K-12 Health and Physical Education (A)
The recognition of the importance of physical activity and health in the lives of all people underlies this curriculum. Every student is encouraged to receive instruction and practice in a variety of lifetime sports and recreational activities; as well as understand the human body and ways to maintain a healthy lifestyle. This curriculum is designed with an emphasis in the appreciation and study of human movement, with the goal to educate students for careers in teaching and coaching, athletics administration, recreation, and allied health and wellness programs. A candidate in the K-12 Health and PE program will become certified to teach Health and PE content throughout the K-12 grades upon completion of the program and a passing score on the corresponding Michigan Test for Teacher Certification (MTTC).
State Endorsement Code: MC
MTTC Test Code: 112- 113
Professional Sequence Learning Outcomes:
- Plan, modify and apply evidence based instructional approaches that promote vocabulary growth.
- Implement texts that showcase a variety of viewpoints, genres, literary devices and audiences.
- Cultivate students’ literary identities through motivational and engagement strategies.
- Learn to provide opportunities for active listening and collaborative classroom discussions.
- Possess the knowledge of a plethora of literary texts relevant to secondary learners to encourage reading for pleasure.
- Connect teaching and learning to social contexts that promote student growth of critical consciousness.
The School of Education Program Learning Outcomes:
- SL1. Faith Integration: Candidates display the Christian principles that are central to the university’s mission.
- SL2. Caring Relationships: Candidates establish caring, supportive relationships with students, families and colleagues.
- RP3. Disciplinary Knowledge: Candidates demonstrate an in-depth knowledge of the skills and frameworks of their content areas appropriate to their certification.
- RP4. Pedagogy and Instruction: Candidates understand and implement best practices of instruction and deliver well-differentiated and well-aligned instruction that empowers students as learners.
- RP5. Communication: Candidates demonstrated effective communication skills to enhance teaching and learning.
- RP6. Assessment: Candidates use various types of assessment to evaluate student progress and to improve their instruction.
- RP7. Classroom Environment: Candidates assess and respond appropriately to the cultures of diverse classrooms, schools, and the community.
- LL8. Professionalism and Personal Growth: Candidates engage in continuous growth by consistently expanding their professional knowledge, skills and dispositions.
Health Education Outcomes:
- Demonstrate acquisition of functional health content and proficiency in health-related skills for the purpose of enhancing healthy behaviors in learners.
- Plan school health education instruction and programs that meet the needs of all learners.
- Implement effective health education instruction that meets the needs of all learners.
- Use methods of assessment to measure students' health-related content knowledge and skill proficiency.
- Engage in ongoing professional learning opportunities that improve student learning and advance the profession.
Physical Education Outcomes:
- Demonstrate an understanding of common and specialized-content, physical education curriculum models, comprehensive school physical activity programming, and scientific foundations for the delivery of an effective physical education program that interconnects with other subject areas.
- Demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.
- Apply content and programming knowledge to plan and implement developmentally appropriate learning experiences aligned with K-12 state and national standards.
- Engage students in meaningful learning experiences through effective use of pedagogical skills.
- Select and implement appropriate assessments to monitor learners' progress, guide decision making related to instruction and learning, and engage learners in their own growth.
- Demonstrate behaviors essential to becoming effective professionals.
|Professional Education Studies|
|EDU 230||Teaching and Learning in Diverse Societies||3|
|EDU 232||Teaching and Learning in Diverse Societies Secondary Clinical||1|
|EDU 240||Human Growth and Development||3|
|EDU 241||Human Growth and Development Elementary Clinical||1|
|EDU 335||Designing Instruction for Student Success||3|
|EDU 337||Designing Instruction for Student Success Secondary Clinical||1|
|EDU 365||Differentiation for All Learners||3|
|EDU 366||Differentiation for All Learners Elementary Clinical||1|
|EDU 491||Intro to Learning Disabilities||3|
|EDU 250||Technology for Educators||2|
|EDU 380||Assessment and Evaluation for Educators||3|
|EDU 382||Assessment and Evaluation for Educators Secondary Clinical||1|
|EDU 457||Literacy for Teaching Middle Levels (5-9) (Or EDU 470)||3|
|EDU 458||Literacy for Teaching Middle Levels (5-9) Clinical (Or EDU 471)||1|
|EDU 420||Methods for Teaching Middle Levels (5-9) (Or EDU 433)||3|
|EDU 421||Methods for Teaching Middle Levels (5-9) Clinical (Or EDU 434)||1|
|EDU 395||Preparing for Student Teaching||1|
|EDU 481||Student Teaching for PE/Health or Music||12|
|Health and PE Required Courses|
|EDU 327||Teaching Physical Education Activities||3|
|EDU 427||Curriculum and Instruction: Health and PE||2|
|EDU 430||Health & PE for Elementary Teachers||2|
|BIO 191||Human Anatomy and Physiology I||4|
|BIO 192||Human Anatomy and Physiology II||4|
|HHP 265||Healthy Lifestyles||3|
|HHP 342||Nutrition for Wellness and Performance||3|
|HHP 371||Exercise Physiology||3|
|HHP 373||Motor Development||3|
|HHP 410||Measurement and Evaluation in Health & Human Performance||3|
|HHP 412||Adapted Physical Education||3|