Professional Development Approach Matters?
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
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