Physical Education Major

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Courses

Visit the Online Undergraduate Catalog for an explanation of graduation requirements.

The Physical Education major has different requirements depending on the type of certification a student is seeking. Students wishing to earn a K-12 certificate must take 42 credits of Physical Education and 42 credits of Professional Studies in Education, and students wishing to earn a 6-12 teaching certificate must complete 40 credits of Physical Education and 43 credits of Professional Studies in Education. The Physical Education Major leads to a bachelor of science degree.

 

*For the authoritative source on academic requirements and courses, please consult the academic catalog.

 

Physical Education Major Courses

An understanding and practice of the basic sports skills. For physical education and recreation majors only; may be taken in place of general education requirements activity credits for majors only. (107 offered fall semester of even calendar year; 108 offered spring semester of odd calendar year; 207 offered fall semester of odd calendar year; and 208 offered spring semester of even calendar years.)
An understanding and practice of the basic sports skills. For physical education and recreation majors only; may be taken in place of general education requirements activity credits for majors only. (107 offered fall semester of even calendar year; 108 offered spring semester of odd calendar year; 207 offered fall semester of odd calendar year; and 208 offered spring semester of even calendar years.)
Introduces students to broad program and career opportunities involving sports, fitness, physical education, and recreational activities. Includes historical and contemporary view of physical education, principles, aims, and objectives, with a view toward the development of a basic philosophy of physical education. (Offered Fall semester.)
An understanding and practice of the basic sports skills. For physical education and recreation majors only; may be taken in place of general education requirements activity credits for majors only. (107 offered fall semester of even calendar year; 108 offered spring semester of odd calendar year; 207 offered fall semester of odd calendar year; and 208 offered spring semester of even calendar years.)
An understanding and practice of the basic sports skills. For physical education and recreation majors only; may be taken in place of general education requirements activity credits for majors only. (107 offered fall semester of even calendar year; 108 offered spring semester of odd calendar year; 207 offered fall semester of odd calendar year; and 208 offered spring semester of even calendar years.)
Designed for students preparing for teaching careers in physical education or coaching. The course presents systematic approaches to psychomotor learning, performance, instruction, and evaluation. Methods of classroom management are also addressed. (Offered spring semester of odd calendar years.)
Skill analysis, strategy, and teaching progression in badminton, bowling, golf, tennis, and other individual sports. (Offered Fall semester of even calendar years.)
This course is designed to deal with all the human body systems as to structure and function. Material covered is intended for those planning to teach biology in high school or enter the allied health professions, and to meet the needs of students majoring in physical education. Required of all physical education majors and biology majors in secondary education. (Two lectures and two two-hour labs per week.) (Offered fall semester)
Curriculum, evaluation, administration, and an understanding of child characteristics as related to motor learning. (Offered spring semesterl.)
Examination of the scientific theories behind the body’s responses to exercise. Topics will include exercise metabolism, respiration, circulation, neuromuscular, hormonal, and environmental influences on exercise. Prerequisite: BIOL 245. (Offered Fall semester.)
Using foundational mechanical principles the students will (1) describe the motion of an object(s), (2) explain why the motion of an object(s) occurs as it does, and (3) solve or propose solutions to movement related problems. Students will describe the biomechanics of the musculoskeletal system and the biomechanical relationships within its component parts.
Curriculum, administration, and an understanding of adolescent characteristics as related to motor learning in the secondary school physical education programs. (Offered Fall semester of odd calendar years.)
A study of motivational, discipline, cultural problems, coach and player personalities, and other individual and team aspects of coaching the modern player. The culmination of the course is the development of a personal coaching philosophy. (Offered Fall semester of even calendar years.)
A study of administration of athletics and physical education as it pertains to budget, liability, policy making, public relations, facility management, and other administrative responsibilities. (Offered Spring semester of even calendar years.)
Lecture and laboratory experiences in the care and prevention of athletic injuries. The latest cardiopulmonary resuscitation methods and techniques are presented with practical application. (Offered fall semester.)
Designed to provide prospective teachers with experience in formulating individualized performance objectives, key teaching and therapy skills, and programming for specific problems in organization and administration of students with disabilities. Provides a brief review of the legislative and history of adapted physical education. (Offered spring semester.)
Designed to assist students in locating, interpreting, synthesizing and presenting research-based information. Meets the general education writing intensive requirement. (Offered fall semester.) Prerequisite: Senior status.
Skill analysis, strategy and teaching progression in Football (220), Soccer (221), Volleyball (222), Basketball (223), Baseball (224), Softball (225), Track and Field (226). (220 and 221 offered Fall semester of odd calendar years; 222 and 226 offered Fall semester of even calendar years; 223 and 224 offered Spring semester of even calendar years).
Skill analysis, strategy and teaching progression in Football (220), Soccer (221), Volleyball (222), Basketball (223), Baseball (224), Softball (225), Track and Field (226). (220 and 221 offered Fall semester of odd calendar years; 222 and 226 offered Fall semester of even calendar years; 223 and 224 offered Spring semester of even calendar years).
