Physical Education, BS

The student is introduced to a variety of topics pertinent to health-related fitness. These include methods of training for cardiovascular fitness, muscular strength, strength and flexibility, nutrition, stress management, and chronic disease. This course also engages students in activities that afford health-related fitness. Students plan and execute a personal cardiovascular training program and participate in student based discussions of current wellness literature. Offered: Every semester.

This course provides an overview of the field of physical education, focusing on its historical, philosophical, and social foundations. Students will explore the priciples of human movement, physical fitness, and the role of physical activity in promoting health and well-being. Topics covered include physical fitness, exercise physiology, motor development, sport psychology, and strategies for teaching physical education at various educational levels.

This course is a study of the basic and fundamental principles of human anatomy and physiology. Over the course of the semester, the organ systems will be examined in terms of structure and function. Additional emphasis will be placed on the skeletal, muscular, nervous, endocrine, and cardiovascular systems. Learning will be aided through anatomical dissection, physiological experiments, teaching models, and group work. This course is designed for students who need an introduction to anatomy and physiology for their major (other than Biology). Meets the general education laboratory science requirement. Corequisite: BIOL 145L

This course focuses on skill analysis, strategy, and teaching progressions in the individual sports of badminton, bowling, golf, tennis, and other individual sports. Additionally, students will participate in the teaching of specific assigned skills.

In this course, students are introduced to sports skills common to the discipline of physical education. Essential sports skills and the associated rules of each sport are demonstrated and practiced, sports studies include soccer, football, volleyball, track and field, softball, baseball, basketball, and tumbling/rhythm.

Physiology of Exercise provides examination of the scientific theories behind the body's responses to exercise. This information is applied to facillitate health in general populations and maximize performance in sport-related activities.

Using foundational mechanical principles the students will (1) describe the motion of an object(s), (2) explain why the motion of an object(s) occurs as it does, and (3) solve or propose solutions to movement related problems. Students will describe the biomechanics of the musculoskeletal system and the biomechanical relationships within its component parts.

This course provides future educators with the knowledge and skills to effectively deliver physical education in Pre-K and elementary settings (through grade 5). This course will focus on the developmental needs and interests of students in Pre-K through grade 5, focusing on the design of engaging relevant and inclusive physical activities and overall well-being. Students will learn various classroom management techniques for students in Pre-K through grade 5. Students will gain insights into how to adapt physical education to accommodate diverse learning requirements.

This course provides future educators with the knowledge and skills to effectively deliver physical education in middle and secondary (grades 6-12) settings. This course will focus on the developmental needs and interests of grades 6-12, focusing on the design of engaging relevant and inclusive physical activities and overall well-being. Students will learn various classroom management techniques for middle and high school students. Students will gain insights into how to adapt physical education to accommodate diverse learning requirements.

In this course, students study motivational, discipline and cultural problems, coach and player responsibilities, and other individual and team aspects of coaching the modern player. The culmination of the course is the development of a personal coaching philosophy.

This course provides the student with the basic knowledge of athletic training principles and skills. The main focus is on the prevention and immediate care of common, acute, and chronic athletic injuries. This course covers basic sports medicine concepts and CPR but does not cover all areas necessary for athletic training certification. (Offered fall semester.)

Students will develop an understanding of the role that arts, music, and movement play in the growth and development of children and adolescents within a multicultural context. They will integrate art, music, and movement into lessons to create practical cross-curricular learning activities and give examples of adapting lessons in art, music, and movement, to students with disabilities and/or mobility issues.

The emphasis of the class will be on developing a comprehensive program plan that encompasses all aspects of coaching a particular sport. Skill analysis, strategy, and teaching progression will be highlighted. (Offered spring semester of odd calendar years.)

The emphasis of the class will be on developing a comprehensive program plan that encompasses all aspects of coaching a particular sport. Skill analysis, strategy, and teaching progression will be highlighted. (Offered spring semester of odd calendar years.)

The emphasis of the class will be on developing a comprehensive program plan that encompasses all aspects of coaching a particular sport. Skill analysis, strategy, and teaching progression will be highlighted. (Offered fall semester of odd calendar years.)

The emphasis of the class will be on developing a comprehensive program plan that encompasses all aspects of coaching a particular sport. Skill analysis, strategy, and teaching progression will be highlighted. (Offered spring semester of even calendar years.)

The emphasis of the class will be on developing a comprehensive program plan that encompasses all aspects of coaching a particular sport. Skill analysis, strategy, and teaching progression will be highlighted. (Offered fall semester of odd calendar years.)

The emphasis of the class will be on developing a comprehensive program plan that encompasses all aspects of coaching a particular sport. Skill analysis, strategy, and teaching progression will be highlighted. (Offered spring semester of even calendar years.)

This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville College Teacher Education Program, the aim of American schooling, a survey of the legal, social, economic, historical, political, and ethical issues involved in public school education. Additionally, the course introduces culturally relevant pedagogy. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered fall semester.) $32 Fee.

