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Prepare the Next Generation for a Life of Health & Fitness

Health & Physical Education Major

Division of Professional Studies

Do you want to teach health and physical education in any grade (PreK-12)? Get your degree in health and physical education at Bridgewater College. To graduate with a health and P.E. degree, you must also fulfill the teacher education program requirements.

For the student pursuing a career in teaching health and/or physical education. Consists of 51 credit hours. Separate admission to the Teacher Education Program (TEP) is a requirement for anyone wishing to graduate with a major in health and physical education.

Advising template for Health and Physical Education

Consists of 51 credit hours in the following courses:

Survey exploration for freshman and sophomores interested in the Health and Physical Education major. Observational experiences in each level of physical education teaching. Concepts include philosophy of physical education behavior management establishing a positive learning environment advocacy and differentiating instruction. Two days each week in the classroom and three days each week in the field.

Unit(s): 3

Introduces students to the fundamental skills and concepts involved in team sports. Through a tactical games approach students will develop skill technique and tactical awareness to successfully participate in a variety of team sports including but not limited to basketball soccer and volleyball.

Unit(s): 3

Exploration of basic nutritional requirements for active individuals and the relationship of proper nutrition to increased health and human performance. Topics include how nutrients (e.g. carbohydrates proteins) can influence exercise performance appropriate ways to manage weight and evaluation of the role of ergogenic aids in human performance.

Unit(s): 3

This is a survey course which examines a variety of personal and community health and wellness topics. Students will gain the content knowledge and understanding of health topics and develop health literacy skills that will prepare them to teach school health aligned with the National Health Education Standards and the Virginia Standards of Learning.

Unit(s): 3

Performance and teaching techniques for gymnastics rhythms dance cooperative activities and outdoor education with a focus on pedagogical issues. Prerequisites ES 235 or permission of instructor

Unit(s): 3

Introduction to human structures and physiological systems which are fundamental to human activity. Systems covered include musculoskeletal respiratory cardiovascular and nervous with particular attention to the integration of function across systems. Students needing a laboratory-based course should take BIOL 305 Introduction to Human Anatomy and BIOL 314 Human Physiology as an alternative.

Unit(s): 3

Examination of the function of the human musculoskeletal system. Selected musculoskeletal structures and their functions as well as analysis of movements as they relate to physical activity exercise and sport. Prerequisites BIOL 305 or ES 318

Unit(s): 3

Basic physiological concepts of the nervous muscular and energy systems including the effect of exercise on such functions as circulation respiration and temperature regulation. Prerequisites BIOL 305 or ES 318

Unit(s): 3

Administration of school health and exercise science programs including health instruction environmental services and curriculum content. Methods and materials used in teaching health and exercise science as well as experiences in unit structure and application are covered. Prerequisites ES 300WX and EDUC 215

Unit(s): 3

Examination of human movement from the perspectives of motor learning motor development and motor control. The basic psychological learning principles and theories apply to the acquisition of motor skills and factors which may influence skill learning are identified as is physical growth and development as related to motor performance across the lifespan.

Unit(s): 3

Preparation for future health and physical education teachers to construct and identify various forms of authentic and traditional assessments in the secondary PE setting. Includes the use of technology to gather and record data enhance learning and enhance personal productivity in the physical activity setting. Prerequisites Admission to Teacher Education Program Corequisite ES 370

Unit(s): 3
*
Introduction to the role psychology plays in physical education and sport settings. Exploration of how psychological factors (e.g. personality achievement motivation anxiety) can influence participation in physical activity and motor performance how the structure of sport and physical education programs influence psychological development and how teaching mental skills (e.g. arousal regulation goal setting visualization) may enhance motor performance in physical education and sport. Prerequisites
Taught in the style of a seminar a small group of students learn thinking skills through discussion debate peer review and brainstorming. Context varies from section to section. Incoming students rank topic preferences and then are assigned to a section. Focuses specifically on two key areas of personal development (1) intellectual growth is stimulated through systematic critical questioning and (2) a sense of community involvement and responsibility is developed through classroom group work collaborative learning and a class community engagement project. The course also contains success skill exercises and college orientation information including an introduction to the portfolio program. General education 2014 master core skills

Unit(s): 3
or
An introduction to the academic community of Bridgewater College to the liberal arts and to the skills of critical thinking and reflective writing specifically designed for transfer students. Transfer students will explore the unique challenges of integrating into a liberal arts educational environment and will begin the process of documenting their experiences and growth in the four dimensions of personal development intellectual growth and discovery citizenship and community responsibility ethical and spiritual growth and emotional maturation and physical health. general education 2014 master core skills

Unit(s): 3
ENG 110 Writing intensive

Unit(s): 3

Preparation for the physical educator to teach lifetime physical activity at the secondary level. Curriculum development unit and lesson planning and effective instructional strategies and techniques will be explored and applied through peer teaching and practical field experience. Prerequisites EDUC 215 and ES 235

Unit(s): 3
*
Examination of the field of Adapted Physical Education. Exposure to recreational needs and capabilities of people with disabilities is provided. Practical experience in working with the special populations as well as orientation to wheelchair sports. Off campus laboratory experience required.

Unit(s): 3

Preparation for future health and physical education teachers to apply principles of class management assessment unit and lesson planning and instructional techniques as part of a developmentally appropriate elementary physical education program. Peer teaching a provides students with practical experience. Prerequisites EDUC 401

Unit(s): 3
*
Twenty-hour field experience in local schools and preschool program. Reports reflections and journal entries required. Students will gain experience in observations assessment and teaching in the PE setting. Prerequisites Admission to Teacher Education Program Corequisite ES 426

Unit(s): 1
*
Development of community based intervention strategies to modify health risk behaviors with emphasis on theoretical foundations and comprehensive program planning strategies.

