The physical education with health major and adapted physical education licensure are designed for students who wish to acquire the diverse competencies needed to teach physical education, health education, and adapted physical education at the Pre-K-12 level. This program provides students with competencies necessary to meet Wisconsin Department of Public Instruction (DPI) requirements.
Descriptions of Health Science courses in the Physical and Health Education major and the major’s academic progression standards are in the Health Sciences section of this Catalog. Descriptions of Education Program courses in the Physical and Health Education program are in the Education Program section of this Catalog.
All physical education majors must be proficient to the intermediate level in swimming; a Water Safety Instructor and/or Lifeguarding certificate is strongly recommended.
Upon graduation and entry into the profession of Physical and Health Education, the individual will:1. Articulate basic physical education knowledge, central physical education concepts, and pedagogical practices within the field of physical education. Articulate basic health knowledge, central health concepts, health tools of inquiry, and pedagogical practices within the field of health education.2. Develop a professional philosophy consistent with current National Association for Sport and Physical Education (NASPE) and state physical education standards, developmentally appropriate curriculum and instructional design, assessment, and professional development. Develop a professional philosophy consistent with current research findings and best practices in health education, curriculum and instructional design, assessment and professional development.3. Identify the role, function, and responsibility of a physical education teacher and physical education program coordinator as part of the K-12 physical education program. Identify the role, function, and responsibility of a health education teacher and health education program coordinator as part of the comprehensive school health program.4. Assess informally student physical education and health education needs based on a student’s prior physical education experiences, physical fitness level, interests and needs in order to implement quality physical education instruction. Assess informally student health needs based on a student’s prior knowledge, interests and needs in order to implement quality health instruction.5. Identify and articulate the concepts and skills contained in the current state and NASPE physical education standards in the development of curriculum and instruction. Identify and articulate current state and national health standards.in the development of curriculum and instruction. Identify and articulate the concepts and skills contained in the current state and national health standards in the development of curriculum and instruction.6. Design and deliver developmentally appropriate instructional programs based on stated goals and objectives contained in the current state and NASPE standards. Design and deliver developmentally appropriate instructional programs based on stated goals and objectives contained in the current stateand national health standards, assessment data, utilizing the CDC guidelines for effective school health programs as the major health content organizer.7. Analyze and articulate the social, cultural, economic and political factors that affect physical education engagement, home-school relations, and classroom strategies in physical and health education.8. Evaluate commercial physical education programs as well as state, national, and international resources utilizing research-based principles in physical education curriculum, instruction and assessment. Critically evaluate developmentally appropriate commercial health education programs as well as state, national, and international resources utilizing research-based and best practices principles in health education curriculum, instruction, and assessment.9. Implement effective developmentally appropriate instructional approaches including the use of media and technology, multiple intelligences, differentiated instruction and brain based learning that will create learning experiences that will meet the diverse needs of pupils, the community and curricular goals.10. Apply formal and informal assessment strategies to evaluate and ensure continuous intellectual, social, and physical development of the pupil.11. Reflect and evaluate the impact of his or her instructional capacity on others (e.g. learners, parents/guardians, and other professionals) as well as his/her class room management skills and seek opportunities to grow professionally (i.e. Wisconsin Family and Consumer Educators, and Wisconsin Association for Health, Physical Education, Recreation, and Dance).
Specific courses that require use of equipment and disposable supplies are assigned a course fee.
The academic progression standards for the physical and health education major are presented in the Academic Policies and Procedures section of this catalog.
Note: Physical Education (PED) 311 and 312 must be taken concurrently.
*Refer to the Education Program-Secondary Education Minor for additional course requirements necessary for Wisconsin Department of Public Instruction licensure.
The requirements for a Bachelor of Science degree are:
NOTE: EACH MAJOR MAY HAVE SPECIFIC COURSE SEQUENCING REQUIREMENTS.FOR SPECIFIC REQUIREMENTS, SEE "REQUIRED SUPPORT COURSES" WITHIN EACH MAJOR
For more information on General Education Requirement, click here.
For more information on the Distribution Component, click here.
Students must complete four GE1 courses: one from each of the four Distribution Areas outside of their major area of study.Students must take one GE2 course. The GE2 course chosen, must build upon a discipline taken at the GE1 level (e.g. PSY101 (S1) and PSY 221 (S2)).
Fine Arts (F1, F2)
Humanities (F1, F2)
Philosophy/Ethics/Religion (P1, P2)
Natural Sciences (N1, N2)
The Cross-Cultural Component is a five-course series through which students explore the study of culture:
Transfer students will register for CCS101 for one credit.
The Cultural Seminar, which is taken in the first semester, begins the exploration of culture through the study of one's own culture and a different culture. This course develops oral communication skills through critical reading and discussion.
The Writing Seminar is taken during the first or second semester, includes cross-cultural readings, and develops foundational writing skills.
The Cross-Cultural Designation course is taken after the Cultural and Writing Seminars. This course satisfies a Distribution requirement, continues development of writing skills, and includes significant cross-cultural themes as preparation for the Cross-Cultural Experience.
The Cross-Cultural Experience course is taken concurrently or after the Cross-Cultural Development course. In an off-campus setting, students apply knowledge learned in the previous three courses through interactions with cultures other than their own. (CCS300 for 2 credits, NCEP courses for 4 credits, or study abroad for 12+ credits)
For more information and course listings, click here
In the Global Perspectives Colloquium, advanced students (usually seniors) from multiple disciplines engage in critical reading and discussion. Students reflect on their distribution courses and cross-cultural experiences while also refining their writing skills.
The list below displays all the courses offered by the major: