Overview

In addition to University Requirements:

• 64 units of major requirements including 17 units of fieldwork experience - PE 450, PE 495C and PE 498
• 15 units of Foundations in Teaching requirements

• Up to 9 units of major prefix courses may be used to satisfy Liberal Studies requirements; these same courses may also be used to satisfy major requirements

• Elective courses, if needed, to reach an overall total of at least 120 units

Candidates in this program are required to demonstrate content knowledge, pedagogical knowledge and skills, professional knowledge, and professional dispositions to be eligible to enter student teaching or internship placements. Content, pedagogical, and professional knowledge or skills, professional dispositions are demonstrated through candidate performance on key assessments embedded in the following course(s):

• PE 210, PE 325, PE 335, PE 345, PE 355, PE 435, PE 450, PE 495C, BME 437

Please note that you may be able to use some courses to meet more than one requirement. Contact your advisor for details.

Minimum Units for Completion	120
Major GPA	2.5
Highest Mathematics Required	MAT 114
Additional Admission Requirements	Required
Fieldwork Experience/Internship	Required
Student Teaching/Supervised Teaching	Required
University Honors Program	Optional
AZ Transfer Students complete AGEC-A	Recommended
Progression Plan Link	View Progression Plan
Licensure	This program may lead to licensure.

Purpose Statement 

The Bacholor of Science in Education, Health Science - Physical Education program allows candidates to become a certified Physical Education teacher in the state of Arizona. Through the program students are exposed to robust field experiences where active learning and student engagement occurs. Candidates are immersed in rich methods courses and then apply what they have learned in K-12 schools. Candidates are exposed to content progressions; understanding how a skill or concept can be taught various ways depending on the skill level of the individual. Candidates learn a multitude of teaching strategies. Candidates develop lesson plans and lesson objectives. Candidates apply the Arizona Physical Education State Standards and national standards to lesson objectives, lesson plans, unit plans and unit objectives. The program delivers a quality focus on curriculum development, assessments, application of assessments, data literacy strategies, technology integration, classroom management strategies and solid pedagogical knowledge. The Physical Educator trained at Northern Arizona University understands the importance of teaching and demonstrating movement concepts and skill themes when educating a child to become physically active for a lifetime. 


Student Learning Outcomes based from the 2017 National Standards for Initial Physical Education Teacher Education.
 
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the National Association for Sport and Physical Education, and the Interstate New Teacher Assessment and Support Consortium.
 
Standard 1: 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.
 
Candidates will:

• 1a- Describe and apply common content knowledge for teaching preK-12 physical education.
• 1b- Describe and apply specialized content knowledge for teaching preK-12 physical education.
• 1c- Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness for preK-12 students.
• 1d- Describe and apply motor learning and behavior-change/psychological principles related to skillful movement, physical activity and fitness for preK-12 students.
• 1e- Describe and apply motor development theory and principles related to fundamental motor skills, skillful movement, physical activity and fitness for preK-12 students.
• 1f- Describe historical, philosophical and social perspectives of physical education issues and legislation

 
Standard 2: Skillfulness and Health-Related Fitness*
Physical Education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.
 
Candidates will:

• 2a- Demonstrate competency in all fundamental motor skills, as well as skillful performance in a minimum of four physical education content areas (e.g., games and sports, aquatics, dance and rhythmic activities, fitness activities, outdoor pursuits, individual-performance activities).
• 2b- Achieve and maintain a health-enhancing level of fitness throughout the program.

 
Standard 3: 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 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.
 
Candidates will:

• 3a- Plan and implement appropriate (e.g., measureable, developmentally appropriate, performance-based) short- and long-term plan objectives that are aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education.
• 3b- Plan and implement progressive and sequential content that aligns with short- and long-term plan objectives and that addresses the diverse needs of all students.
• 3c- Plan for and manage resources to provide active, fair and equitable learning experiences.
• 3d- Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students.
• 3e- Plan and implement learning experiences that require students to use technology appropriately in meeting one or more short- and long-term plan objective(s).
• 3f- Plan and implement learning experiences that engage students in using metacognitive strategies appropriately to analyze their own performance results.

 
Standard 4: Instructional Delivery and Management
Physical Education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, and instructional and managerial skills to enhance student learning.
 
Candidates will:

• 4a- Demonstrate verbal and nonverbal communication skills that convey respect and sensitivity across all learning experiences.
• •4b- Implement demonstrations, explanations and instructional cues that are aligned with short- and long-term plan objectives.
• 4c- Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress.
• 4d- Implement transitions, routines and positive behavior management to create and maintain a safe, supportive and engaging learning environment.
• 4e- Analyze motor skills and performance concepts in order to provide specific, congruent feedback to enhance student learning

 
Standard 5: 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.
 
Candidates will:

• 5a- Select or create authentic, formal assessments that measure student attainment of short and long-term objectives.
• 5b- Implement formative assessments that monitor student learning before and throughout the long-term plan, as well as summative assessments that evaluate student learning upon completion of the long-term plan.
• 5c- Implement a reflective cycle to guide decision making specific to candidate performance, student learning, and short- and long-term plan objectives.

 
Standard 6: 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.
 
Components – Candidates will:

• 6a- Engage in behavior that reflects professional ethics, practice and cultural competence.
• 6b- Engage in continued professional growth and collaboration in schools and/or professional organizations.
• 6c- Describe strategies for the promotion and advocacy of physical education and expanded physical activity opportunities.