Health and Physical Education:
Certification (Grades P-12)
Bachelors of Science and Bachelors of Arts Degree
Program Submission
September 2007
Murray State University Undergraduate Bulletin 2005-2007
www.murraystate.edu/provost/catalogs/0507undergrad.html
16 KAR 2:010
III. Program Experiences
The health and physical education program supports the College of Education’s theme by nurturing individuals to become reflective decision-makers. Reflection is the focus of course activities and is the primary means by which candidates integrate course experiences with Kentucky performance standards, College of Education Dispositions and the candidates’ own experiences, values, and beliefs about education. At the program’s beginning, candidates are asked to reflect upon their own values and beliefs about education and seek integration of those with the COE Dispositions through assignments such as philosophy statements, growth plans, field work and other reflective assignments. This process continues as candidates develop portfolio items to reflect their growth and understanding of educational principles leading to the program’s end with the eligibility portfolio as a summative evaluation of their knowledge and demonstration of their skills according to Kentucky performance standards. Throughout, program course work is designed to require planning, instruction, assessing and reflecting at increasing levels of expertise. At admission to teacher education, candidates are interviewed by faculty and asked to respond about the COE dispositions and the Kentucky Code of Ethics. The KY Code of Ethics is presented three additional times for candidates for review, during orientations to teacher education and student teaching, and during the student teaching interview. As program policy, candidates follow curriculum guidesheets, MAP reports, and confer with advisors to help them to monitor their own progress and prepare them for the continuous self-assessment required of professional educators.
The Kentucky teacher performance standards are integrated throughout core courses, and health and physical education methods courses as demonstrated in the table below. Candidates are introduced to the standards in early coursework where they gain knowledge (K) of the role performance standards play in becoming reflective decision-makers. As coursework progresses, the standards are applied (A) in lesson plans and other instructional activities. At the end of the program, during student teaching, candidates are evaluated (E) for each standard in an eligibility portfolio. The portfolio is independently scored by two faculty members with content and instructional skill in the appropriate content area. Regarding instructional technology, health and physical education instructors use web-based program such as Blackboard to supplement and enhance face-to-face instruction.
Following is a matrix that demonstrates the integration of Kentucky New Teacher Standards into health and physical education coursework.
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III. Program Experiences
Kentucky New Teacher Performance Standards for Health and Physical Education
Courses / NTS 1 / NTS 2 / NTS3 / NTS
4 / NTS
5 / NTS
6 / NTS
7 / NTS
8 / NTS
9
EDU 103
Introduction / K
(PA) / K / A / A / K / K
EDU 303 Strategies / A
(PA) / A / A / A / A / A / A / A
EDP 260 Development / A
(PA) / A / A / A
EDU 403 Foundations / A / A
(PA) / A / A
PHE 400
Strategies / E / E / E / E / E
HPE 409 Assessment / E
PHE 404
Special Edu. / A
(PA) / A
(PA) / A
HPE 459
Methods / A / A / K
HPE 470
Drug Edu. / A / A / A / E
PRAXIS
SEC 420
Practicum / E / E / E / A
SEC 421/422 Student Teaching / E
(PA) / E
(PA) / E
(PA) / E
(PA) / E
(PA) / E
(PA) / E
(PA) / E
PRAXIS / E
(PA)
Content Courses
PHE 375 / E
PRAXIS / E
EXS 485 / E
PRAXIS
HEA 195 / E
PRAXIS
HEA 200 / E
PRAXIS
HPE 460 / A / A / K / E
PRAXIS
HPE 175 / E
PRAXIS
HPE 450 / A / A / K / A / E
PRAXIS / E
NTN 230 / E
PRAXIS
PHE 205 / A / K / E
PRAXIS / E
PHE 206 / A / K / E / A / E
PRAXIS / E
PHE 306 / E / E / E / E / E / (PA) / E
PRAXIS / E
PHE 405 / E
PRAXIS
K – Knowledge, A – Application, E – Evaluation PA = Portfolio Artifact
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A. Content Standards
AAHPERD/NASPE: American Alliance for Heath, Physical Education, Recreation and Dance/National Association for Sport and Physical Education (Initial)
AAHPERD/NASPE STANDARD / Courses/Activities/Assessments /1. Content Knowledge. Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person. / PHE 205, 206, PRAXIS II exams
2. Growth and Development. Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development. / PHE 404 Motor Development course
PHE 306 Develop and demonstrate group dance
EDP 260 Human Development course
3. Diverse Students. Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate instruction adapted to these differences. / PHE 400 Teaching PE in Elementary School
PHE 409 - scope and sequence activity
4. Management and Motivation. Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation. / PHE 205, 206 demonstrate and teach skill to large groups of students
PE 400, 404
-protocols, rules, routines, management
