About The Program
Bring your commitment to health and active lifestyles to the classroom, with a degree that prepares you to work with students across the PK-12 grade range. Beyond schools, you can use your learning as educators and leaders in community-based settings. Our innovative curriculum is innovative engage you in experiential learning opportunities that build upon the content knowledge and skills necessary to successfully implement national and state health and physical education standards.
Career Paths
- PE Teacher (Elementary, Middle, or High School)
- Athletic Coach
- Sports Instructor
- Fitness Trainer/Personal Trainer
- Recreation Director
- Sports Program Coordinator
- Health Educator
- Athletic Director
- Strength and Conditioning Coach
- Exercise Physiologist
- Recreation Therapist
- Physical Activity Specialist
- Camp Director
- Community Center Manager
- Wellness Coach
- Sports Facility Manager
- Intramural Sports Coordinator
- Adapted Physical Education Teacher
- Sports Scout/Recruiter
- Physical Education Curriculum Developer
At a Glance
Degree Earned
Bachelor of Science in Education (B.S.Ed.)
Credits: 120
Application Deadlines
November 1: scholarship consideration
January 16: priority deadline for first-year students
March 15: priority deadline for transfer students
Program Entry / Delivery Mode
Fall or Spring
In-person
Estimated Completion Time
Full-time (at least 12 credits): average completion in 4 years for first year students; 2 years for transfer students
Part-time (11 credits or less): average completion in 4-6 years for first year or transfer students
Our program meets initial licensure requirements in Virginia.
Special requirements
- Students must have received a minimum grade of C in all required education courses (CLED, ECSE, EDUS, HPED, SEDP and TEDU).
- Students must have received a minimum grade of C in all prerequisite courses for all required upper-level education courses (CLED, ECSE, EDUS, HPED, SEDP and TEDU).
- Required education courses (CLED, ECSE, EDUS, HPED, SEDP and TEDU) in which students earn a grade of D or F must be repeated.
- Students must achieve a 2.8 GPA to be admitted to teacher preparation and a 3.0 GPA to be admitted to clinical internship.
Degree requirements for Health and Physical Education, Bachelor of Science in Education (B.S.Ed.)
| Course | Title | Hours |
|---|---|---|
| General education | ||
| Select 30 credits of general education courses in consultation with an adviser. | 30 | |
| Major requirements | ||
| • Major core requirements | ||
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| EDUS 304 EDUS 304. Educational Psychology for Teacher Preparation. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The application of psychological principles to the teaching-learning process, with special emphasis on theories of learning and development. This course explores the application of psychological principles to the teaching-learning process, with special emphasis on learning and development. Intended specifically for pre- and in-service educators, the course will require students to apply theory and research in educational psychology to their prior, current and future teaching experiences. | Educational Psychology for Teacher Preparation | 3 |
| HPED 102 HPED 102. Health Education as a Discipline. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course is designed to provide students with a basic understanding of health behavior theories, valid sources of information and tools for assessing school health needs. Community health issues and health advocacy are also examined. | Health Education as a Discipline | 3 |
| HPED 103 HPED 103. Lifetime Fitness, Wellness and Nutrition. 3 Hours.
Semester course; 3 lecture hours (delivered face-to-face or hybrid). 3 credits. This course is designed to provide health and physical educators the foundational knowledge specific to concepts related to the health- and skills-related components of fitness, functional fitness, energy balance and overall well-being. The course will provide an overview of the necessary skills needed to develop smart goals for personal fitness, nutrition and wellness. | Lifetime Fitness, Wellness and Nutrition | 3 |
| HPED 200 HPED 200. Motor Learning and Performance. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Students will be introduced to the major concepts of motor control and motor learning and influencing conditions. The course will provide a framework for understanding the structure and function of the nervous system in relation to perception and motor control. Other topics include the general nature of skill acquisition and how learners interact with the environment while performing motor tasks. The theoretical framework underlying learning and memory are related to the acquisition of motor skills. | Motor Learning and Performance | 3 |
| HPED 201 HPED 201. Assessment and Technology in Health and Physical Education. 2 Hours.
