The Physical Education and Developmental Adapted Physical Education major is for students interested in a career as a teacher in the Pre-Kindergarten through High School grades for students with and without disabilities. This program satisfies licensure-to-practice standards for Minnesota and may satisfy standards for other states or US territories.
Program Requirements
Required General Education
An introductory nutrition class which emphasizes the scientific method and natural science principles from biochemistry, physiology, chemistry, and other sciences to explain the relationships between food and its use by the human body for energy, regulation, structure, and optimal health. GE-3 non-lab
- Prerequisites:
- none
- Goal Areas:
- GE-03
An introduction to the dimensions of wellness; physical, emotional, occupational, intellectual, financial, interpersonal, cultural, environmental, and spiritual health of the individual.
- Prerequisites:
- none
- Goal Areas:
- GE-10
This course provides the knowledge and skills necessary to respond and perform in an emergency to help sustain life, reduce pain, and minimize the consequences of injury or sudden illness. This course includes an advanced level of First Aid certification, including bloodborne pathogens, and all aspects of cardiopulmonary resuscitation and automated external defibrillation (CPR/AED) for the Emergency Medical Responder.
- Prerequisites:
- none
- Goal Areas:
- GE-11
Addresses drugs and drug use from psychological, behavioral, pharmacological, historical, legal and clinical perspectives - while examining the effects of drug use on personal health and social functioning.
- Prerequisites:
- none
- Goal Areas:
- GE-05
Fundamentals of physical education activities focuses on skill performance and analysis in a variety of physical education activities. Majors only. This course must be taken concurrently with HP 201.
- Prerequisites:
- none
The purpose of this course is for teacher candidates to engage in self-reflection to deeply explore their intersectional identity. Furthermore, teacher candidates will examine historic and ongoing systemic inequities in education. Finally, teacher candidates will analyze the implications of systemic oppression on pedagogy, curriculum, communication, relationships, and learning in classrooms.
- Prerequisites:
- none
- Goal Areas:
- GE-11, GE-7A
- Diverse Cultures:
- Gold
This course is designed to provide a thorough introduction to the broad spectrum of theories and applications that make up the field of psychology
- Prerequisites:
- none
- Goal Areas:
- GE-05
Major Common Core
This course will provide majors in the health and physical education program with an overview of historical, philosophical and social perspectives of physical education. Students will develop an understanding of instructional, managerial, and organizational components impacting physical education.
- Prerequisites:
- none
Study of lifespan motor development from prenatal through adulthood, including information on delayed development and the normal pattern of skill acquisition.
- Prerequisites:
- none
This course is designed to develop in-depth knowledge about Minnesota State Physical Education Standards and Benchmarks across the psychomotor, cognitive, and affective learning domains.
- Prerequisites:
- HP 202, HP 295
This course is designed to focus on three areas related to physical education, including net/wall games, aquatics, and fitness activities. Students will be expected to participate in these three focus areas while also demonstrating cognitive understanding for appropriate teaching practices in each.
- Prerequisites:
- HP 201, HP 295
This course is designed to focus on three areas related to physical education, including invasion games, dance & rhythmic activities, and individual performance activities. Students will be expected to participate in these three focus areas while also demonstrating cognitive understanding for appropriate teaching practices in each.
- Prerequisites:
- HP 201, HP 295
Introduction to teaching physical education for students with disabilities. Concepts include, but not limited to, history, legal mandates, due process, categorical disabilities, & universal design. Fieldwork hours required.
- Prerequisites:
- none
This course is designed to focus on three areas related to physical education, including outdoor pursuits, fielding/striking games, and target games. Students will be expected to participate in these three focus areas while also demonstrating cognitive understanding for appropriate teaching practices in each.
- Prerequisites:
- HP 201, HP 295
Tools and techniques for assessing learning and performance of children in physical education. Procedures for assessing motor performance of children with disabilities emphasizing available assessment tools, interpretation of data, preparation of Individualized Educational Programs (IEP), and due process.
- Prerequisites:
- HP 295, HP 313, HP 333
This course will prepare teacher candidates to recognize, understand, apply, and analyze methodologies within the PK-12 developmental adapted physical education settings. Candidates will learn practical procedures and practices for teaching essential content within PK-12 DAPE settings. Candidates will learn organizational and managerial practices for the teaching environment and will apply this knowledge in various teaching situations.