5. Communication. Physical education teachers use knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings. / PHE 205, 206, 306, 175, 400, 404
6. Planning and Instruction. Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards. / PE 400, EDU 303, HPE 450, PHE 205, 206, 306 – Create lesson plans for various age groups
7. Student Assessment. Physical education teachers understand and use assessment to foster physical, cognitive, social, and emotional development of students in physical activity. / PHE 375 assess movement for sport skills
PE 409, PE 400
8. Reflection. Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally. / EDU 103, EDU 303, PHE 400
Reflection as a theme of the College is included in most courses, including the working and eligibility portfolios
9. Technology. Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity. / PHE 375 with sport analyzes PowerPoints
PHE 404
10. Collaboration. Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students' growth and wellbeing. / PHE 404 collaboration with P-K students, teachers, PTs, OT’s, speech and language teachers to help 4-5 year olds to develop motor skills
AAHPERD/AAHE: American Alliance for Heath, Physical Education, Recreation and Dance/American Association for Health Education
AAHPERD/AAHE STANDARD[1] / Courses/Activities/Assessments1. Candidates assess individual and community needs for health education. Candidates obtain health-related data about social and cultural environments, growth and development factors, needs and interests of students. Candidates distinguish between behaviors that foster and those that hinder well-being. Candidates determine health education needs based on observed and obtained data. / HEA 200
2. Candidates plan effective health education programs. Candidates recruit school and community representatives to support and assist in program planning. Candidates develop a logical scope and sequence plan for a health education program. Candidates formulate appropriate and measurable learner objectives. Candidates design educational strategies consistent with specified learner objectives. / HEA 200
HPE 470
3. Candidates implement health education programs. Candidates analyze factors affecting the successful implementation of health education and Coordinated School Health Programs (CSHPs). Candidates select resources and media best suited to implement plans for diverse learners. Candidates exhibit competence in carrying out planned programs. Candidates monitor educational programs, adjusting objectives and instructional strategies as necessary. / HEA 200
HPE 450
IEP Implementation in lesson plans
4. Candidates evaluate the effectiveness of coordinated school health programs. Candidates develop plans to assess student achievement of program objectives. Candidates carry out evaluation plans. Candidates interpret results of program evaluation. Candidates infer implications of evaluation findings for future program. / HPE 450 – develop assessment tool in lesson plan
5. Candidates coordinate provision of health education programs and services. Candidates develop a plan for coordinating health education with other components of a school health program. Candidates demonstrate the dispositions and skills to facilitate cooperation among health educators, other teachers, and appropriate school staff. Candidates formulate practical modes of collaboration among health educators in all settings and other school and community health professionals. Candidates organize professional development programs for teachers, other school personnel, community members, and other interested individuals. / HEA 200
6. Candidates act as a resource person in health education. Candidates utilize computerized health information retrieval systems effectively. Candidates establish effective consultative relationships with those requesting assistance in solving health-related problems. Candidates interpret and respond to requests for health information. Candidates select effective educational resource materials for dissemination. / HPE 450 – create power point presentation
7. Candidates communicate health and health education needs, concerns, and resources. Candidates interpret concepts, purposes, and theories of health education. Candidates predict the impact of societal value systems on health education programs. Candidates select a variety of communication methods and techniques in providing health information. Candidates foster communication between health care providers and consumers. / HEA 200
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KERA Initiatives For Health and Physical Education in Content Courses
Course / Core Content4.1 / Program of Studies / Academic
Expectations
PHE 375
EXS 485
HEA 195
HEA 200
HEA 200
HPE 460
HPE 470 / AE 2.29
HPE 175
HPE 409
HPE 450
HPE 459
NTN 230
PHE 205
PHE 206
PHE 306
PHE 400 / AE 2.35
AE 2.34
AE 2.31
AE 2.29
AE 1.15
PHE 404
PHE 405
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Health & Physical Education Content Course Descriptions
EXS 375 Biomechanics in Sport and Exercise (3). A study of basic biomechanics with respect to human performance in physical activities. Prerequisite: BIO 227 and 228 or EXS 250.
