The Lab is currently housed in McIver Building situated in the center of campus. The 1,700 Sq.ft lab space is divided into work and data areas. The work area consists of a large conference area for Lab meetings and work on collected data/artifacts and a large office area where graduate students’ desks are located (by the windows!). The data area is divided into a data storage area where the data from research projects are held in boxes and cabinets and a data processing area where the centralized data computer is placed. There are additional office areas in the data area where faculty and students can work on the data with minimal interruption.
The Lab is equipped with state-of-the-art research equipment specific 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 UNCG funded graduate student has a desk in the Lab and unfunded students can have desks when space is available. 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, graduate students may have unique opportunities to collaborate with international scholars around the world!
Lines of Research
- Science of Healthful Living. NIH funded project to develop and field-test a science-based physical education curriculum in middle schools. 2012-2016.
- Chen, A. (2015). School environment and its effects on physical activity. Kinesiology Review, 4, 77-84.
- Chen, A. (2015). Operationalizing physical literacy for learners: Embodying the motivation to move. Journal of Sport and Health Science, 4, 125-131.
- Chen, A., Zhang, T., Wells, S., Schweighardt, R., & Ennis, C. D. (in press). Impact of Teacher Value Orientations on Student Learning in Physical Education. Journal of Teaching in Physical Education.
- 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.
- 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.
- Cross-nation study on concept-based physical education. A joint study with Shanghai University of Sport in China, ongoing.
- 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.
- Ding, H., Sun, H., & Chen, A. (2011). Gender, BMI, Values, and Learning in Physical Education: A Study on Chinese Middle Schoolers. Learning and Individual Difference, 21, 771-778.
- 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|