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MSU Teacher Education Unit (TEU)

B.S.Ed. with a major in Physical Education

BSE in Physical Education requires 128 hours minimum
*Credits are semester hours

Physical Education

8.20.1 The program requires study of the biological sciences pertaining to the structure and function of the human body including the principles of human movement, exercise physiology, and bio-mechanical analysis. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

Examples of performance assessments may include how to:
HPER 433
Upon completion of this course students will demonstrate understanding of the physiological principles of exercise and be able to apply them in exercise prescription. They will demonstrate knowledge of muscular and neurological control of movement, energy systems, hormonal regulation of exercise, the metabolic, cardiovascular, and respiratory adaptations that occur with regular exercise. Students will be able to design and exercise program based on the goals, fitness levels, and the medical conditions of a personal training client.

HPER 431
How to identify the movement and function of musculoskeletal systems.
HPER 441
How to measure and evaluate the health and skill components of physical fitness.
BIOL 115
Students must be able to identify structure and function of musculoskeletal cardio respiratory, and nervous system
HPER 301
Conduct assessment of locomotor skills in preschool through grade 6
Explain the various theories of motor development and their implication for teaching physical education and or fitness activities throughout the life span.
Identify developmental and fitness characteristics of children, adolescents, and adults.
Identify the various components of correct form for a variety of motor skills.

8.20.2 The program requires study designed to develop pedagogical content knowledge in a wide variety of physical education activities, such as fundamental moor skills, individual/dual and team sports, movement, dance, aquatics, outdoor pursuits, and health ­related fitness. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

Examples of performance assessments may include how to:

HPER 215
Students must design a complete unit plan of instruction and implement the unit plan through peer instruction.

HPER 391
Students must design a complete unit plan of instruction and implement the unit plan in a practicum setting for a three-week period.

HPER 220
Students will demonstrate the ability to design an effective dance lesson plan.
Students will demonstrate the ability to teach a safe and effective dance lesson.
Students will be able to independently perform a variety of social dances.
Students will practice professional teaching behaviors.
Students will identify the ability to identify, label, and explain effective dance instruction.

HPER 442
Develop and teach a variety of sport and fitness activity classes that have been modified for clients with special needs including but not limited to: mentally challenged, cerebral palsy, autism, visual impairment, and hearing impairment. Students will be able to identify the implications for exercise when working with individuals with autism, mental retardation, emotionally/behaviorally disordered, pervasive development disorder, orthopedic ally impaired, learning disabled, ADHD, Hearing impaired, visual impaired, downs Syndrome, cerebral palsy, stroke, muscular dystrophy, asthma, diabetes, hemophilia, and arthritis.

HPER 226
Teach safe and effective group fitness classes to peers and in outsider practicum.
Complete an exam to assess basic knowledge of group fitness leadership.
Create a resource book that displays an understanding of group fitness leadership skills and can serve as a collection place for life long learning.
Identify and explain effective instructional skills through peer and self-reflection of group fitness and weight training programs.
Teach safe and effective weight training exercises and develop weight-training programs based upon specific training cycles.
Complete an exam to assess basic knowledge of weight training.

HPER 340
Students write a lesson plan describing a lesson to be taught in class. The lesson plan included equipment needed, teacher movement, skill behavior cues that became skill behavior feedback, time management and student management techniques to be used during the lesson. The students also show progression within the lesson from simple to complex levels of the skill. Students peer teach one lesson and teach elementary children in four separate field experiences with local elementary schools. Students were evaluated on communication skills, competency in the subject matter, ability to motivate children, and class management skills. Students developed discipline signs that included classroom rules (specific to the elementary level with rules that were broad in application), consequences signs (outlining a specific discipline and management plan for misbehavior), and time out signs (that provides a means to isolate a behavior problem and provides for reintroduction to class when the behavior is corrected using a humanistic/child-centered approach). The signs were graded according to appearance and content the grades. Students were required to create three sets of developmentally appropriate activity signs used to motivate, instruct, and provide direction to students.

HPER 341
Students teach physical education to elementary children, grades three and four, at the field experience school for 20 class periods. The students observe a physical education teacher for an additional 6 hours that is journalized and write a reflection on the experience. Students are evaluated based on communication skills, competency in the subject matter, ability to motivate students, and class management skills. Students develop discipline signs that included classroom rules (specific to the elementary level with rules that were broad in application), consequences signs (outlining a specific discipline and management plan for misbehavior), and time out signs (that provides a means to isolate a behavior problem and provides for reintroduction to class when the behavior is corrected using a humanistic/child-centered approach). Students create three sets of developmentally appropriate activity signs used to motivate, instruct, and provide direction to students. The students in HPER 341 are required to write a newsletter to parents describing their elementary physical education program. The newsletter serves to communicate information, promote the program, and provide evidence of commitment to quality elementary physical education.