Skill analysis, strategy and teaching progression in Football (220), Soccer (221), Volleyball (222), Basketball (223), Baseball (224), Softball (225), Track and Field (226). (220 and 221 offered Fall semester of odd calendar years; 222 and 226 offered Fall semester of even calendar years; 223 and 224 offered Spring semester of even calendar years).
Skill analysis, strategy and teaching progression in Football (220), Soccer (221), Volleyball (222), Basketball (223), Baseball (224), Softball (225), Track and Field (226). (220 and 221 offered Fall semester of odd calendar years; 222 and 226 offered Fall semester of even calendar years; 223 and 224 offered Spring semester of even calendar years).
Skill analysis, strategy and teaching progression in Football (220), Soccer (221), Volleyball (222), Basketball (223), Baseball (224), Softball (225), Track and Field (226). (220 and 221 offered Fall semester of odd calendar years; 222 and 226 offered Fall semester of even calendar years; 223 and 224 offered Spring semester of even calendar years).
Skill analysis, strategy and teaching progression in Football (220), Soccer (221), Volleyball (222), Basketball (223), Baseball (224), Softball (225), Track and Field (226). (220 and 221 offered Fall semester of odd calendar years; 222 and 226 offered Fall semester of even calendar years; 223 and 224 offered Spring semester of even calendar years).
This course prepares the candidate for admission to Teacher Education. Course content includes the characteristics of the Greenville University Teacher Education Program, a survey of the legal, social and ethical issues involved in public school education, an introduction to program portfolio development, and a correlation of psychological principles to varied learning styles and milieus. This course is conducted on campus and includes field experience in school settings that have a large minority population. This course will give students the opportunity to determine whether they want to persist in the Teacher Education Program. (Offered fall semester for transfer students and students with special needs by permission of instructor, and offered every Interterm for freshmen.) Pre-requisite: signature of instructor IN15 - $92 Fee.
The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. This course meets the general education global foundations requirement. Prerequisite: EDUC 101. (Offered every Interterm.) IN18 - $60 Fee
This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Thirty hours of field experience in a special education classroom are required. Prerequisite: EDU 101. (Offered every semester.)
This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Prerequisite: EDUC101; Corequisite: EDUC280. (Offered every term.)
EDU 316 Reading and Writing Across the Curriculum Three Credits Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Field experiences required. Cross listed with ENG 316. Prerequisite: Admission to the Teacher Education Program. (Offered fall semester.)
This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Twenty hours of field experience required. Prerequisite: EDU280
This course is designed to explore classroom evaluation of student growth as an integral part of instruction. Candidates explore the purpose of evaluation as it relates to planning instruction. Professional, social, ethical, and philosophical considerations related to teaching/learning are also explored. Prerequisite: Admission to the Teacher Education Program. (Offered every semester.)
This course is an introduction to planning and teaching physical education activities. Content includes lesson planning, practice of teaching skills through micro teaching, peer teaching, and analysis of teaching models and behaviors. Prerequisite: EDUC340 (Offered fall semester.)
This course focuses on curriculum and instruction as it applies to the grades nine through twelve. Teacher candidates explore curriculum and instruction specific to their designated content area. The course content includes exploring national and state standards, exploring local standards, writing instructional objectives, and exploring and designing student centered instruction. The course has a field experience component. Prerequisite: EDUC202, 280, and 282. (Offered every semester.)
After admission to the professional internship , candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required. Prerequisite: Admission to the Professional Internship. (Offered fall semester)
Teacher candidates work to integrate prior coursework experienced into the context of real classrooms. Teacher candidates develop a teaching philosophy and an operational "professional identity." Candidates consider the impact that various factors have on the learning environment, develop teaching strategies that promote active learning and which engage students with diverse abilities, cultures, and ethnicity. Candidates explore methods specific to their subject areas under the additional guidance of the program coordinator. Teacher candidates will engage in preparing for the edTPA. Candidates complete a minimum of 15 hours in the clinical setting completing pre-mini student teaching assignments. Students must take EDU409 and 410 (Offered Interterm) during the same academic year. Prerequisites: Admission to the Teacher Education Program; EDU316, 333, and 340. (Offered fall semester.)
Candidates complete a mini-student teaching experience, consisting of 12 full days in the secondary classroom. Teacher candidates will meet on campus for a minimum of three class sessions. The course faculty member, assisted by the Director of Field Experience, will determine the placement for the clinical experience. Students must take EDU409 in the same academic year. Prerequisite: Admission to the Teacher Education Program and EDUC 409. (Offered Interterm.)
EDU 421 Secondary Student Teaching Seven* or Fifteen Credits Full semester of student teaching required for secondary education majors. *K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDU 424. Prerequisite: Admission to the Professional Internship. (Offered every semester.)
EDU 424 Elementary Physical Education Student Teaching Seven Credits For candidates completing the K-12 specialist program in physical education. The assignment will be for seven credits, for eight weeks. Prerequisite: Admission to the Professional Internship. (Offered every semester.)
A capstone course offered in conjunction with EDUC 404, Professional Internship (Student Teaching).
The seminar addresses professional topics within the field of education and provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The portfolio documents practices in the areas of planning, instruction, assessment, analyzing teaching, and academic learning to reveal the impact of a candidate's teaching performance on student learning. This course is to be taken concurrently with student teaching and is pass/fail. Prerequisite: EDU410.

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