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Purpose: Based on the theorized concept "Curriculum Safety Zone (CSZ)," this study was conducted to identify the factors for breaking CSZ by contrasting the experiential accounts of two pre-service teacher groups who taught within or outside of their CSZ. Method: Pre-service teachers (n = 14) from a sport-centered PETE program were trained to teach a Health-First curriculum module and their peers (n = 14) a traditional sport module. Each group taught their respective module to 14 intact 7th grade classes in 14 schools in China. A mixed-methods design was used. Quantitative data on learner knowledge gain were collected from the learners. Qualitative data included lesson observation fieldnotes, social-media posts, and interview responses and were gathered from the pre-service teachers. Results: Learners in the Health-First schools gained more knowledge than those in the Comparison schools (t26 = 2.92, p =.007, Cohen's d = 1.10). Qualitative evidence was triangulated using a Health-First vs. Comparison contrasting approach with open-, axial-, and selective-coding to generate themes. The themes were Confidence in Doubt, Lesson Plans to the Rescue, Professional Development is Necessary But..., and Student Learning Save the Day! A grounded theory was developed using the themes and interpreted using the Interconnection Model of Teacher Professional Growth. Conclusion: Breaking CSZ requires a synergistic effort with carefully designed professional development, detailed lesson plans, an effective support network, and, most important of all, a powerful curriculum that can elicit observable and measurable learner achievement. [ABSTRACT FROM AUTHOR]

Purpose: It is argued that the constructivist physical education has the potential to overcome socioeconomic (SES) constraints and promote learning. The purpose of this study was to determine the extent to which school SES-related class environmental factors influenced student learning in a constructivist physical education context. Methods: Students in 8th grade (N = 1,256) from 10 middle schools with varied SES were tested on exercise knowledge before and after a constructivist physical education intervention. School SES was determined using free and reduced meal ratio (FARM) and physical education related factors. Data on lesson frequency, length, facilities, equipment, and class size were collected from teachers. Results: Hierarchical linear model analyses reveal that SES is not predictive of intervention induced learning ( γ = 0.73, t =.91, p =.37). Lesson frequency ( γ 02 =.52, t =.31, p =.06), length ( γ 03 = −.03, t = −1.82, p =.07), facilities ( γ 04 = −.11, t = −.49, p =.63), equipment ( γ 05 = −.36, t = −1.36, p =.18), and class size ( γ 06 = −.05, t = −1.36, p =.18) are not predictive of learning. Student prior knowledge ( γ = −.59, t = −18.37, p <.001) and teacher factor ( γ =.04, t = 3.72, p <.001) are predictive of learning. Conclusion: The findings suggest that school SES's detrimental impact on learning in physical education could be overcome by the power of a constructivist curriculum. [ABSTRACT FROM AUTHOR]