Health & Physical Education, BSEd

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Program Description

The purpose of the program is to prepare exemplary health and physical education teachers to promote physically active and healthy lifestyles.  Wright State is one of the few programs in Ohio to offer a license in both health and physical education within a four-year undergraduate program.  The program is built upon three key principles:  preparation, involvement, and excellence.

Preparation

The Health & Physical Education program provides innovative course to develop the knowledge and skill of teaching health and physical education.  The program prepares teachers to implement curriculum aligned with state standards and assessments in both health and physical education.  Future teachers practice their craft in a series of progressive field experiences culminating in a semester student teaching experience in health and physical education.  Students also gain additional experience with K-12 students in courses throughout the program.  Unique courses in Adventure Education and Teaching Fitness in Physical Education provide the opportunity for students to earn certifications in National Archery in the Schools Program and the Physical Best fitness program.

Successful completion of the B.S.Ed. in health and physical education meets the educational requirements for the Resident Educator Multi-Age License in Health Education and Physical Education in Ohio as regulated by the Ohio Department of Education. Licensure and certification requirements vary from state to state, and we have not determined if this program meets educational requirements outside of Ohio.  If you are planning to pursue professional licensure or certification in a state other than Ohio, please contact the appropriate licensing entity in that state to seek information and guidance regarding that state’s licensure or certification requirements.

Involvement

The program believes strongly in campus, schools, profession and community involvement.  The Wright State Health & Physical Education Majors’ Club involves teacher candidates in professional and service activities.  Health and Physical Education majors attend and present at state, regional and national conferences.

Faculty serve as leaders in state and national organizations and are advocates for initiatives that will improve the health and physical education.

Student and Faculty Excellence

Our students and faculty have received numerous university, state and national awards.

Program Learning Outcomes

Health Education Program Review (SHAPE America, 2018)

1.a* Candidate demonstrates knowledge acquisition within multiple health content areas.

1.b Candidate describe the theoretical foundations of human development, learning and health behavior

1.c Candidate analyze local and/or state standards, as well as the NHES, to determine how the standards contribute to healthy behaviors in learners.

1.d* Candidate demonstrates proficiency in health literacy skills and digital literacy skills.

2.a Candidates collect and analyze needs-assessment data to plan relevant school health instruction and programs that meet the diverse needs of all learners and the community.

2.b* Candidates design a logical scope and sequence of meaningful, comprehensive and challenging learning experiences that meet the diverse needs of all learners.

2.c* Candidates construct measurable developmentally appropriate, performance-based objectives that are aligned with local and/or state standards, as well as the NHES.

2.d* Candidates plan instruction that facilitates skill development and application of functional health knowledge for all learners, adding accommodations and/or modifications specific to individual learners.

2.e Candidates design health education instruction programs that integrate components of the WSCC Model

2.f Candidates plan instruction that incorporates technology, media and other appropriate resources in order to enhance students’ digital literacy and to engage all learners.

3.a* Candidates use a variety of instructional strategies for facilitating students’ development of health-related skills and their application of functional health knowledge, in order to meet the students’ diverse needs.

3.b Candidates implement instructional strategies that incorporate technology, media and other appropriate resources to enhance student learning and engage all learners.

3.c* Candidates implement instructional strategies that support all learners regardless of race, ethnic origin, gender, gender identify, sexual orientation, religion, cognitive ability or physical ability, in order to create and sustain a productive, inclusive and supportive learning environment.

3.d Candidate apply communication skills, feedback, and classroom management strategies equitably to promote safe, inclusive and supportive learning environments that meet the diverse needs of all learners.

3.e Candidates reflect on student learning outcomes and instructional practices, and adjust lessons to meet the diverse needs of all learners.

4.a Candidates analyze and select assessment strategies, tools and technologies to determine their appropriateness for enhancing learning among all students.

4.b* Candidates implement a variety of formative and summative assessments that measure and monitor student progress, and that accommodate the diverse needs of all learners.

4.c* Candidates use assessment data to plan instruction, analyze student learning, reflect on implementation practices, provide meaningful feedback, and adjust units and lessons so that they meet the diverse learning needs of all students.

5.a* Candidates work collaboratively with a variety of stakeholders to meet the diverse needs of all learners and to enhance school health programs.

5.b* Candidates demonstrate ethical behavior, as defined by health education and/or education codes of ethics.

5.c Candidates participate in ongoing, meaningful learning opportunities that are aligned with their professional needs, and they remain current with evolving technologies in order to meet with the diverse needs of all learners, as well as the needs of the school and community.

5.d* Candidates reflect on their roles as teacher, professional and resource, and they identify strategies for adapting practice to meet the diverse needs of all learners.

5.e Candidates demonstrate applicable communication strategies and use of instructional learning technologies within the school and community.

5.f Candidate advocate for health education as an essential component of the school community that supports the diverse needs of all learners and contributes to the school’s mission.

