Health and Physical Education (B.S.)
Admission into the Education Department and additional education departmental coursework is required. This major is designed to prepare students for the teaching profession in Health and Physical Education. With the addition of approximately 37 hours of education requirements, the student will be eligible for a Nebraska Teaching Certificate.
Mission Statement
To prepare high quality Health and Physical Education teachers that have the knowledge, skills, and confidence to be effective teachers and role models in the school setting.
Learning Outcomes
- Content Knowledge: Possess an understanding of the basic health and physical education content required to pass the Praxis II Content Knowledge test required by the Nebraska Department of Education in order to become a licensed teacher.
- Planning Instruction: Plan and develop appropriate, effective lesson and unit plans, congruent with local, state and national standards, to teach a variety of subjects/topics to meet the unique needs of a diverse student population.
- Delivering Instruction: Apply a range of effective pedagogical instructional strategies and behavior management techniques to deliver high quality health and physical education content to meet the diverse needs of all students.
- Assessment: Create and select an array of appropriate assessments to guide instruction, measure student learning, and evaluate the effectiveness of the health and physical education program.
- Professionalism: Demonstrate professionalism by effectively using verbal and non-verbal communication, collaborating with others in a professional manner, utilizing the reflective cycle to implement change in teacher performance and student learning, demonstrating behaviors that are consistent with the professional ethics of highly qualified teachers, and participating in activities that lead to professional growth and development.
| Teacher Education Courses | 28 hours |
|---|---|
| EDUC 1010 Introduction to Education in the United States | 2 hours |
| EDUC 1750 Field Experience | 1 hour |
| EDUC 2070 Human Development And Learning | 3 hours |
| EDUC 2070L Human Developlment And Learning Lab Laboratory | 1 hours |
| EDUC 2850 Education in a Pluralistic Society | 3 hours |
| EDUC 2870 Instructional Technology | 3 hours |
| SPED 3070 Methods for Teaching Secondary Students with Disabilities | 3 hours |
| EDUC 3130 Educational Assessments: Secondary (Fall only) | 3 hours |
| EDUC 4800 Supervised Teaching in the Elementary School | 7-14 hours |
| EDUC 4870 Supervised Teaching in the Secondary School | 7-14 hours |
| *EDUC 4990 Student Teaching Seminar | 1 hour |
An introductory study of cellular physiology and tissues along with a comprehensive study of the integumentary skeletal, muscular, nervous systems, and special senses. Does not count toward a biology major.
Three lectures per week.
Pre or Corequisite(s): BIO 1090L Introduction to Human Anatomy and Physiology I Laboratory.
(Normally offered each fall semester.)
Laboratory experiments and investigative exercises supporting BIO 1090 Introduction to Human Anatomy and Physiology I.
Pre or Corequisite(s): BIO 1090.
An introductory study of the blood, cardiovascular lymphatic, respiratory, endocrine, digestive, urinary and reproductive systems in addition to metabolism, fluid and electrolyte balance and acid-base balance of the body. Does not count toward a biology major.
Three Lectures per week.
Prerequisite(s): BIO 1090 Introduction to Human Anatomy and Physiology I or permission of the instructor.
Pre or Corequisite(s): BIO 1100L Introduction to Human Anatomy and Physiology II Lab.
(Normally offered each spring semester.)
Laboratory experiments and investigative exercises supporting BIO 1100 Introduction to Human Anatomy and Physiology II.
Pre or Corequisite(s): BIO 1100.
A course providing a broad, general survey of education in the United States, designed to help students decide whether to continue coursework in professional education. This course is a prerequisite to further work in the department.
(Normally offered each semester.)
A course designed to allow students an opportunity to determine if they have a talent for teaching. Students will be assigned to assist an elementary, or secondary school teacher for a designated period of time each week. May be repeated a maximum of three times.
Pass/Fail only.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States.
(Normally offered each semester.)
