1510 Walker Ave., Room 403 and Room 411
The primary focus of the Lab is to conduct research studies on physical education curriculum, physical activity programming, and program evaluation. In the past 30 years, the Lab has been conducting influential longitudinal research studies that have impacted the field of physical education. These studies include the Curriculum Value Orientation Study (1989-ongoing), Sport for Peace (1995-98), Science, PE, and Me! (2003-08), Science of Healthful Living (2011-16), and Learn for Life (2005-08). These studies were supported by research grants from National Institutes of Health or Department of Education. Currently, the Lab is in its first year of another 5-year longitudinal curriculum intervention study funded by NIH: Science of Essential Balance (2018-2023). Major constructs of our studies have been knowledge acquisition, skill development, children motivation for physical activity, and physical activity behavior change. The findings of these studies have been published in more than 150 research articles in kinesiology and education. The Lab is characterized by ample space that houses a graduate student office/conference room, a data work room, and secured data storage rooms.
The Lab is equipped with state-of-the-art research equipment for studying physical activity programs in schools and communities. There are video/audio recording devices, accelerometers and heart rate monitors to measure physiological intensity and physical activity, digital devices to make instructional materials, quite a few laptops for data collection and processing in the field, a centralized data computer that holds research data, and digital cameras and many kinds of supplies to make graduate students’ life easier. The Lab also holds a small collection of textbooks and journals for easy access.
The Lab is the central location for conducting research projects, offering graduate-level courses, and having research team meetings. Each graduate student has a desk in the Lab. The Lab is also home for visiting scholars, most of whom come from foreign countries across the world: Brazil, China, Finland, France, Greece, Japan, Korea, Norway, etc. In this environment, faculty members and graduate students all enjoy having this unique opportunities to collaborate with international scholars around the world!
Lines of Research
- Learning in Physical EducationChen, A., Shen, B., & Zhu, X. (2018). Curriculum intervention research as a source of knowledge of most worth. Kinesiology Review, 7, 240-250.
Chen, A., ZhangG, T., WellsG, S., Schweighardt, 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.
Dyson, B., Cowan, J., Gordon, B., Powell, D. & Shulruf, B. (2017). Physical education in Aotearoa New Zealand primary schools: Teacher’s Perceptions and policy implications. European Physical Education Review, 23, 1-20.
Ennis, C. D. (2017). Educating students for lifetime of physical activity: Enhancing mindfulness, motivation, and meaning. Research Quarterly for Exercise and Sport, 88, 241-250.
Ennis, C. D., & Chen, A. (2017). Learning motor skills in physical education. In R. Mayer & P. Alexander (Eds.), Handbook of Research on Learning and Instruction (2nd ed) (pp. 154-174). New York: Routledge.
Ennis, C.D. (2017). Curriculum theory and development. The Routledge handbook of physical education pedagogies (pp. 35-37). London: Routledge.
Dyson, B., Colby, R., & Barratt, M. (2016). The Co-construction of Cooperative Learning in Physical Education: Generalist classroom teachers’ perspectives. Journal of Teaching in Physical Education, 34(4), 370-380.
Dyson, B. & Casey, A. (2016). Cooperative Learning in Physical Education and Physical Activity: A practical introduction. London, UK: Routledge.
Ennis, C. D. (2015). Knowledge, transfer, and innovation in physical literacy curricula. Journal of Sport and Health Science, 4, 119-124.
Zhang, T., Chen, A., Chen, S., Hong, D., Loflin, J., & Ennis, C. D. (2014). Constructing Cardiovascular Fitness Knowledge in Physical Education. European Physical Education Review, 20(4), 425-443.
Chen, A. (2017). Motivation research in physical education: Learn to become motivated. In C. D. Ennis (Ed.). The Routledge handbook of physical education pedagogies (pp. 567-580).London: Routledge.
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.
Zhang, T., Chen, A., Yli-Piipari, S., Loflin, J., Wells, S., Schweighhardt, R., Moennich, K., Hong, D., & Ennis, C. D. (2016). Prior Knowledge Determines Interest in Learning in Physical Education: A Structural Growth Model Perspective. Learning and Individual Differences, 51, 132-140.
Chen, A. (2015). Operationalizing physical literacy for learners: Embodying the motivation to move. Journal of Sport and Health Science, 4, 125-131.
Chen, A. (2015). School environment and its effects on physical activity. Kinesiology Review, 4, 77-84.
Ding, H., Sun, H., & Chen, A. (2013). Expectancy-value and situational interest motivation specificity on engagement and achievement outcomes in physical education. Journal of Teaching in Physical Education, 32, 253-269.
Sun, H., Ding, H., & Chen, A. (2013). Nothing but Being There Matters: Expectancy-Value Motivation between U.S. and Chinese Middle School Students. International Education, 43, 7-20.
|Equipment device name or image||Purpose(s)|
|Accelerometers||Objectively measuring physical intensity in field settings|
|Digital video recorders||Recording physical activity episodes in field settings|
|Online and paper-based inventories, scales,…||Measuring a variety of socio-psycho attributes from after-school PA to value orientations|
|Laptop computers||Collecting a variety of data from the fields|
|Data computer||Storing and analyzing quantitative and qualitative data/evidence|
|LED Projector||Lab presentations/conference presentations|
|Laminating machine||Creating program documents/PA activity cards|