The purpose of this course is to explore race and poverty issues that impact the classroom environment. Candidates will search for effective strategies to better meet the needs of underserved populations. The hidden rules of economic class and characteristics of generational poverty will be studied, with emphasis on the impact this has on instruction. Students will spend time assisting in a classroom which serves a high minority and low socioeconomic population. Meets the general education global foundations requirement. Prerequisite: EDUC 110. (Offered fall semester) Course fee may apply.

This course prepares the candidate for admission to the Teacher Education licensure program. Course content includes the characteristics of the Greenville University Teacher Education Program. Additionally, this course develops culturally relevant pedagogy. This course includes 52-60 hours of field experience in diverse settings. This course will give you the opportunity to determine whether you want to persist in the Teacher Education Program. (Offered Interterm.) Fee $60.00

This course explores the theories and practice that identify communication skills and competencies in diverse educational settings, including virtual and remote, with multiple stakeholders. The course will also introduce educators to the pedagogy and integration of instructional technologies. Emphasis will be placed on interpersonal and intercultural communication, critical listening and questioning techniques, professional collaboration, digital communication and instructional tools. Students will build a professional, digital portfolio and the option to earn a Level 1 Google Certified Educator certification.

This course will examine the historical context, diverse characteristics, and individual planning for the exceptional child. Students in this course will explore how individuals develop and learn within the context of their cultural, linguistic, and academic experiences. Co-teaching instructional plans based on diverse student characteristics, student performance data, and curriculum goals will be developed. Students can take EDUC 110 and EDUC 280 at the same time.

This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational and developmental theories. The course will underscore the relationship between theory, research, and practice. Meets the general education social science or business management requirement. Prerequisite: EDUC101; Corequisite: EDUC 280. (Offered every term.)

Emphasis is on teaching reading and writing in content areas from grades 6 through 12. Relationships between reading, literacy, and writing within content areas are established and ways of meeting the needs of culturally diverse and dysfunctional students are explored. Candidates design appropriate learning experiences and apply reading-study skills to the content areas. Prerequisite: Admission to the Teacher Education Program. (Offered spring semester.)

This course will investigate the structures of a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, positive social interaction, active engagement, and academic risk-taking. A three tiered level of positive behavior supports (PBS) will be explored as a framework for creating plans to accomplish a productive learning environment. Prerequisite: EDUC 280

The purpose of this course is to build your understanding of the link between instruction and assessment and the teacher’s role in monitoring and assessing student learning. Upon completion of this course, the student should be able to develop, design, and implement both formal and informal reliable assessments. The student will explore multiple approaches to planning and assessments by learning to describe the advantages and limitations of assessments types. These types will include simple and complex forms such as multiple-choice items, interpretive exercise (using pictorial info like charts and graphs), essay, performance-based, and portfolio). Students will write and select lesson goals, objectives, and assessments that are designed to inform their instruction and student performance. Additionally, students will develop their personal philosophy of grading, identify issues of equity in testing, and understand the importance of data collection and analysis. Students will learn about how to select and/or develop measurement tools such as rubrics and other assessment tools and apps. Prerequisite: Admission to the Teacher Education Program. (Offered every semester)

A study of social and philosophical assumptions related to curricula, materials, and methods of instruction pertinent to middle grades students. Focus is on organizing classes, making curricular decisions, determining methods and selecting learning resources along with the literacy needs of the middle grades student. Prerequisite: Admission to the Teacher Education Program. (Offered fall semesters.)

This course is an introduction to planning and teaching physical education activities. Content includes lesson planning, practice of teaching skills through micro teaching, peer teaching, and analysis of teaching models and behaviors. (Offered fall semester.)

After admission to the professional internship, candidates receive student teaching placements. Candidates work with their cooperating teachers during the first week of school. Five days of clinical experience required. Prerequisite: Admission to the Professional Internship. (Offered fall semester)

Provides opportunity for candidates to practice within middle school/junior high and high school classrooms and to use the knowledge, skills, and dispositions that students have developed as scholars of education theory and advocates of best pedagogical practice. As the last of three courses comprising the professional internship, student teaching enables candidates to experience a realistic simulation of the total teaching experience. Prerequisites: Admission to the School of Education.

For candidates completing the K-12 specialist program in physical education. The assignment will be for seven credits, for eight weeks. Prerequisite: Admission to the Professional Internship. (Offered every semester.)

The seminar addresses professional topics within the field of education. In addition, the seminar provides an opportunity for teacher candidates to focus on the required performance assessment. The performance assessment, aligned with state standards, is an authentic assessment tool that shows how teacher candidates develop and evaluate student learning. The centerpiece is a portfolio that describes and documents authentic practices from the candidate’s teaching experience. The portfolio addresses planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidate’s teaching performance on student learning. As a capstone seminar, the course requires students reflect mastery of self-reflection and critical self-awareness, collaboration across disciplines, communication in multiple modes with multiple audiences, and reflection on how Christian faith impacts and guides their daily work. The seminar topics and tasks guide and support the candidate’s progress in the teaching profession. Meets the general education senior seminar requirement.