Physical education is a fundamental part of the total educational experience for all children from kindergarten through high school. According to the Society of Health and Physical Educators (SHAPE) well-planned and well-implemented physical education programs can provide many benefits including improved physical fitness, development of physical skills, healthful physical activity, reinforcement for learning across the curriculum, self-discipline, improved judgement, stress reduction, positive peer socialization, improved self-confidence, improved self-esteem, and opportunities to set and strive for personal, achievable goals. Obesity has been termed an epidemic in American society as the number of adults and children who are obese has increased dramatically in the last 20 years. More than one-third of adults (35%) and almost 17% of children and adolescents are obese (Ogden, Carroll, Kid, and Felgal 2012). These numbers continue to rise. While there are many variables and factors that contribute to this obesity epidemic, physical inactivity has been deemed to be a very crucial factor (Ogden, Carroll, Fryer, and Flegal 2015). The need for quality physical education and opportunities to increase the physical activity levels among Americans of all ages is critical. It is realized that increased levels of physical activity can help prevent the onset of degenerative disease, improve the overall fitness of the individual, maintain emotional balance, promote a sense of social well-being, enhance cognitive performance, and contribute to positive leisure habits (Ogden, Carroll, Fryer, and Flegal 2015). The purpose of the K-12 Physical Education teacher certification degree at North Greenville University is to offer a distinctive, innovative program that attracts and meets the needs of students as well as the community while preparing candidates to be effective practitioners, caring leaders, and lifelong learners. The main goal of this academic program is to produce Christian Physical Educators that instruct and demonstrate a Christian worldview regarding physical activities, including a physically active lifestyle. This program will enable students to integrate academic discipline, Christian lifestyle, and an enriched cultural experience by offering course work designed to meet the needs of those interested in a career in the field of education. Students will be prepared to teach physical education in elementary, middle, and secondary schools throughout the state of South Carolina and beyond, thereby adding a significant avenue for employment and service to the state and nation.
Core Curriculum
First Year Experience, Choose 1 (1 Credit)
Communication, Choose 1 (3 Credits)
Required
Literature, Choose 1 (3 Credits)
Required
Fine Arts, Choose 1 (3 Credits)
Required
| HIST-1385 | Western Civ in a Global Context Since 1517 | 3 |
Math, Choose 1 (3 Credits)
| - | Any 1000-level math course MATH-1315 or higher | 3 |
Required
Civic Awareness, Choose 1 (3 Credits)
| PLSC-2310 | American National Government | 3 |
| HIST-2310 | United States History to 1865 | 3 |
| HIST-2320 | United States History Since 1865 | 3 |
| Total Credit Hours: | 45 |
Major Requirements
| PHED-2320 | Rhythmic Activites, Games, and Tumbling | 3 |
| PHED-2330 | Teaching Team Sports | 3 |
| PHED-2331 | History and Philosphy of Sport | 3 |
| PHED-2335 | Teaching Individual and Dual Sports | 3 |
| PHED-2340 | Introduction to Human Movement | 3 |
| PHED-3310 | Personal Fitness | 3 |
| PHED-3320 | Measurement and Evaluation Techniques | 3 |
| PHED-3330 | Instructional Techniques of Physical Education | 3 |
| PHED-3355 | Sport Emergency Management | 3 |
| - | | |
| HLSC-3470 | Essentials of Strength and Conditioning | 4 |
| HLSC-3471 | Essentials of Strength and Conditioning Lab | 0 |
| - | | |
| PHED-3380 | Biomechanics of Sport for Coaching | 3 |
| PHED-3385 | Motor Learning and Sport Performance | 3 |
| Total Credit Hours: | 37 |
Education Requirements
| Total Degree Requirements |
124 |
Mission Statement:
The mission of the Department of Physical Education at North Greenville University is to serve the University as part of the College of Wellness and Sports Professions, enhance the quality of life for the general citizenry through the promotion of active and healthy lifestyles, prepare students to assume leadership roles associated with development, implementation, and administration of programs in physical education, and to prepare men and women to take the Gospel of Jesus Christ into the Physical Education profession.
Student Learning Outcomes:
- Content and Foundational Knowledge: Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.
- Skillfulness and Health-Related Fitness: Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content and health-enhancing levels of fitness.
- Planning and Implementation: Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.
- Instructional Delivery and Management Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, technology, and instructional and managerial skills to enhance student learning.
- Assessment of Student Learning Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.
- Professional Responsibility Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.