PHE 375 Movement Analysis for Physical Educators (4). This course is designed to develop physical activity analysis skills in preservice physical education teachers utilizing the basic principles of physics, biomechanics, and applied kinesiology. Topics include skeletal, muscular, and nervous system anatomy; basic principles of physics and motion; and teaching principles involved in movement analysis. Three hours of lecture plus 2 hours of laboratory per week.
EXS 485 Sport and Exercise Psychology (3). This course is an introduction to the fields of sport and exercise psychology and sport sociology. The students will learn correct principles and applications of sport and exercise psychology, as well as the influential social-psychological factors of sport and their impact on performance.
HEA 200 Community and Consumer Health (3). This course is designed to address the foundations of community health. Topics include health through the life span, promoting community health, environmental health protection and health resources and services.
HPE 460 Human Sexuality (3). This course is designed to acquaint students with issues of human sexuality. Topics include gender, sexual anatomy and physiology, love, sexual arousal and response, sexual behaviors and relationships, conception, pregnancy, contraception, sexually transmitted diseases including HIV/AIDS, and sexual victimization. The purpose is to examine human sexuality from biological, psychological, behavioral, clinical and cultural perspectives. Students taking this course for graduate credit will be required to do additional work.
HPE 470 Education for Drug Abuse Prevention (3). This course seeks to develop the student’s concept of drug education through in-depth exploration, research and discussion of problems related to alcohol, tobacco and other drugs. Special emphasis on the effects of abuse for the individual and on the effects of abuse for the individual and society. Students taking this course for graduate credit will be required to do additional work.
HPE 175 Foundations of Health and Physical Education (3). Designed to provide an overview of health and physical education. This will examine the scope, history, philosophy, aims and objectives of health and physical education programs as well as career opportunities in the field.
HPE 409 Evaluation and Assessment in Health and Physical Education (3). Basic statistical techniques and paper/pencil testing methodologies applicable to health and physical education plus other physical and mental testing techniques commonly employed in these fields. Various physical and skill tests will be covered. Prerequisite: HPE 175, junior or senior standing, or permission of program coordinator.
HPE 450 Effective Teaching Strategies in Health Education (3). This course is designed to address comprehensive school health education. Topics covered include the health status of children, adolescents and young adults; Healthy People 2000; school health services; school health education; program goals and objectives; and instructional strategies. Content covered in the school health education program: mental/emotional health; life skills; family and relationship skills; human sexuality; growth and development; nutrition; personal fitness; substance use and abuse; diseases and disorders; consumer health; safety and injury prevention; and community and environmental health. Prerequisite: HPE 175 or permission of program coordinator.
HPE 459 Teaching Health and Physical Education (3). Introduces a number of teaching methods and techniques appropriate to middle and secondary physical education. Includes 12 field hours. Prerequisite: HPE 175, junior or senior standing, or permission of program coordin
NTN 230 Nutrition (3). Principles of nutrition related to normal health include ethnic, cultural, and socioeconomic factors that determine eating patterns; nutrient components of foods and their functions; physical and chemical processes of using food nutrients. Lecture, three hours.
PHE 205 Teaching Lifetime Sports (3). At least four of the following sports will be taught: fitness, golf, tennis, bowling, badminton, archery and outdoor leisure activities. Prerequisite: HPE 175 (may be taken simultaneously).