Examines physical activity behavior, determinants, and outcomes across universities, schools, and disability-related contexts, including autism and attitudes toward disability.

Key Findings:

  • University activity courses improve well-being and stress management.
  • School-based movement integration increases physical activity and academic engagement.
  • Motor skills are strongly related to executive function in children with autism.
  • Structured inclusion experiences improve attitudes toward disability.

Interesting Outcome:

Inclusive coursework and sport events significantly shift college students’ attitudes toward individuals with disabilities.

Representative Publications:

  • Chen, C.-C. (JJ), & Lim, S. (2025). Examining the Impact of Community Inclusive Sport Event on Attitudes toward People with Intellectual Disabilities through a Sport Management Coursework: A Pilot Study. The Physical Educator, 82(4), 418–429. https://doi.org/10.18666/TPE-2025-V82-I4-12303
  • Pan, C.-Y., Sung, M.-C., Tsai, C.-L., Chen, F.-C., Chen, Y.-J., & Chen, C.-C. (JJ). (2024). The relationships between Motor Skills and Executive Functions in Children with and without Autism Spectrum Disorder. Autism Research, 17(6), 1149–1160. https://doi.org/10.1002/aur.3136
  • Spring, K. E., Chen, C.-C. (JJ), Powell, M. B., Smith, J. E. W., Stratton-Gadke, K., Wadsworth, D. D., & Holmes, M. E. (2023). Impact of Seated Movement Incorporation on Middle School Classroom Physical Activity Levels and Academic Engagement. Research Quarterly for Exercise and Sport, 94(9), 1011–1019. https://doi.org/10.1080/02701367.2022.2100308