About Dr. Chen
Ang Chen is professor of kinesiology at the University of North Carolina at Greensboro. His research focuses on children’s and adolescents’ learning, motivation, physical activity behavior in K-12 school physical education and beyond. His expertise also includes physical literacy, physical skill assessment, program evaluation, and research methods. Dr. Chen has been a principal investigator and Co-PI/Co-Investigator in several federally funded, large-scale, multi-year physical education curriculum intervention studies involving dozens of public schools and thousands of students. Dr. Chen’s current study is The Science of Essential Balance, large-scale physical education curriculum intervention funded by the NIH for five years (2018-2023). Five doctoral students in the Curriculum/Pedagogy Studies area are working with Dr. Chen on the project supported by the NIH grant and Department of Kinesiology. The study involves 24 high schools in North Carolina and provides an opportunity for graduate students interested in K-12 physical education to study a large spectrum of issues.
Dr. Chen and his graduate students have been active in publishing their research outcomes. They have published dozens research articles in top-tier scholarly journals and made over 100 scholarly presentations at national and international scientific conferences. Dr. Chen has served on many expert panels including the U.S. Institute of Medicine (IOM) Committee on Physical Activity and Physical Education in the School Environment. Dr. Chen is an Active Fellow of the U.S. National Academy of Kinesiology and a Research Fellow of SHAPE–America.
Throughout his career, Dr. Chen taught physical education and coached in a high school. Before his current position at UNCG, he was a faculty member at University of Hawaii – Manoa, Arizona State University, University of Maryland. Dr. Chen is a distinguished guest professor at Shanghai University of Sport in China.
Dr. Chen received his Bachelor of Education degree from Nanjing Teachers University and Master of Education degree from the Shanghai University of Sport in China. He completed his Ph.D. study at the University of Maryland – College Park, U.S.A.
KIN 656 Psycho-social Aspects of Physical Education and Sport (3 credits)
KIN 657 Teacher Education in Physical Education (3 credits)
KIN 658 Multiculturalism and Physical Education Curriculum (3 credits)
KIN 723 Statistical Methods for Kinesiology (3 credits)
KIN 735 Program Evaluation and Evidence-Based Practice in Physical Activity (3 credits)
Scholarly & Professional Keywords
Physical literacy, physical education curriculum, concept-based physical education, physical activity motivation, learning in physical education, physical activity and skill assessment, physical activity program evaluation
Recent Research Publications
(G notates to graduate advisee at the time of work, V notates to visiting scholar mentored)
- Chen, A., & WangG, Y. (2017). The role of interest in physical education: A review of research evidence. Journal of Teaching in Physical Education, 36, 313-322. https://doi.org/10.1123/jtpe.2017-0033
- Chen, A., ZhangG, T., WellsG, S., SchweighardtG, R., & Ennis, C. D. (2017). Impact of teacher value orientations on student learning in physical education. Journal of Teaching in Physical Education, 36, 152-161. doi: 10.1123/jtpe.2016-0027
- ZhangG, T., & Chen, A. (2017). Developing a psychometric instrument to measure physical education teachers’ job demands and resources. Measurement in Physical Education and Exercise Science, 21, 142-153. https://doi.org/10.1080/1091367X.2017.1308948
- Chen, A., Shen, B., & Zhu, X. (2018). Curriculum intervention research as a source of knowledge of most worth. Kinesiology Review, 7, 240-250. https://doi.org/10.1123/kr.2018-0023
- Castelli, D. M., & Chen, A. (2018). Large-scale physical education intervention: Past, present, and future. Kinesiology Review, 7, 259-265. https://doi.org/10.1123/kr.2018-0030
- Zhu, W., & Chen, A. (2018). Value Orientation Inventory: Development, application, and contributions. Kinesiology Review, 7, 206-210. https://doi.org/10.1123/kr.2018-0030
- Ding, H., & Chen, A. (2019). Instructional and learning outcomes between China and the U.S. as policy implications. European Physical Education Review, 25, 21-34. https://doi.org/10.1177/1356336X17700165
- Zhang, T., Chen, A., & Ennis, C. D. (2019). Elementary School Students’ Naïve Conceptions and Misconceptions about Energy in Physical Education Context. Sport, Education and Society, 24, 25-37. https://doi.org/10.1080/13573322.2017.1292234
- Chen, A. (2020). A Clash of Fundamental Assumptions: Can/Should We Measure the Physical Literacy? Journal of Health and Sport Sciences, 9(2), 149-151. DOI: 10.1016/j.jshs.2019.11.002
- Chen, S., Sun, H., Zhu, X., Chen, A., & Ennis, C. D. (in press). Learners’ Motivational Response to the Science, PE, & Me Curriculum: A Situational Interest Perspective. Journal of Sport and Health Science. https://doi.org/10.1016/j.jshs.2019.11.001
- Zhang, T., WangG, Y., Yii-Piipari, S. & Chen, A. (in press, accepted 12/30/2019). Power of the Curriculum: Content, Context and Learning in Physical Education. Research Quarterly in Exercise and Sport. https://doi.org/10.1080/02701367.2020.1768202
- ZhuV, Q., Shen, H., & Chen, A. (accepted, 2/8/2020). Learning to teach physical education for health: Breaking the curriculum safety zone. Research Quarterly for Exercise and Sport.
- ZhuV, Q., & Chen, A. (accepted, 4/29/2020). Can Act of Teaching Change Pre-Service Teacher Value Orientations? Journal of Teaching in Physical Education.
- Zhang, T., Deng, A., & Chen, A. (in press, accepted 7/9/2020). A Missing Link? Middle School Students’ Procedural Knowledge on Fitness. Journal of Teaching in Physical Education.