This course helps future teachers and coaches recognize and understand biases experienced by groups and individuals due to race, ethnicity, gender, social class, religion, exceptionality, sexual orientation, and language background to help them work effectively with a diverse student or student-athlete population. This course meets the Nebraska Human Relations Training requirement for teacher certification and for the NSAA coaching certification
Pre or Corequisite(s): EDUC 1010 Introduction to Education in the United States or declared Coaching minor, or permission of instructor.
(Normally offered each semester.)
See SPED 2870 Instructional and Adaptive Technology.
A study of teacher-made, informal tests as well as formal, standardized tests. Students learn to devise assessment instruments for evaluation purposes. They also learn to administer, score, and interpret the results of standardized tests.
Prerequisite(s): Acceptance in the Teacher Education Program or permission of the department chair.
(Normally offered each fall semester.)
Students work with one or more regular teachers in an elementary school. They teach a full day, attend the student teaching seminar, and conference with their college supervisors as directed.
Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.
Students work with one or more regular teachers in a secondary school. They attend the student teaching seminar and conference with their college supervisor as directed.
Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.
A capstone course that meets biweekly for two hours to focus on two areas: first, to provide a structured and safe environment to dialogue about student teaching successes and concerns; and second, invited speakers, students and the instructor will discuss topics most pertinent to student teaching, how to obtain a teaching position, and critical issues for the beginning teacher. Topics include educational law, morals and ethics, student/teacher/parent rights and responsibilities, establishing and maintaining positive communication with the staff and community, as well as interviewing and job search skills.
Corequisite(s): Student teaching or permission of the department chair.
(Normally offered each semester.)
A beginning course designed to teach the fundamental skills of water safety, gliding, floating, treading, front crawl, backstroke and breaststroke.
Pass/Fail only.
(Normally offered each semester.)
A course designed to improve cardiovascular endurance through individual workouts and to introduce students to fitness-related principles. The student must have swimming competency. May be repeated for a maximum of 2 credit hours.
Pass/Fail only.
(Normally offered each semester.)
A study and application of the principles and techniques involved in the advanced administration of first aid, cardio-pulmonary resuscitation (CPR), and automated electronic defibrillators (AEDs). Students will earn American Red Cross certifications.
(Normally offered each semester.)
This course provides an overview of the field of Health and Physical Education. Topics addressed will include: How to become a Health and Physical Education teacher; the role of Health and Physical Education in society; the role of Health and Physical Education in the school setting; the history of Physical Education; and current issues in Health.
Normally offered each spring semester.
The purpose of this course is to teach students the fundamental skills and basic rules for games and activities commonly played in physical education classes (baseball, basketball, football, soccer, volleyball). Additionally, students will learn about and participate in a few less-common games and activities that are popular throughout the world.
(Normally offered each fall semester).
The purpose of this course is to teach students the fundamental skills and basic rules for games and activities commonly played in physical education classes (badminton, golf, pickleball, tennis, track and field). Additionally, students will learn about and participate in a few less-common games and activities that are popular throughout the world.
(Normally offered each spring semester.)
A course designed to develop and expand information about the use and abuse of drugs including: alcohol, tobacco, depressants, stimulants, narcotics, inhalants, club drugs, date rape drugs, hallucinogens, marijuana, sport enhancement drugs, prescription and OTC drugs. The course will include history of, and facts about the substances, the pharmacokinetic properties, the formation of laws, the victims, prevention, and approaches to treating the problem.
(Normally offered each semester.)
A course designed to develop and expand information about the environment, the informed health consumer, healthful aging and community health. The course will acquaint students with the process of aging, consumer protection, the environment, and community from a health perspective.
(Normally offered each fall semester.)
A course designed to develop and expand current information about human sexuality in a practical manner. The course will present facts and statistics about anatomy and physiology, gender, sexual orientation, reproduction, sexually transmitted infections, contraception, sexual growth and development, relationships and sexual communication, sexual health, commercialization of sex and sexual coercion.
(Normally offered each semester.)
A course designed to develop and expand information about stress, mental health, and major chronic diseases. The course will present causes and warning signs of major chronic diseases and coping strategies for emotional stress.
