Background：Physicaleducation（PE）isakeychannelthatimpactschildren＇sdecisionsandbehaviorsforhealthfulliving.Thisstudyevaluatedtheeffectsofaconcept-basedPE（CBPE）instructionalunit,featuredbyenergybalance（EB）education,onstudents＇knowledgelearning,situationalinterest,cognitive,andphysicalengagementsaswellasteachers＇perceptions.Methods：Fourthand5thgradestudents（n=468）inamid-westernstateoftheUnitedStateswererecruitedastheparticipants.FourelementaryschoolswererandomizedtotheCBPEorcontrolgroups.Students＇EBknowledge,situationalinterest,cognitiveengagement,andphysicalengagementweremeasuredbyaknowledgetest,theSituationalInterestScale—Elementary,writtentasksheets,andaccelerometers,respectively,whileteachers＇perceptionsoftheCBPEunitwerecapturedbyinpidualinterviewsattheendoftheexperiment.Results：TheCBPEgroupshowedasignificantincreaseinEBknowledge,whilethecontroldidnot.Bothgroupsshowedasimilarincreasingtrendforsituationalinterestovertime,althoughthestatisticalresultsfavoredthecontrolgroup.Forphysicalengagement,theCBPEgroupdemonstratedastatisticallydifferentbutsubstantivelysimilarlevelofin-classphysicalactivitycomparedtothecontrolgroup.TheCBPEgroupalsoshowedamoderatelevelofcognitiveengagementthroughouttheunit.ThePEteachersreportedoverallpositiveperceptionsaboutteachingtheCBPEunit.Conclusion：TheseresultssupporttheutilityoftheCBPEunitinenhancingEBeducationalongwithfacilitatingpositivestudentinterestandengagementaswellaspositiveteachingexperiences.
