Ang Chen



Email Address:

Phone: 336.256.8549

Brief Bio

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 in several NIH 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). The study involves 22 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. Currently, five doctoral students are studying with Dr. Chen and are supported by the NIH grant and Department of Kinesiology.

Dr. Chen is a strong advocate for graduate students and was the recipient of 2018 Outstanding Graduate Mentor Award of the School of Health and Human Sciences at UNCG. 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 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 basketball, volleyball, and track in high school. Before his current position at UNCG, he was a faculty member at University of Hawaii – Manoa, Arizona State University, and 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)


physical activity motivation, learning in physical education, physical activity and skill assessment, physical activity program evaluation


  1. Chen, A. (2022). Reconceptualizing Physical Education: A Curriculum Framework for Physical Literacy. ISBN 9780367756949. Routledge.
  2. Shang, C., Moss, A., & Chen, A. (2022, accepted 12/9/2021). The Expectancy Value Theory: A meta-analysis of its application in physical education. Journal of Sport and Health Science. Advance online publication.
  3. Deng, A., & Chen, A. (2022, accepted 2/10/2022). Cognitive load and energy balance knowledge in high school physical education. Journal of Teaching in Physical Education. Advance online publication.
  4. Deng, A., Zhang, T., Wang, Y., & Chen, A. (2022). Learning to teach again: What professional development approach matter? [submitted 6/3/2020] Journal of Teaching in Physical Education, 41(1), 78-87.
  5. Zhang, T., Deng, A., Wang, Y., & Chen, A. (2021). Middle school students’ understanding of energy in health and fitness. The Journal of Educational Research,114(3), 222-232.
  6. Zhu, Q., Shen, H., & Chen, A. (2021). Can Practicum Teaching Change Pre-Service Teacher Value Orientations? Journal of Teaching in Physical Education40(3), 450-459.
  7. Zhang, T., Deng, A., & Chen, A. (2021). A Missing Link? Middle School Students’ Procedural Knowledge on Fitness. Journal of Teaching in Physical Education, 40(3), 474-483.
  8. Chen, S., Sun, H., Zhu, X., Chen, A., & Ennis, C. D. (posthumous) (2021). Learners’ Motivational Response to the Science, PE, & Me Curriculum: A Situational Interest Perspective. Journal of Sport and Health Science, 10(2), 243-251.
  9. Zhang, T., Wang, Y., Yii-Piipari, S. & Chen, A. (2021). Power of the Curriculum: Content, Context and Learning in Physical Education. Research Quarterly in Exercise and Sport, 92(4), 689-700.
  10. Zhu, Q., Shen, H., & Chen, A. (2021). Learning to teach physical education for health: Breaking the curriculum safety zone. Research Quarterly for Exercise and Sport, 92(4), 701-714.
  11. Deng, A., Zhang, T., & Chen, A. (2021). Challenges in learning aerobic and anaerobic concepts: An interpretative understanding from the cognitive load theory perspective. Physical Education and Sport Pedagogy26(6), 633-648.
  12. Wang, Y., Zhang, T., & Chen, A. (2021). Three-Year Trajectory of Interest in Learning: Influences of Gender and Prior Knowledge. Journal of Teaching in Physical Education, 40(4), 529-537.