Major in Physical Education
The Physical Education Teacher Education program prepares students to become competent physical educators consistent with developmentally and instructionally appropriate guidelines provided by the Society of Health and Physical Educators-SHAPE America. Graduates of the program are eligible for certification by the Maryland State Department of Education as a K-12 Physical Education teacher.
The Physical Education major includes the following phases:
- Phase I General Preparation
During Phase I, the following requirements must be satisfied to advance to Phase II
- Phase II Pre-Professional Preparation/ Internship I
During Phase II, the following requirements must be satisfied to advance to Phase III
- Phase III Professional Preparation/ Internship II (Capstone Internship)
Phase III of the program includes a capstone internship (KNES 492 and KNES 493) and completion of KNES 480. The capstone internship experience includes teaching placements at both an elementary and secondary school. The experience must be completed in Baltimore County, Carroll County, Harford County, Howard County or Anne Arundel County (or other counties as approved). Interns are not permitted to take any other courses during Phase III.
|KNES Required Courses (58 Units)|
|KNES 238||PHYSICAL FITNESS PROGRAMMING AND ASSESSMENT||3|
|KNES 240||PEDAGOGY IN FIELD/COURT SKILLS AND STRATEGY||3|
|KNES 244||PEDAGOGY IN CREATIVE MOVEMENT AND GYMNASTICS SKILLS AND STRATEGIES (Pending Approval)||3|
|KNES 246||PEDAGOGY OF NET/WALL SKILLS & STRATEGIES||3|
|KNES 249||PEDAGOGY IN TRACK & FIELD SKILLS AND STRATEGY, AND ADVENTURE EDUCATION||3|
|KNES 292||PHYSICAL EDUCATION TEACHER EDUCATION AS A PROFESSION||3|
|KNES 294||PHYSICAL EDUCATION ELEMENTARY CONTENT KNOWLEDGE AND PERFORMANCE I||3|
|KNES 310||ASSESSMENT IN PHYSICAL EDUCATN||3|
|KNES 313||PHYSIOLOGY OF EXERCISE||3|
|KNES 315||CARE AND PREVENTION OF ATHLETIC INJURIES||3|
|KNES 317||MOTOR BEHAVIOR IN PHYS EDUCATION||3|
|KNES 324||TEACHING PHYSICAL EDUCATION IN ELEMENTARY SCHOOL||3|
|KNES 325||TEACHING PHYSICAL EDUCATION IN SECONDARY SCHOOL||3|
|KNES 423||ADAPTED PHYSICAL EDUCATION||3|
|KNES 480||SEMINAR IN TEACHING PHYSICAL EDUCATION||1|
|KNES 492||ELEMENTARY INTERNSHIP||6|
|KNES 493||SECONDARY INTERNSHIP||6|
|Additional Requirements (33 Units)|
|INTRODUCTORY BIOLOGY FOR HEALTH PROFESSIONS [LECTURE]|
and INTRODUCTORY BIOLOGY FOR HEALTH PROFESSIONS [LAB]
|HUMAN ANATOMY & PHYSIOLOGY I [LECTURE]|
and HUMAN ANATOMY & PHYSIOLOGY I [LAB]
|HUMAN ANATOMY & PHYSIOLOGY II [LECTURE]|
and HUMAN ANATOMY & PHYSIOLOGY II [LAB]
|EDUC 202||HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS||3|
|EDUC 203||TEACHING AND LEARNING IN A DIVERSE SOCIETY||3|
|ELED 324||INTEGRATING LITERACY IN K-12 CONTENT AREAS||3|
|PSYC 101||INTRODUCTION TO PSYCHOLOGY||3|
|PSYC 201||EDUCATIONAL PSYCHOLOGY||3|
|REED 365||READING AND WRITING IN THE CONTENT AREAS K-12||3|
|SCED 304||EDUCATION, ETHICS AND CHANGE||3|
Suggested Four-Year Plan
|Term 1||Units||Term 2||Units|
& 191L (Core 7)
|4||EDUC 202 (Core 10)||3|
|ENGL 102 (Core 2)||3||KNES 238||3|
|KNES 292||3||KNES 294||3|
|PSYC 101 (Core 6)||3||MATH 115 (Core 3)||3|
|TSEM 102 (Core 1)||3||Core||3|
|Term 1||Units||Term 2||Units|
|EDUC 203 (Core 13)||3||KNES 242||3|
|KNES 240||3||KNES 244||3|
|KNES 249||3||KNES 246||3|
|PSYC 201||3||KNES 317||3|
|Term 1||Units||Term 2||Units|
|KNES 311||3||KNES 313||3|
|KNES 315||3||KNES 324||3|
|SCED 304 (Core 14)||3||REED 365||3|
|Term 1||Units||Term 2||Units|
|ELED 324||3||KNES 480||1|
|KNES 310||3||KNES 492||6|
|KNES 325||3||KNES 493||6|
|Total Units 121|
Standard 1: Content and Foundational Knowledge
Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective PreK-12 physical education program.