HPER 231
Examples of performance assessment may include how to proficiently execute the required swimming strokes according to the American Red Cross Water Safety Instructor program.

8.20.3 The program requires study of philosophical development in organizing, planning, implementing, administering, and evaluating a total program of physical education, as it relates to the student and society. The program uses a variety of performance assessments of candidates’ understanding and ability to apply the knowledge.

Examples of performance assessments may include how to:

HPER 310
Students show evidence of ability to organize, plan, implement, administer, and evaluate physical education and sport through a standard based portfolio project.

HPER 391
Students are required to complete a project, which includes philosophy of teaching physical education, class management procedures, yearly curriculum plan and assessment procedures.

8.20.4 The program requires study and experiences pertaining to selection, purchase, care and maintenance of facilities, equipment, and supplies. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge

Examples of performance assessments may include how to:

HPER 310
Students will demonstrate understanding of facility and equipment and management skills in Standard 7 and Standard 4 of their portfolio project.
Students engage in formative evaluation and experiences dealing with facilities, equipment, supplies, maintenance, and care in HPER 215,310,341,391,226,120,126 and 340.

8.20.5 The program requires study of safety procedures, first aid, physical training methods, and legal responsibility. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

Examples of performance assessments may include how to:

HPER 226
Students demonstrate basic knowledge of group fitness leadership and weight training through peer teaching, which include a variety of physical training methods, safety procedures, and legal responsibilities.

HPER 442
Students demonstrate the understanding of safety procedures and demonstrate the application of physical training methods by teaching a 12-week series in a semester project with vocational workshop special population clients.

HPER 210
Perform emergency first aid and CPR through class demonstrations and CPR certification written and practical exam.

HPER 441
Demonstrate confidentiality and professionalism when administering physical fitness and skills test.

HPER 207
Demonstrate the care (treatment) and prevention of common injuries through practical and written examination.

8.20.6 The program requires study of common areas of special needs students, the state and federal laws dealing with education of the handicapped, and techniques for teaching those handicapped children who may be places appropriately in regular physical education classes. Such study should also relate to the problems of students who. Although not legally classified as handicapped, are unable to succeed in regular physical education classes. The program uses a variety of performance assessment of candidates’ understanding and ability to apply that knowledge.

Examples of performance assessments may include how to:

HPER 442
Develop and teach a variety of sport and fitness activity classes that have been modified for clients with special needs including but not limited to: mentally challenged, cerebral palsy, autism, visual impairment, and hearing impairment. Students present and will be able to identify the implications for exercise when working with individuals with autism, mental retardation, emotionally/behaviorally disordered, pervasive development disorder, orthopedically impaired, learning disabled, ADHD, Hearing impaired, visual impaired, downs Syndrome, cerebral palsy, stroke, muscular dystrophy, asthma, diabetes, hemophilia, and arthritis.

HPER 340
Students are tested on material that covers the laws, instructional methods, and modifications involved in teaching people with disabilities.

8.20.7 The program requires studying psychosocial aspects of physical education including the principles of sport and exercise psychology. The program uses a variety of performance assessments of the candidates’ understanding and ability to apply that knowledge.

Examples of performance assessments may include how to:

HPER 407
How to recognize and demonstrate knowledge of the psychology of communications, perception, learning, personality, motivation, emotion and skills needed to be an effective conflict manager and leader. Students perform projects and are evaluated by subjective and objective evaluation methods.

HPER 433
Students apply principles of psychology, motivation, and change theory to complete a 2-week personal training project.

8.20.8 The program requires studying of methods of teaching physical education including current trends in physical education with an examination of a variety of teaching methods and techniques. The program uses a variety of performance assessments of candidates’ understanding and ability to apply that knowledge.

Examples of performance assessments include how to:

HPER 340
Students write a lesson plan describing a lesson to be taught in class. The lesson plan included equipment needed, teacher movement, skill behavior cues that became skill behavior feedback, time management and student management techniques to be used during the lesson, and different teaching methods used in the lesson. The students also show progression within the lesson from simple to complex levels of the skill. Students peer teach one lesson and teach elementary children in four separate field experiences with local elementary schools. Students were evaluated on communication skills, competency in the subject matter, ability to motivate children, and class management skills. Students developed discipline signs that included classroom rules (specific to the elementary level with rules that were broad in application), consequences signs (outlining a specific discipline and management plan for misbehavior), and time out signs (that provides a means to isolate a behavior problem and provides for reintroduction to class when the behavior is corrected using a humanistic/child-centered approach). The signs were graded according to appearance and content the grades. Students were required to create three sets of developmentally appropriate activity signs used to motivate, instruct, and provide direction to students.