- Prerequisites:
- HP 313, HP 333
This course provides students with an in-depth understanding of Mosston's teaching styles. Students will gain knowledge in the spectrum of teaching styles and their application in the teaching of physical education.
- Prerequisites:
- HP 201, HP 295, HP 330
Study of how children learn motor skills in physical education during the developmental stages. Basic principles of the human body as they relate to the physical, physiological, and psychological factors that affect motor skill acquisition, performance, retention, and transfer in the teaching of physical education and DAPE.
- Prerequisites:
- Majors only
Introduction to collaboration and consultation strategies and techniques used with personnel associated with the IEP process in a PK-12 DAPE program. Personnel includes, but may not be limited to, general physical educators, guardians, students, related services, community agencies.
- Prerequisites:
- HP 333, HP 388
Supervised school-based practicum teaching physical education/developmental adapted physical education to students with disabilities.
- Prerequisites:
- HP 388, HP 425
Introduction to the principles of applied behavior analysis with specific application to physical education/developmental adapted physical education. Methods to manage, motivate, and teach responsible behaviors in a variety of physical activity settings to students with and without disabilities.
- Prerequisites:
- none
This course is designed to prepare teacher candidates to recognize, understand, apply, and analyze critical methodologies within the K-12 physical education setting. Students will develop an understanding regarding how to provide practical procedures and practices for teaching essential content within the K-12 physical education setting. Students will further develop an understanding of organizational and managerial practices in the teaching environment. Students will apply this knowledge in various teaching situations.
- Prerequisites:
- HP 201, HP 295, HP 388
This course is designed to prepare teacher candidates for the physical education teaching environment. Students will be required to take part in a K-12 physical education practicum experience. Students will apply various physical education teaching methodologies learned during their K-12 Methods in Physical Education course.
- Prerequisites:
- HP 201, HP 295, HP 388
Considerations and issues of standards-based physical education curricula in the PK-12 schools. Focus on components, development, implementation, management, and assessment of widely used curricula in physical education.
- Prerequisites:
- HP 449, HP 450
This course provides a rigorous overview to the education of children and youth who differ greatly from the average in physical, cognitive, emotional or social characteristics. It introduces the student to Minnesota's Graduation Standards Rule in relation to the needs of children and youth who receive special education services.
- Prerequisites:
- none
General Electives
General Elective: 1 credit
Other Graduation Requirements
K-12 Education: Refer to the list of required professional education courses. KSP 220W Human Relations in a Multicultural Society is included in the required general education section. Therefore, total professional education credits counted in this section will be 27 instead of 30.
4-Year Plan
The 4-Year Plan is a model for completing your degree in a timely manner. Your individual 4-Year plan may change based on a number of variables including transfer courses and the semester/year you start your major. Carefully work with your academic advisors to devise your own unique plan.
* Please meet with your advisor on appropriate course selection to meet your educational and degree goals.
First Year
Fall - 15 Credits
Students in this course approach writing as a subject of study by investigating how writing works across a variety of contexts.
- Prerequisites:
- none
- Goal Areas:
- GE-1A
An introduction to the dimensions of wellness; physical, emotional, occupational, intellectual, financial, interpersonal, cultural, environmental, and spiritual health of the individual.
- Prerequisites:
- none
- Goal Areas:
- GE-10
This course is designed to provide a thorough introduction to the broad spectrum of theories and applications that make up the field of psychology
- Prerequisites:
- none
- Goal Areas:
- GE-05
Spring - 16 Credits
Addresses drugs and drug use from psychological, behavioral, pharmacological, historical, legal and clinical perspectives - while examining the effects of drug use on personal health and social functioning.
- Prerequisites:
- none
- Goal Areas:
- GE-05
This course provides a rigorous overview to the education of children and youth who differ greatly from the average in physical, cognitive, emotional or social characteristics. It introduces the student to Minnesota's Graduation Standards Rule in relation to the needs of children and youth who receive special education services.
- Prerequisites:
- none
Second Year
Fall - 15 Credits
An introductory nutrition class which emphasizes the scientific method and natural science principles from biochemistry, physiology, chemistry, and other sciences to explain the relationships between food and its use by the human body for energy, regulation, structure, and optimal health. GE-3 non-lab
- Prerequisites:
- none
- Goal Areas:
- GE-03
This course will provide majors in the health and physical education program with an overview of historical, philosophical and social perspectives of physical education. Students will develop an understanding of instructional, managerial, and organizational components impacting physical education.