(Normally offered each spring semester.)
This is a course designed to provide students with the basic scientific principles of nutrition focusing on their personal choices and experiences. The student will develop a definition of nutrition, and learn how nutrition has evolved. The student will be introduced to the concepts of: essential nutrient classifications, defining and developing a healthy diet, recommendations for specific nutrients, eating disorders, energy balance and obesity, body composition, lifetime nutrition (infancy to older adults), and food/beverage choices and the influence on chronic disease and optimal wellbeing.
(Normally offered each semester)
A course that will introduce students to current understandings of how complex motor skills are initially learned, and how they are controlled and refined with practice, from a behavioral point of view. A variety of activities will provide students with practical examples to deepen understanding. This course has applications to general exercise science, physical therapy, and coaching.
(Normally offered each fall semester.)
An advanced study of the scientific principles and theories related to sport performance in both the private and public sectors. Discussions related to applications and concepts in the exercise sciences, testing and evaluation, exercise technique, sport nutrition, exercise psychology, program design, and strength and conditioning administration and facility organization will be emphasized.
Normally offered each semester.
A course designed to instruct students on how to teach physical education to elementary students. Topics include curriculum development, planning, assessment, behavior management, modifications, and locomotor and object control skills. Students will have numerous opportunities to create and teach PE lessons to each other. For PE majors, a 20-hour practicum experience in a local elementary physical education class is required. For non-PE majors, a final project will be required.
Prerequisite(s): Junior standing or permission of instructor.
(Normally offered every fall semester.)
A course designed to instruct students on how to teach Health education in the school setting. This course will prepare students to teach standards-based Health to all grade levels. Topics include curriculum development, planning, CSPAP, assessment, and technology. Students will have numerous opportunities to create and teach Health lessons to each other. For Health and PE majors, a 10-hour practicum experience in a local school Health class is required. For non-majors, a final project will be required.
Prerequisite(s): Junior standing or permission of instructor.
(Normally offered every fall semester.)
A course designed to instruct students on how to teach physical education to middle and high school students. Topics include curriculum development, planning, assessment, behavior management, modifications, team sports, individual and lifetime activities, and technology. Students will have numerous opportunities to create and teach PE lessons to each other. For PE majors, a 20-hour practicum experience in a local middle or high school physical education class is required. For non-PE majors, a final project will be required.
Prerequisite(s): Junior standing or permission of instructor.
(Normally offered every spring semester.)
A course designed to instruct students on how to teach physical education to students with disabilities. Topics include curriculum development, planning, assessment, behavior management, modifications, IEPs, law, and disability sports. Students will learn about the different disability classifications found in the school system. Students will also participate in a number of disability simulation labs. A 10-hour practicum experience working with students with disabilities in a physical activity setting is required.
Prerequisite(s): Junior standing or permission of the instructor.
(Normally offered each spring semester.)
This course integrates physics with human movement to provide understanding of human movement from a kinetic and kinematic perspective. Students will explore and apply these principles to a human movement or exercise of their choice.
Prerequisite(s): BIO 1090 Introduction to Human Anatomy and Physiology I or BIO 3200 Advanced Human Anatomy and Physiology I.
(Normally offered each semester.)
This course explores the physiological effects and adaptations of exercise using a system approach. Students will be exposed to the latest research in the field that contributes to our understanding of how the human body is designed for exercise and movement. Practical application of these principles will be explored during class and throughout the laboratory experience.
One 1.5 hour lab per week.
Prerequisite(s): BIO 1100 Introduction to Human Anatomy and Physiology II or BIO 3210 Advanced Human Anatomy and Physiology II and junior standing.
(Normally offered each semester.)
A course designed to acquaint secondary education students with appropriate teaching strategies and methodologies for the regular classroom when teaching students who are gifted or have mild/moderate disabilities. Legal responsibilities and obligations concerning both populations are also discussed. A field experience is included as part of this course.
(Normally offered each spring semester.)