HPER 341
Students teach physical education to elementary children, grades three and four, at the field experience school for 20 class periods. The students observe a physical education teacher for an additional 6 hours that is journalized and write a reflection on the experience. Students are evaluated based on communication skills, competency in the subject matter, ability to motivate students, and class management skills. Students develop discipline signs that included classroom rules (specific to the elementary level with rules that were broad in application), consequences signs (outlining a specific discipline and management plan for misbehavior), and time out signs (that provides a means to isolate a behavior problem and provides for reintroduction to class when the behavior is corrected using a humanistic/child-centered approach). Students create three sets of developmentally appropriate activity signs used to motivate, instruct, and provide direction to students. The students in HPER 341 are required to write a newsletter to parents describing their elementary physical education program. The newsletter serves to communicate information, promote the program, and provide evidence of commitment to quality elementary physical education. The lesson plan includes equipment needed, teacher movement, skill behavior cues that became skill behavior feedback, time management and student management techniques to be used during the lesson, and different teaching methods used in the lesson.

HPER 391
Students are required to complete a project, which includes philosophy of teaching physical education, class management procedures, yearly curriculum plan and assessment procedures. Students must design a complete unit plan of instruction, using elements of all teaching styles, and implement the unit plan in a practicum setting for a three-week period.

HPER 220
Students apply popular learning theories including, but not limited to lesson design, practice theory, and motivation theory to teach a variety of popular social dances e.g. swing, salsa, tango, cha-cha-cha, country two-step and three-step, and line dances.

HPER 226
Students apply popular learning theories including, but not limited to lesson design, practice theory, and motivation theory to teach weight training according to the National Strength and Condition Association and variety of group fitness classes e.g. yoga, step, circuit training, kickbox.

8.20.9 The program requires the study of current, appropriate instructional technologies. The program uses varied assessment of candidates’ understanding and abilities to apply that knowledge.

Examples of performance assessment may include how to:

HPER 215
Students demonstrate their understanding of a topic relating to secondary physical education through the development and implementation of Power Point presentations Students and teacher used website access to get information on teaching ideas to use in their peer teaching experience.

HPER 310 and HPER 442
Students demonstrate their understanding of a topic relating to adaptive physical education and administration and organization of physical education and sport through the development and implementation of Power Point presentations.

HPER 340
Students develop discipline signs that included classroom rules (specific to the elementary level with rules that were broad in application), consequences signs (outlining a specific discipline and management plan for misbehavior), and time out signs (that provides a means to isolate a behavior problem and provides for reintroduction to class when the behavior is corrected using a humanistic/child-centered approach). Students create three sets of developmentally appropriate activity signs used to motivate, instruct, and provide direction to students. The students write a newsletter to parents describing their elementary physical education program. The newsletter serves to communicate information, promote the program, and provide evidence of commitment to quality elementary physical education.

HPER 341
Students develop discipline signs that included classroom rules (specific to the elementary level with rules that were broad in application), consequences signs (outlining a specific discipline and management plan for misbehavior), and time out signs (that provides a means to isolate a behavior problem and provides for reintroduction to class when the behavior is corrected using a humanistic/child-centered approach). Students create three sets of developmentally appropriate activity signs used to motivate, instruct, and provide direction to students. The students in HPER 341 are required to write a newsletter to parents describing their elementary physical education program. The newsletter serves to communicate information, promote the program, and provide evidence of commitment to quality elementary physical education. The students develop an I Movie that they make by editing a weekly digital video of their teaching.

HPER 391
Students demonstrate their understanding of a topic relating to secondary physical education through the development and implementation of Power Point presentations.
Students develop discipline signs that included classroom rules (specific to the secondary level with rules that were broad in application), consequences signs (outlining a specific discipline and management plan for misbehavior), and signs (that provides a means to isolate a behavior problem and provides for reintroduction to class when the behavior is corrected using a humanistic/child-centered approach). Students create developmentally appropriate activity signs used to motivate, instruct, and provide direction to students. The students write a newsletter to parents describing their secondary physical education program. The newsletter serves to communicate information, promote the program, and provide evidence of commitment to quality secondary physical education. Students videoed their practicum teaching performance to monitor such behavior like; teacher-student feedback, off-task students, and communication skills.
Students and teacher used website access to get information on curriculum standards and teaching ideas to use in their practicum experience.
Students used music and timed music for class instruction.

HPER 407
Students demonstrate their understanding of a topic relating to secondary physical education and athletics through the development and implementation of Power Point presentations
Students and teacher used website access to get information on teaching and coaching ideas.

HPER 441
Selection and use of appropriate technology tools specific to the content areas such as skin fold calipers, electrical bio-impedance, body composition instruments, and vertec, etc.