- Prerequisites:
- none
In this course, teacher candidates will explore the equitable use of current and new technologies to support the wide range of student learning variability, while addressing safe, culturally responsive, and ethical use. Teacher candidates will also discuss innovative educational technologies to reflect on their use for professional, personal, and community purposes.
- Prerequisites:
- none
Fundamentals of physical education activities focuses on skill performance and analysis in a variety of physical education activities. Majors only. This course must be taken concurrently with HP 201.
- Prerequisites:
- none
Introduction to teaching physical education for students with disabilities. Concepts include, but not limited to, history, legal mandates, due process, categorical disabilities, & universal design. Fieldwork hours required.
- Prerequisites:
- none
Spring - 17 Credits
The purpose of this course is for teacher candidates to engage in self-reflection to deeply explore their intersectional identity. Furthermore, teacher candidates will examine historic and ongoing systemic inequities in education. Finally, teacher candidates will analyze the implications of systemic oppression on pedagogy, curriculum, communication, relationships, and learning in classrooms.
- Prerequisites:
- none
- Goal Areas:
- GE-11, GE-7A
- Diverse Cultures:
- Gold
The purpose of this course is for teacher candidates to apply a critical lens to unit and lesson planning to foster critical thinking, discussion, engagement, and inquiry. Teacher candidates will examine cognitive processes associated with learning. Teacher candidates will also explore theory and methods to develop equitable, accessible, and culturally sustaining learning experiences to eliminate barriers to learning, including asset-based pedagogy, and identity affirming classroom environments.
- Prerequisites:
- none
Study of lifespan motor development from prenatal through adulthood, including information on delayed development and the normal pattern of skill acquisition.
- Prerequisites:
- none
This course is designed to develop in-depth knowledge about Minnesota State Physical Education Standards and Benchmarks across the psychomotor, cognitive, and affective learning domains.
- Prerequisites:
- HP 202, HP 295
This course is designed to focus on three areas related to physical education, including net/wall games, aquatics, and fitness activities. Students will be expected to participate in these three focus areas while also demonstrating cognitive understanding for appropriate teaching practices in each.
- Prerequisites:
- HP 201, HP 295
This course is designed to focus on three areas related to physical education, including invasion games, dance & rhythmic activities, and individual performance activities. Students will be expected to participate in these three focus areas while also demonstrating cognitive understanding for appropriate teaching practices in each.
- Prerequisites:
- HP 201, HP 295
Third Year
Fall - 14 Credits
This course is designed to focus on three areas related to physical education, including outdoor pursuits, fielding/striking games, and target games. Students will be expected to participate in these three focus areas while also demonstrating cognitive understanding for appropriate teaching practices in each.
- Prerequisites:
- HP 201, HP 295
Tools and techniques for assessing learning and performance of children in physical education. Procedures for assessing motor performance of children with disabilities emphasizing available assessment tools, interpretation of data, preparation of Individualized Educational Programs (IEP), and due process.
- Prerequisites:
- HP 295, HP 313, HP 333
This course will prepare teacher candidates to recognize, understand, apply, and analyze methodologies within the PK-12 developmental adapted physical education settings. Candidates will learn practical procedures and practices for teaching essential content within PK-12 DAPE settings. Candidates will learn organizational and managerial practices for the teaching environment and will apply this knowledge in various teaching situations.
- Prerequisites:
- HP 313, HP 333
This course provides students with an in-depth understanding of Mosston's teaching styles. Students will gain knowledge in the spectrum of teaching styles and their application in the teaching of physical education.
- Prerequisites:
- HP 201, HP 295, HP 330
Introduction to the principles of applied behavior analysis with specific application to physical education/developmental adapted physical education. Methods to manage, motivate, and teach responsible behaviors in a variety of physical activity settings to students with and without disabilities.
- Prerequisites:
- none
Spring - 16 Credits
In this course teacher candidates will critically explore asset-based pedagogy grounded in anti-racist, culturally relevant, and responsive practices to differentiate instruction. Additionally, teacher candidates will explore their intersectional identity and the importance of ongoing self-reflective practices necessary to cultivate identity affirming learning environments and experiences for students. Finally, teacher candidates examine instructional strategies that model and explain concepts and skills in multiple ways to support the diverse needs of students.