Physical Education (2018)

Standard 2: Skillfulness & 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.

Standard 3: Planning & 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.

Standard 4: Instructional Delivery & 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.

Standard 5: Assessment. Physical Education candidates select and implement appropriate assessments to monitor students’ progress and guide decision-making related to instruction and learning. 

Standard 6: Professionalism.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

Admission Requirements

30 semester credit hours of college coursework
Cumulative minimum GPA of 2.8

Passing scores in each of the following areas:

One of the following Reading scores:

ACT Reading Score of 22 or better
SAT Evidence-Based Reading and Writing Score of 543 or better
ETS Praxis Core Academic Skills for Educators Reading Score of 168 or better

One of the following Writing scores (beginning in 2021):

ACT Writing score of 6 or better
SAT Writing Dimension Score of 5 or better
ETS Praxis Core Academic Skills for Educators Writing score of 165 or better

One of the following Math Scores:

ACT Math score of 22 or better
SAT Math Score of 533 or better
ETS Praxis Core Academic Skills for Educators Math score of 162 or better

**Due to accreditation requirement changes, admissions requirements are subject to change. Students should continue to check for updates, and work with their advisors to be informed of upcoming changes.

For More Information

• Health and Physical Education, BSED
• School of Nursing, Kinesiology, and Health Sciences
• College of Health, Education, and Human Services

Program Requirements:

I. Wright State Core: 38 Hours

ELEMENT 1 - COMMUNICATION: 6 HOURS

ELEMENT 2 - MATHEMATICS: 3 HOURS

ELEMENT 3 - GLOBAL TRADITIONS: 6 HOURS

Required

• ED 2600 - Introduction to Education Credit Hour(s): 3

ELEMENT 4 - ARTS AND HUMANITIES: 3 HOURS

ELEMENT 5 - SOCIAL SCIENCE: 6 HOURS

Required

• ED 2700 - Introduction to Educational Psychology Credit Hour(s): 3
• EDS 2900 - Individuals with Exceptionalities Credit Hour(s): 3

ELEMENT 6 - NATURAL SCIENCE: 8 HOURS

Required

• KNH 2500 - Basic Anatomy and Physiology for KNH Majors Credit Hour(s): 4

ADDITIONAL CORE COURSES: 6 HOURS

II. Curriculum Content: 47 Hours

• HED 1230 - Personal Health Credit Hour(s): 3
• HED 2330 - Human Sexuality for Educators Credit Hour(s): 3
• HED 2340 - Health Behaviors Credit Hour(s): 3
• HED 2850 - Comprehensive School Health Education Credit Hour(s): 3
• HED 3350 - Health Communications Credit Hour(s): 3
• HPR 2010 - Teaching Invasion Games Credit Hour(s): 3
• HPR 2020 - Teaching Fitness in Physical Education Credit Hour(s): 3
• HPR 2030 - Teaching Net/Wall Games Credit Hour(s): 3
• HPR 2040 - Adventure Education Credit Hour(s): 3
• HPR 2120 - Adapted Physical Education and Recreation Credit Hour(s): 3
• HPR 2430 - Motor Development and Learning Credit Hour(s): 4
• KNH 1660 - Swimming: Beginning Credit Hour(s): 1
• KNH 2410 - Introduction to Kinesiology and Health Credit Hour(s): 3
• KNH 2530 - Kinesiology Credit Hour(s): 3
• KNH 2550 - Applied Exercise Physiology Credit Hour(s): 3
• KNH 2620 - Nutrition for Fitness and Sport Credit Hour(s): 3

III. Professional Content: 35 Hours

• ED 4010 - Advancing Reading in the Content Area Credit Hour(s): 3
• HED 3850 - Foundations of Teaching Health I Credit Hour(s): 3
• HED 4850 - Foundations of Teaching Health Education II Credit Hour(s): 3
• HPR 3100 - Practicum I: Health Education and Physical Education Credit Hour(s): 1
• HPR 3560 - Assessment in Health and Physical Education Credit Hour(s): 3
• HPR 3850 - Teaching Elementary Physical Education Credit Hour(s): 3
• HPR 4100 - Practicum II: Health Education and Physical Education Credit Hour(s): 1
• HPR 4290 - K-12 Practicum: Health Education and Physical Education Credit Hour(s): 12
• HPR 4450 - Checkpoint 3 Credit Hour(s): 3
• HPR 4850 - Teaching Middle and High School Physical Education Credit Hour(s): 3

Total: 120 Hours

Graduation Planning Strategy

The Graduation Planning Strategy (GPS) has been created to illustrate one option to complete degree requirements within a particular time frame. Students are encouraged to meet with their academic advisor to adjust this plan based on credit already earned, individual needs or curricular changes that may not be reflected in this year’s catalog.

• Health and Physical Education (GPS)