1.a Describe and apply common content knowledge for teaching PreK-12 physical education.
1.b Describe and apply specialized content knowledge for teaching PreK-12 physical education.
1.c Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness for PreK-12 students.
1.d Describe and apply motor learning and behavior-change/psychological principles related to skillful movement, physical activity and fitness for PreK-12 students.
1.e Describe and apply motor development theory and principles related to fundamental motor skills, skillful movement, physical activity and fitness for PreK-12 students.
1.f Describe historical, philosophical and social perspectives of physical education issues and legislation.
Standard 2: Skillfulness and 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.
2.a Demonstrate competency in all fundamental motor skills, as well as skillful performance in a minimum of four physical education content areas (e.g., games and sports, aquatics, dance and rhythmic activities, fitness activities, outdoor pursuits, individual-performance activities).
2.b Achieve and maintain a health-enhancing level of fitness throughout the program.
^ Skillful: A person’s ability to employ techniques, tactics, strategies, rules and etiquette effectively in the context of the activity.
* To assist individuals with special needs to achieve the intent of Standard 2, physical education teacher education programs are allowed and encouraged to use a variety of accommodations and/or modifications to demonstrate skillful performance (e.g., modified/adapted equipment, augmented communication devices, multi-media devices) and fitness (e.g., weight programs, exercise logs).
Standard 3: Planning and 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 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.
3.a Plan and implement appropriate (e.g., measureable, developmentally appropriate, performance-based) short- and long-term plan objectives that are aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education.
3.b Plan and implement progressive and sequential content that aligns with short- and long-term plan objectives and that addresses the diverse needs of all students.
3.c Plan for and manage resources to provide active, fair and equitable learning experiences.
3.d Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students.
3.e Plan and implement learning experiences that require students to use technology appropriately in meeting one or more short- and long-term plan objective(s).
3.f Plan and implement learning experiences that engage students in using metacognitive strategies appropriately to analyze their own performance results.
Standard 4: Instructional Delivery and 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.
4.a Demonstrate verbal and nonverbal communication skills that convey respect and sensitivity across all learning experiences.
4.b Implement demonstrations, explanations and instructional cues that are aligned with short- and long-term plan objectives.
4.c Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress.
4.d Implement transitions, routines and positive behavior management to create and maintain a safe, supportive and engaging learning environment.
4.e Analyze motor skills and performance concepts through multiple means (e.g., visual observation, technology) in order to provide specific, congruent feedback to enhance student learning.
Standard 5: Assessment of Student Learning
Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.
5.a Select or create authentic, formal assessments that measure student attainment of short- and long-term objectives.
5.b Implement formative assessments that monitor student learning before and throughout the long-term plan, as well as summative assessments that evaluate student learning upon completion of the long-term plan.
5.c Implement a reflective cycle to guide decision making specific to candidate performance, student learning, and short- and long-term plan objectives.
Standard 6: Professional Responsibility
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.
6.a Engage in behavior that reflects professional ethics, practice and cultural competence.
6.b Engage in continued professional growth and collaboration in schools and/or professional organizations.
6.c Describe strategies, including the use of technology, for the promotion and advocacy of physical education and expanded physical activity opportunities.