Awards & Honors:

  • National Institutes of Health Grants:

    We have received substantial funding from the National Institutes of Health (NIH) for several high-impact research projects. Notably, the Science of Essential Balance project, led by Principal Investigator Dr. Chen, was funded from 2018 to 2025. This study focuses on developing a balanced physical education curriculum that integrates essential health and fitness components. Another significant project, Conflict Transformation through Health & Physical Education, funded by the UNCG School of Health & Human Sciences, was led by Dr. Hemphill and explored the role of physical education in resolving conflicts and promoting social cohesion.

  • PE Science has made significant contributions through long-term research studies that have shaped the field of physical education. The Curriculum Value Orientation Study, which began in 1989, continues to provide valuable insights into how educational values influence physical education curricula. Additionally, the Sport for Peace program (1995-1998) explored the role of sports in promoting peace and understanding among youth. These studies, among others, have provided a robust foundation for developing effective physical education programs that cater to diverse student needs.

  • Our commitment to excellence is further demonstrated by our active collaboration with international scholars from countries such as Brazil, China, Finland, France, Greece, Japan, Korea, and Norway. These partnerships have enriched our research and provided unique opportunities for cross-cultural studies and knowledge exchange.

  • Our studies have not only advanced academic knowledge but also had practical implications for teaching and learning in physical education. For example, the Science, PE, and Me! project (2003-2008) integrated science education with physical education, helping students understand the scientific principles behind physical activity and health. The Learn for Life study (2005-2008) focused on promoting lifelong physical activity habits among students, demonstrating the long-term benefits of a well-rounded physical education curriculum.

Extensive Publications:

Our research findings have been disseminated widely, with over 150 research articles published in prestigious journals. These publications have profoundly impacted policies and practices in physical education worldwide.

These publications cover various topics, from motivational strategies and curriculum development to social-emotional learning and cognitive engagement in physical education. The breadth and depth of our research have influenced educational practices and helped shape the future direction of physical education programs globally.

Notable recent publications include:

(G notates graduate students at time or work; V notates visiting scholar to the Lab)

  • 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. 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

  • 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. doi: 10.1080/02701367.2017.1342495

  • 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. In C. D. Ennis (Ed.). The Routledge handbook of physical education pedagogies (pp. 35-37). London: Routledge.

  • Hemphill, M. A. & Martinek, T. J. (2017). Community engagement through sport: University partnerships to promote youth development. Kinesiology Review, 6(4), 311-316. doi: 10.1123/kr.2017-0027

  • 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

  • Hemphill, M. A., Janke, E. M., Gordon, B., & Farrar, H. (2018). Restorative youth sports: An appliedmodel for resolving conflicts and building positive relationships. Journal of Youth Development, 13(3),76-96. doi: 10.5195/jyd.2018.063.

  • 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

  • DingV, 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

  • Hemphill, M. A., Gordon, B. A., Wright, P. M. (2019). Sports as a passport to success: Life skill integration in a positive youth development program. Physical Education and Sport Pedagogy, 24(4),390-401. https://doi.org/10.1080/17408989.2019.1606901

  • WangG, Y., Chen A., SchweighardtG, R., ZhangG, T., WellsG, S., & Ennis, C. D. (2019). The nature of learning tasks and knowledge achievement: The role of cognitive engagement in physical education. European Physical Education Review, 25(2), 293-310. https://doi.org/10.1177/1356336X17724173

  • ZhangG, 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

  • Hemphill, M. A. & Martinek, T. J. (2020). Using simple interactions to improve pedagogy in a cross-aged leadership program. Journal of Teaching in Physical Education, 39(1), 126–130.

  • Martinek, T. J. & Hemphill, M. A. (2020). The evolution of Hellison’s TPSR model in out-of-school contexts. Journal of Teaching in Physical Education, 39(3), 331-336.

  • Parkes, C. & Hemphill, M. A. (2020). What occupational socialization factors influence preservice teachers to possess fitness orientations. Journal of Teaching in Physical Education, (aop), 1-8. doi: 10.1123/jtpe.2019-0178.

  • Richards, K. A. R., Hemphill, M. A., Shiver, V. N., Gaudreault, K. L., Ramsey, V. (2020). Teaching physical education in an urban intensive environment. Urban Education, (aop), 1-27. doi: 10.1177/0042085920923019.

  • Shiver, V. N., R. Richards, K. A. R., & Hemphill, M. A. (2020). Preservice teachers’ learning to implement culturally relevant physical education with the teaching personal and social responsibility model. Physical Education and Sport Pedagogy, 25(3), 303-315.

  • WangG & Chen, A. (2020). Two Pathways Underlying the Effects of Physical Education on Out-of-School Physical Activity. Research Quarterly for Exercise and sport, 91:2, 197-208. DOI: 10.1080/02701367.2019.1656325 https://doi.org/10.1080/02701367.2019.1656325

  • Chen, S., Sun, H., Zhu, X., Chen, A., & Ennis, C. D. (posthumous) (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

  • WangG & Chen, A. (in press, accepted 7/23/2019). 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. https://doi.org/10.1123/jtpe.2019-0067

  • WangG, Y., ZhangG, T., & Chen, A. (in press). Does cardiorespiratory fitness knowledge carry over in middle school students? Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2019.101762

  • Zhang, T., DengG, 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.

  • 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., & Chen, A. (accepted, 4/29/2020). Can Act of Teaching Change Pre-Service Teacher Value Orientations? Journal of Teaching in Physical Education.

  • 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.