Ang Chen
Biographic Data
| ID | 3656693 |
|---|---|
| NAME | Ang Chen |
| GIVEN NAMES | Ang |
| FAMILY NAME | Chen |
| SIGNATURE | CHEN A |
| AFFILIATIONS | University of North Carolina at Greensboro |
| ORCID | 0000-0002-1352-7384 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Multimodal assessment of exercise-induced fatigue
This study aimed to establish a multimodal framework integrating cardiopulmonary exercise testing (CPET), surface electromyography (sEMG), and plantar kinetic assessment to characterize neuromuscular and mechanical fatigue responses during high-intensity treadmill exercise. Twenty healthy collegiate male athletes performed an incremental CPET followed by a supramaximal verification phase. Gas exchange, heart rate, and perceived exertion were cont…
The contextual adaptation and educational impacts of the mhGAP-IG to address child mental and behavioral disorder treatment gap in China
The Mental Health Gap Action Program Intervention Guide (mhGAP-IG) is an international evidence-based intervention to enhance the scalability of non-specialized workforce to address mental, neurological, and substance use disorders, including child mental and behavioral disorders (CMBDs). Implementation in China remains limited. This study sought to adapt the CMBDs-related components of the mhGAP-IG to the local context and assess the educational…
Gender preference of conceptions toward caloric-balanced living
Background: Caloric unbalanced lifestyle has been documented as one critical reason for childhood obesity. Educating students with the knowledge about caloric-balanced living with a focus on healthy eating and physical activity may help raise their awareness to address obesity. Gender preference has limited the benefits of acquiring such knowledge for its impacts on the way for students to acquire knowledge. It is necessary, therefore, to identif…
Space for Self-Care? Adolescents’ Rationales for Being Physically Active
Guided by Foucault’s theorization of power, self and strategies for self-care, the study aimed to characterize adolescents’ rationales for being physically active as the outcome of their negotiations with dominant discourses. Using stratified random sampling method, a sample of 291 adolescents (female = 161, age 11–14) was selected from 24 middle schools. With the Free and Reduced Meals (FARMS) rates ranging from 22% to 78%, the schools were draw…
Challenges in learning aerobic and anaerobic concepts
Purpose: It has been acknowledged in physical education (PE) that knowledge empowers learners to develop a physically active lifestyle In this study, we consider Cognitive Load Theory (CLT) as a valuable extension of the constructivist learning theory to help articulate the role of three pivotal instructional factors, content knowledge, learners, and instructional process, in learning fitness knowledge in PE. Guided by CLT, this study was intende…
Middle school students’ understanding of energy in health and fitness
We used mixed methods to identify middle school students' conceptions and misconceptions of energy in the domain of health and fitness. We selected a total of 24 middle schools from six school districts in a Southeastern state of the U. S. through stratified sampling. Students were first given a standardized knowledge test to establish their knowledge level membership in the domain of health and fitness. A sample of 291 students was selected from…
Elementary school students’ naïve conceptions and misconceptions about energy in physical education context
The purpose of this study was to explore and reveal naïve conceptions and misconceptions about energy embedded in elementary school students' prior knowledge. Students' performance on standardized knowledge test was used to classify students into low, median and high levels of knowledge about the cardiovascular system. Semi-structured in-depth interviews were conducted with students in each group to extract their understanding of energy in relati…
Instructional and learning outcomes in China and the USA as policy implications
There are substantial differences between the Chinese and US education systems. One difference is in the design and use of assessment due to differences in educational policies. This study described the differences in student learning outcomes, instructional approaches, and learner motivation in physical education as consequences of the policies in the two countries. Objectively measured data on skill and knowledge achievement and instructional p…
The nature of learning tasks and knowledge acquisition
Acquiring scientific knowledge about physical activity is necessary for students to become physically literate for life, and cognitive engagement and cognitive levels of tasks are two components that often determine the effectiveness of knowledge acquisition. This study sought to determine the extent to which students' cognitive engagement in descriptive, relational and reasoning learning tasks contributed to their acquisition of knowledge and th…
Improvements in Children's Fluid Intelligence with Working Memory Training
摘要
Constructing cardiovascular fitness knowledge in physical education
In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students ( N = 616) from 15 randomly sampled urban elemen…
Physical activity and fitness knowledge learning in physical education
Motivation to learn is a disposition developed through exposure to learning opportunities. Guided by the expectancy-value theory of Eccles and Wigfield (1995), this study examined the extent to which expectancy belief and task value influenced elementary school students’ physical activity and knowledge learning in physical education (PE). Students ( N = 753) from 15 US public schools contributed student-level and class-level data. With a 2-level …
An examination of situational interest and its sources
Background. Situational interest is articulated theoretically as a construct associated with five dimensional sources: novelty, challenge, attention demand, exploration intention, and instant enjoyment. Aims. This study aimed to examine the influence of the dimensional sources on situational interest. It was hypothesised that the dimensional sources function differently to contribute to situational interest and that the influence of a source migh…
Content knowledge transformation
An examination of situational interest and its sources
Background. Situational interest is articulated theoretically as a construct associated with five dimensional sources: novelty, challenge, attention demand, exploration intention, and instant enjoyment. Aims. This study aimed to examine the influence of the dimensional sources on situational interest. It was hypothesised that the dimensional sources function differently to contribute to situational interest and that the influence of a source migh…
