Bachelor of Science 
Physical Education 

This course is a study of the basic and fundamental principles of human anatomy and physiology. Over the course of the semester, the organ systems will be examined in terms of structure and function. Additional emphasis will be placed on the skeletal, muscular, nervous, endocrine, and cardiovascular systems. Learning will be aided through anatomical dissection, physiological experiments, teaching models, and group work. This course is designed for students who need an introduction to anatomy and physiology for their major (other than Biology). Meets the general education laboratory science requirement. Corequisite: BIOL 145L

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.

The student is introduced to a variety of topics pertinent to health-related fitness. These include methods of training for cardiovascular fitness, muscular strength, strength and flexibility, nutrition, stress management, and chronic disease. This course also engages students in activities that afford health-related fitness. Students plan and execute a personal cardiovascular training program and participate in student based discussions of current wellness literature. Offered: Every semester.

This course provides an understanding and practice of basic sports skills. Basic rules will be presented, and the skills of each sport will be demonstrated and practiced. For physical education majors. May be taken in place of general education activity requirement for majors only. (Offered fall semester of even calendar years.)

This course provides an understanding and practice of basic sports skills. Basic rules will be presented, and the skills of each sport will be demonstrated and practiced. For physical education majors. May be taken in place of general education activity requirement for majors only. (Offered spring semester of odd calendar years.)

This course 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.)

This course provides an understanding and practice of basic sports skills. Basic rules will be presented, and the skills of each sport will be demonstrated and practiced. For physical education majors. May be taken in place of general education activity requirement for majors only. (Offered fall semester of odd calendar years.)

This course provides an understanding and practice of basic sports skills. Basic rules will be presented, and the skills of each sport will be demonstrated and practiced. For physical education majors. May be taken in place of general education activity requirement for majors only. (Offered spring semester of even calendar years.)

Strategies of Physical Education provides an orientation to the teaching of Physical Education. The course presents systematic approaches to the characteristics of the learner, the nature of the task, the learning environment and the impact on skill acquisition and performance. Strategies for the design, development, implementation and evaluation of instruction are presented. (Offered spring semester of odd calendar years.)

This course will focus on the skill analysis, strategy, and teaching progressions in the individual sports of badminton, bowling, golf, tennis, and other individual sports. The students will participate in the teaching of assigned skills. (Offered Fall semester of even calendar years.)

This course articulates the value of physical education for the elementary school student and trains elementary teachers in the design, development, implementation and evaluation of elementary physical education programs. (Offered spring semester.)

Physiology of Exercise provides examination of the scientific theories behind the body’s responses to exercise. This information is applied to facilitate health in general populations and maximize performance in sport-related activities. (Offered fall semester.)

This course explores the changing landscape of Standards-based education, specifically as it applies to Physical Education. The course will focus on the philosophy, content, and construction of curriculum for the Physical Education classroom within the context of National Physical Education Standards. (Offered Fall semester of odd calendar years.)

This course is a study of motivation, discipline, cultural problems, coach and player responsibilities, and other individual and team aspects of coaching the modern athlete. The culmination of the course is the development of a personal coaching philosophy. (Offered Fall semester of even calendar years.)

Administration of PE/Athletics is 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.)

This course provides the student with the basic knowledge of athletic training principles and skills. The main focus is on the prevention and immediate care of common, acute, and chronic athletic injuries. This course covers basic sports medicine concepts and CPR but does not cover all areas necessary for athletic training certification. (Offered fall semester.)

This course provides 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.)

This seminar will provide a capstone experience that includes integrating faith into a sport and kinesiology setting, enhancing professional and careers skills, and requiring students to demonstrate basic research techniques. Meets the general education upper division writing intensive requirement. (Offered fall semester.)

This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville College Teacher Education Program, the aim of American schooling, a survey of the legal, social, economic, historical, political, and ethical issues involved in public school education. Additionally, the course introduces culturally relevant pedagogy. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered fall semester.) $32 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. Meets the general education global foundations requirement. Prerequisite: EDUC 110. (Offered fall semester) Course fee may apply.

This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville University Teacher Education Program. Additionally, this course develops culturally relevant pedagogy. This course includes 52-60 hours of field experience in diverse settings. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered Interterm.) Fee $60.00

This course explores the theories and practice that identify communication skills and competencies in diverse educational settings, including virtual and remote, with multiple stakeholders. The course will also introduce educators to the pedagogy and integration of instructional technologies. Emphasis will be placed on interpersonal and intercultural communication, critical listening and questioning techniques, professional collaboration, digital communication and instructional tools. Students will build a professional, digital portfolio and the option to earn a Level 1 Google Certified Educator certification.

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. Twenty hours of field experience in a special education classroom are required. Students can take EDUC 110 and EDUC 280 at the same time.

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. Meets the general education social science or business management requirement. Prerequisite: EDUC101; Corequisite: EDUC 280. (Offered every term.)

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 ENGL 316. Prerequisite: Admission to the Teacher Education Program. (Offered spring 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: EDUC 280

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.)

A study of social and philosophical assumptions related to curricula, materials, and methods of instruction pertinent to middle grades students. Focus is on organizing classes, making curricular decisions, determining methods and selecting learning resources along with the literacy needs of the middle grades student. (Offered fall semesters.) Prerequisite: Admission to the Teacher Education Program.

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. (Offered fall 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 EDUC 409 and 410 (Offered Interterm) during the same academic year. Meets the general education upper division writing intensive requirement. Prerequisites: Admission to the Teacher Education Program; EDUC 316 and 333, (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 EDUC 409 in the same academic year. Prerequisite: Admission to the Teacher Education Program and EDUC 409. (Offered Interterm.)

Candidates complete their full semester professional internship and EdTPA assessment. *K-12 physical education majors are required to complete eight weeks of student teaching in conjunction with EDUC 424. Prerequisite: Admission to the Professional Internship. (Offered every semester.)

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.)

The seminar addresses professional topics within the field of education. In addition, the seminar 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 centerpiece is a portfolio that describes and documents authentic practices from the candidate’s teaching experience. The portfolio addresses planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidate’s teaching performance on student learning. As a capstone seminar, the course requires students reflect mastery of self-reflection and critical self-awareness, collaboration across disciplines, communication in multiple modes with multiple audiences, and reflection on how Christian faith impacts and guides their daily work. The seminar topics and tasks guide and support the candidate’s progress in the teaching profession. Meets the general education senior seminar requirement.