Unit(s): 3

2015 Fall Semester Begins 8-26-15 First Ten Weeks

Unit(s): 1

2016 Spring Semester MW Begins 2-15-16 TR Begins 2-16-16 Last Ten Weeks

Unit(s): 1

2016 Fall Semester Begins 8-30-16 First Ten Weeks 2017 Spring Semester Begins 1-30-17 First Ten Weeks

Unit(s): 1

In addition to the major, the following courses are required for licensure/certification:

Helps candidates explore the career of teaching. Emphasis on the historical sociological and pedagogical foundations of American public education as well as culturally responsive pedagogy with academically culturally and linguistically diverse populations. Introduces InTASC standards and provides information about local state and national requirements of the teaching profession.

Unit(s): 3

Surveys principles of development learning and evaluation as they relate to learners educational growth. The study of the physical social emotional and intellectual development of the learner focuses on how this development relates to pedagogy motivation classroom management and assessment.

Unit(s): 3

Ten-hour field experience as an observer in an elementary middle or secondary school setting with an academically culturally or linguistically diverse student population. Corequisite EDUC 215

Unit(s): 1
*
Explores cultural linguistic and academic diversity with an introduction to multicultural education. Introduction to appropriate and effective strategies for instructing these diverse learners in inclusive classroom settings. Prerequisites minimum 2.5 GPA application to the TEP have taken Praxis Core Academic Skills for Educators Tests Mathematics have taken or registered for the Virginia Communication and Literacy Assessment (VCLA) Corequisites EDUC-201 and Sophomore standing.

Unit(s): 3
*
Twenty-hour field experience in a local school with a focus on literacy. Elementary placements include working with an emergent reader constructing lesson plans and exploring assessment methods. PreK-12 and Secondary placements focus on middle and high school literacy development within the candidates content area including vocabulary development literal interpretive critical and evaluative comprehension and critical thinking and writing strategies. Prerequisites admission to the TEP Corequisite EDUC 330 (Pre-K-6) or EDUC 334 (6-12 Pre-K-12)

Unit(s): 1
*
Twenty-hour field experience in a local school. Provides pre-service candidates with opportunities to apply theoretical knowledge of EDUC 370 in classroom settings. Reports reflections andor journal entries required as assigned. Candidates are expected to actively engage in teaching co-teaching or assist the classroom teacher. Section 1 is for elementary candidates and Section 2 is for secondary candidates. Prerequisites admission to the TEP Corequisite EDUC 370

Unit(s): 1
*
Helps secondary education candidates describe and develop effective content literacy strategies for academically culturally and linguistically diverse 6-12 students. Candidates use their content area curriculum to enhance literacy development including vocabulary development literal interpretive critical and evaluate comprehension critical thinking writing strategies listening and speaking skills are also addressed. Prerequisites admission to the Teacher Education Program and junior standing Corequisites Section 2 of EDUC 302

Unit(s): 2
*
Effective and efficient management of time space and resources including lessons and classroom behaviors are examined as a means of promoting learning. Candidates develop a management plan that is inclusive respectful and based upon current theory and practice. Effective organization and communication techniques are stressed. Prerequisites admission to the Teacher Education Program and junior standing Corequisite EDUC 303

Unit(s): 3
*
Three-week full-day field practicum taken immediately before student teaching. Candidates teach in a grade-level range different from their student teaching placement but within their range of licensure and certification. Candidates teach a minimum of two times participates in all professional activities of their classroom cooperating teacher and engage in reflective seminars back on campus or through online delivery. Prerequisites
Taught in the style of a seminar a small group of students learn thinking skills through discussion debate peer review and brainstorming. Context varies from section to section. Incoming students rank topic preferences and then are assigned to a section. Focuses specifically on two key areas of personal development (1) intellectual growth is stimulated through systematic critical questioning and (2) a sense of community involvement and responsibility is developed through classroom group work collaborative learning and a class community engagement project. The course also contains success skill exercises and college orientation information including an introduction to the portfolio program. General education 2014 master core skills

Unit(s): 3
350 admission to the TEP successful completion of EDUC 370303 and taken in the Interterm or summer before student teaching General education Experiential learning Note Those seeking ESL certification take this course the junior year but after having taken EDUC 370-303.

Unit(s): 3
*
Taken during the student teaching experience this course emphasizes professional licensure requirements and teacher performance standards measuring student academic progress and collaboration models of teaching. Candidates develop various personal skills and resources including the development of an online educational portfolio consistent with InTASC standards for obtaining employment in the education field. Prerequisites admission to the TEP and taken concurrently with student teaching.

Unit(s): 1
*
Fifteen-week final field experience involving instructional planning observation and teaching. Supervised by the classroom cooperating teacher and a college supervisor. Students are expected to assume complete responsibility for the classroom during the student teaching experience and engage in all activities related to teaching in the school community. Prerequisites admission to the Teacher Education Program and completion of all coursework in the Teacher Education Program Corequisite EDUC 450

Unit(s): 13
*

*Courses only offered to students accepted into the Teacher Education Program

Students wishing to pursue this major should declare their intentions early in their academic career due to the significant course loads required to graduate in four years and the need for careful planning and advising.

Learn more about career paths, employment and advancement in health and physical education from the Society of Health and Physical Educators.

Questions? Contact Us!

Dr. Amanda Campbell, Associate Professor
540-515-3788
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