Department website: https://www.atu.edu/krs

This program is designed for students seeking careers in Health and Physical Education, K-12 athletic coach, or recreation supervisor.

See the College of Education page for additional requirements.

Students not desiring to teach take additional coursework in HES or a chosen minor.

Health and Exercise Science Coaching Athletics and Physical Activity graduates acquire the knowledge and skills to:

• Test and assess the athletic populations in various age groups.
• Develop safe and effective strength & conditioning plans and programs.
• Evaluate sports performance data.
• Provide safe, effective and concise communication of exercise instruction.
• Implement best practices in teaching and learning.

(Including Teacher Licensure Requirements)

For licensure, students must achieve the minimum score on the Praxis II Specialty Area and Principles of Learning Teaching Tests as determined by the Arkansas Department of Education. For further requirements see Admission and Retention to Teacher Education located on the College of Education home page.

Selected Second Teaching Fields

Students are encouraged to meet at least minimal licensure requirements in a second field of teaching in addition to their major field of study.

Plan of Study Grid

Freshman
Fall		Hours
BIOL 1014	Introduction to Biological Science 2	4
ENGL 1013	Composition I 1	3
HES 1002	Physical Health and Fitness	2
HLED 1513	Lifetime Health and Fitness 2	3
MATH 1113	College Algebra 2	3
PE 1201	Orientation to Kinesiology 2	1
	Hours	16
Spring
ENGL 1023	Composition II 1	3
FAH 1XXX	Fine Arts and Humanities Courses 1	3
PE 2111	Methods of Teaching Individual Activities 2	1
PE 2513	First Aid 2	3
PHSC XXXX	Physical Science with Laboratory 1	4
SS 1XXX	Social Science Courses 1	3
	Hours	17
Sophomore
Fall
COMM 2003	Public Speaking 2	3
PE 2101	Methods of Teaching Team Activities 2	1
PE 2523	Foundations in Health and Physical Education 2	3
PE 2653	Anatomy and Physiology 2	3
SEED 2003	Education as a Profession 2	3
USHG 1XXX	U.S. History and Government 1	3
	Hours	16
Spring
EDMD 2013	Integrating Instructional Technology	3
FAH 1XXX	Fine Arts and Humanities Courses 1	3
PE 3661	Laboratory Experiences in Anatomy/Physiology and Kinesiology 2	1
PE 3663	Kinesiology 2	3
SEED 2113	Human Development and Learning Theories 2	3
SS 1XXX	Social Science Courses 1	3
	Hours	16
Junior
Fall
PE 3101	Methods of Teaching Rhythmic and Gymnastic Movements 2	1
HLED 4403	Sport and Exercise Nutrition	3
PE 3413	Coaching Theory 2	3
PE 3543	Lifespan Motor Development 2	3
PE 3573	Prevention and Care of Activity Injuries 2	3
PE 4033	Exercise Physiology 2	3
	Hours	16
Spring
HLED 3203	Consumer Health Programs 2	3
HLED 4303	Methods and Materials in Health for Grades K-12 2	3
PE 3051	Methods of Teaching Fitness and Wellness Concepts 2	1
Select one of the following:		2
PE 3512	Coaching Strategies: Football & Baseball 2
PE 3522	Coaching Strategies: Basketball & Track and Field 2
PE 3532	Coaching Strategies: Softball and Volleyball 2
PE 3583	Coaching Physical Activity K-12 2	3
PE 4513	Organization and Administration of Athletics and Physical Activity 2	3
	Hours	15
Senior
Fall
PE 3603	Methods and Materials in Physical Education for Secondary Schools 2	3
PE 4203	Methods of Teaching Adapted Physical Education 2	3
PE 4523	Measurement and Evaluation in Health and Physical Education 2	3
SEED 4553	Classroom Application of Educational Psychology 2	3
SPED 4052	Educating Diverse and Exceptional Learners 2	2
	Hours	14
Spring
PE 4701	Special Methods in Health and Physical Education 2	1
SEED 4503	Seminar in Secondary Education 2	3
SEED 4809	Residency B 2,3	9
	Hours	13
	Total Hours	123

¹

See appropriate alternatives or substitutions in "General Education Requirements".

²

Must earn a grade of "C" or better.

³

Three semester hours of the student teaching requirement must be completed at the elementary or middle school level, below the ninth grade, where the cooperative teacher is certified in Elementary Physical Education or student must complete a three-semester-hour internship under direct supervision from the staff of the University’s Physical Education Department.

Students who complete the program will meet the following Society of Health and Physical Educators (SHAPE) standards:

STANDARD 1: SCIENTIFIC & THEORETICAL KNOWLEDGE

Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.

ELEMENTS TEACHER CANDIDATES WILL:

1. Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.
2. Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness. 
3. Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.
4. Identify historical, philosophical, and social perspectives of physical education issues and legislation.
5. Analyze and correct critical elements of motor skills and performance concepts.

STANDARD 2: SKILL & FITNESS BASED COMPETENCE*

Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K 12 Standards.

ELEMENTS TEACHER CANDIDATES WILL:

1. Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.
2. Achieve and maintain a health-enhancing level of fitness throughout the program.
3. Demonstrate performance concepts related to skillful movement in a variety of physical activities. * Without discrimination against those with disabilities, physical education teacher candidates with special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competent movement and performance concepts (modified/adapted equipment, augmented communication devices, multi-media devices, etc.) and fitness (weight training programs, exercise logs, etc.).

STANDARD 3: PLANNING & IMPLEMENTATION

Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.

ELEMENTS TEACHER CANDIDATES WILL:

1. Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs.
2. Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local, state, and /or national standards.
3. Design and implement content that is aligned with lesson objectives.
4. Plan for and manage resources to provide active, fair, and equitable learning experiences.
5. Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.
6. Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.
7. Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.

STANDARD 4: INSTRUCTIONAL DELIVERY & MANAGEMENT

Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

ELEMENTS TEACHER CANDIDATES WILL:

1. Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.
2. Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.
3. Provide effective instructional feedback for skill acquisition, student learning, and motivation.
4. Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.
5. Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.
6. Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.

STANDARD 5: IMPACT ON STUDENT LEARNING

Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

ELEMENTS TEACHER CANDIDATES WILL:

1. Select or create appropriate assessments that will measure student achievement of goals and objectives.
2. Use appropriate assessments to evaluate student learning before, during, and after instruction.
3. Utilize the reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions.

STANDARD 6: PROFESSIONALISM

Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.

ELEMENTS TEACHER CANDIDATES WILL:

1. Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.
2. Participate in activities that enhance collaboration and lead to professional growth and development.
3. Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
4. Communicate in ways that convey respect and sensitivity

For program assessment visit: https://www.atu.edu/assessment/program_assessment.php