Content knowledge transformation
Constructing cardiovascular fitness knowledge in physical education
In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students ( N = 616) from 15 randomly sampled urban elemen…
Content knowledge transformation
An examination of situational interest and its sources
Background. Situational interest is articulated theoretically as a construct associated with five dimensional sources: novelty, challenge, attention demand, exploration intention, and instant enjoyment. Aims. This study aimed to examine the influence of the dimensional sources on situational interest. It was hypothesised that the dimensional sources function differently to contribute to situational interest and that the influence of a source migh…
Physical activity and fitness knowledge learning in physical education
Motivation to learn is a disposition developed through exposure to learning opportunities. Guided by the expectancy-value theory of Eccles and Wigfield (1995), this study examined the extent to which expectancy belief and task value influenced elementary school students’ physical activity and knowledge learning in physical education (PE). Students ( N = 753) from 15 US public schools contributed student-level and class-level data. With a 2-level …
Improvements in Children's Fluid Intelligence with Working Memory Training
摘要
Constructing cardiovascular fitness knowledge in physical education
In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students ( N = 616) from 15 randomly sampled urban elemen…
Elementary school students’ naïve conceptions and misconceptions about energy in physical education context
The purpose of this study was to explore and reveal naïve conceptions and misconceptions about energy embedded in elementary school students' prior knowledge. Students' performance on standardized knowledge test was used to classify students into low, median and high levels of knowledge about the cardiovascular system. Semi-structured in-depth interviews were conducted with students in each group to extract their understanding of energy in relati…
Instructional and learning outcomes in China and the USA as policy implications
There are substantial differences between the Chinese and US education systems. One difference is in the design and use of assessment due to differences in educational policies. This study described the differences in student learning outcomes, instructional approaches, and learner motivation in physical education as consequences of the policies in the two countries. Objectively measured data on skill and knowledge achievement and instructional p…
The nature of learning tasks and knowledge acquisition
Acquiring scientific knowledge about physical activity is necessary for students to become physically literate for life, and cognitive engagement and cognitive levels of tasks are two components that often determine the effectiveness of knowledge acquisition. This study sought to determine the extent to which students' cognitive engagement in descriptive, relational and reasoning learning tasks contributed to their acquisition of knowledge and th…
Challenges in learning aerobic and anaerobic concepts
Purpose: It has been acknowledged in physical education (PE) that knowledge empowers learners to develop a physically active lifestyle In this study, we consider Cognitive Load Theory (CLT) as a valuable extension of the constructivist learning theory to help articulate the role of three pivotal instructional factors, content knowledge, learners, and instructional process, in learning fitness knowledge in PE. Guided by CLT, this study was intende…
Middle school students’ understanding of energy in health and fitness
We used mixed methods to identify middle school students' conceptions and misconceptions of energy in the domain of health and fitness. We selected a total of 24 middle schools from six school districts in a Southeastern state of the U. S. through stratified sampling. Students were first given a standardized knowledge test to establish their knowledge level membership in the domain of health and fitness. A sample of 291 students was selected from…
Gender preference of conceptions toward caloric-balanced living
Background: Caloric unbalanced lifestyle has been documented as one critical reason for childhood obesity. Educating students with the knowledge about caloric-balanced living with a focus on healthy eating and physical activity may help raise their awareness to address obesity. Gender preference has limited the benefits of acquiring such knowledge for its impacts on the way for students to acquire knowledge. It is necessary, therefore, to identif…
Space for Self-Care? Adolescents’ Rationales for Being Physically Active
Guided by Foucault’s theorization of power, self and strategies for self-care, the study aimed to characterize adolescents’ rationales for being physically active as the outcome of their negotiations with dominant discourses. Using stratified random sampling method, a sample of 291 adolescents (female = 161, age 11–14) was selected from 24 middle schools. With the Free and Reduced Meals (FARMS) rates ranging from 22% to 78%, the schools were draw…
The contextual adaptation and educational impacts of the mhGAP-IG to address child mental and behavioral disorder treatment gap in China
The Mental Health Gap Action Program Intervention Guide (mhGAP-IG) is an international evidence-based intervention to enhance the scalability of non-specialized workforce to address mental, neurological, and substance use disorders, including child mental and behavioral disorders (CMBDs). Implementation in China remains limited. This study sought to adapt the CMBDs-related components of the mhGAP-IG to the local context and assess the educational…
Multimodal assessment of exercise-induced fatigue
This study aimed to establish a multimodal framework integrating cardiopulmonary exercise testing (CPET), surface electromyography (sEMG), and plantar kinetic assessment to characterize neuromuscular and mechanical fatigue responses during high-intensity treadmill exercise. Twenty healthy collegiate male athletes performed an incremental CPET followed by a supramaximal verification phase. Gas exchange, heart rate, and perceived exertion were cont…
Psychology (13 works) · Mathematics education (7 works) · Physical Education and Pedagogy (7 works) · Computer Science (6 works) · Developmental psychology (6 works) · Cognition (5 works) · Science Education and Pedagogy (5 works) · Social Psychology (5 works) · Knowledge level (4 works) · Mathematics (4 works)