- Prerequisites:
- none
In this course teacher candidates will explore strategies to cultivate learning experiences that are equitable, culturally relevant, justice-oriented, student-centered, and meaningful. Candidates will have an opportunity to create a unit plan, formative and summative assessments, and rubrics that emphasize multiple ways of expressing learning. Furthermore, candidates will examine grading practices and methods for providing/sharing feedback that supports learner variability and facilitating student ownership of their learning.
- Prerequisites:
- none
Study of how children learn motor skills in physical education during the developmental stages. Basic principles of the human body as they relate to the physical, physiological, and psychological factors that affect motor skill acquisition, performance, retention, and transfer in the teaching of physical education and DAPE.
- Prerequisites:
- Majors only
Introduction to collaboration and consultation strategies and techniques used with personnel associated with the IEP process in a PK-12 DAPE program. Personnel includes, but may not be limited to, general physical educators, guardians, students, related services, community agencies.
- Prerequisites:
- HP 333, HP 388
This course is designed to prepare teacher candidates to recognize, understand, apply, and analyze critical methodologies within the K-12 physical education setting. Students will develop an understanding regarding how to provide practical procedures and practices for teaching essential content within the K-12 physical education setting. Students will further develop an understanding of organizational and managerial practices in the teaching environment. Students will apply this knowledge in various teaching situations.
- Prerequisites:
- HP 201, HP 295, HP 388
This course is designed to prepare teacher candidates for the physical education teaching environment. Students will be required to take part in a K-12 physical education practicum experience. Students will apply various physical education teaching methodologies learned during their K-12 Methods in Physical Education course.
- Prerequisites:
- HP 201, HP 295, HP 388
Fourth Year
Fall - 15 Credits
This course provides the knowledge and skills necessary to respond and perform in an emergency to help sustain life, reduce pain, and minimize the consequences of injury or sudden illness. This course includes an advanced level of First Aid certification, including bloodborne pathogens, and all aspects of cardiopulmonary resuscitation and automated external defibrillation (CPR/AED) for the Emergency Medical Responder.
- Prerequisites:
- none
- Goal Areas:
- GE-11
Supervised school-based practicum teaching physical education/developmental adapted physical education to students with disabilities.
- Prerequisites:
- HP 388, HP 425
In this course, teacher candidates will explore strategies to build strong relationships with and advocate for students, families, and the community. Candidates will examine ways that the curriculum addresses multiple perspectives, cultures and backgrounds to emphasize culturally sustaining learning experiences. They will explore professional responsibilities and teacher leadership roles. Finally, teachers will examine ways to use data and information gathered from the students, school, and caregivers to advocate and support students for positive change.
- Prerequisites:
- none
In this course, teacher candidates investigate how traditional methods of reading instruction can contribute to systemic oppression in classrooms and how anti-oppressive methods can help break the cycle of inequities in education. Teacher candidates apply understanding of systemic oppression and inequity to provide asset-based, ongoing support for students. This includes knowledge and implementation of content area reading instruction, recognizing the characteristics of reading disabilities and implementing accommodations to meet student needs, and using the language development framework to support multilingual learners.
- Prerequisites:
- none
Considerations and issues of standards-based physical education curricula in the PK-12 schools. Focus on components, development, implementation, management, and assessment of widely used curricula in physical education.
- Prerequisites:
- HP 449, HP 450
Spring - 12 Credits
In this seminar, teacher candidates will reflect upon and assess /discuss practices, experiences, challenges, and success in their student teaching experience.
- Prerequisites:
- none
In this course, teacher candidates apply learning from coursework to practice in the K-12 classroom.
- Prerequisites:
- Admission to student teaching.
Policies
Competitive Admission Standard:
- a minimum 2.5 cumulative GPA
Program Progression Standards:
- "C-" in all required major specific general education courses
- "C-" in major core courses EXCEPT HP 429 (Community of Practice in DAPE), which must be taken as P/NC. Cooperating teacher for HP 429 must be a licensed DAPE teacher.
- minimum 2.5 cummulative GPA
All students seeking a teaching license must meet and maintain the requirements to be admitted into professional education. See the 5-12 or K-12 Teaching Programs section in the catalog for admission requirements for professional education and for a list of required professional education courses.
Degree
Bachelor of Science
Major Credits
49
Total Credits
120
Career Cluster
Education and Training