Semester course; 2 lecture hours (delivered face-to-face or hybrid). 2 credits. This course provides students with the theoretical foundation for assessment in health and physical education. Students will utilize multiple data sources, develop rubrics and analyze available technologies for assessment within each of the domains of K-12 health and physical education. Students will design lessons utilizing technology with the purpose of enhancing the curriculum. | Assessment and Technology in Health and Physical Education | 2 |
| HPED 202 HPED 202. Health Education Content. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course focuses on health promotion and the prevention of injury and disease. Students will also examine healthy relationships as well as mental and emotional health. | Health Education Content | 3 |
| HPED 204 HPED 204. Outdoor Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course is designed to examine the principal philosophical foundations of adventure theory and outdoor educational leadership. Concepts of judgment, decision-making, leadership and environmentally correct practices are introduced. Cooperative and team-building practices will be emphasized as a way to promote increased collaboration, communication, critical-thinking and creativity while in the health and physical education environment. Students will learn pedagogical skills needed to teach a number of outdoor education activities, including a variety of teaching styles, the development of lesson plans, assessment in the four domains of physical education and the use of basic class management skills. | Outdoor Education | 3 |
| HPED 205 HPED 205. History and Philosophy of Health and Physical Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course has been designed to provide an overview of the professional aspects of health and physical education. Specifically, the course provides students with knowledge of the historical role of health and physical education; acquaints them with the different domains that fit under the “physical education” umbrella and within the health professions; informs them of opportunities present at VCU and in the greater community in the health and physical education fields; and provides information about the full spectrum of career choices in physical education and health. Students will also spend one hour a week in a public school setting. | History and Philosophy of Health and Physical Education | 3 |
| HPED 300 HPED 300. Adapted Physical Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course is designed to prepare future teachers and professionals to meet the needs of persons with disabilities in organized health, physical education and activity programs in the school and/or recreational and sport setting. It provides an overview of those disabilities found most frequently in public schools. The course will also help students become critically reflective learners. | Adapted Physical Education | 3 |
| HPED 301 HPED 301. Biomechanics of Teaching Movement Skills. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Students will participate in learning experiences that will lead to the development of fundamental movement skills, i.e., manipulative, locomotor and nonlocomotor. Utilization of basic biomechanical principles will be infused in all topics. | Biomechanics of Teaching Movement Skills | 3 |
| HPED 302 HPED 302. Elementary Methods of Physical Education. 2 Hours.
Semester course; 2 lecture hours. 2 credits. This course is designed to enhance student knowledge of and preparation for the teaching of elementary physical education through lecture, practical experience, small-group work and projects. Students will learn how to plan and conduct an elementary program, control the learning environment, effectively discipline children and analyze children's behavior. Students will also learn the characteristics of a good teacher as well as methods to change personal teaching behaviors to increase classroom effectiveness. Students will design and conduct activities which integrate literacy with physical education. To become a more reflective teacher, students will write self-evaluations throughout the semester. | Elementary Methods of Physical Education | 2 |
| HPED 303 HPED 303. Teaching Team and Individual Sports for Lifetime Fitness. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Students will develop educational skills and methodology for instruction of team and individual lifetime sports and activities in the gymnasium and outdoor settings. They will learn the pedagogical skills needed to teach these activities, including the use of a variety of teaching styles, the development of lesson plans, the assessment of student knowledge and skill acquisition, and the use of basic class management skills. These pedagogical skills will be applied within the realm of specific sports such as flag football, soccer, tchoukball, team handball, badminton, pickleball and golf. | Teaching Team and Individual Sports for Lifetime Fitness | 3 |
| HPED 304 HPED 304. Secondary Methods of Physical Education. 2 Hours.
Semester course; 2 lecture hours. 2 credits. This course is designed to prepare students for student teaching. Students will learn pedagogical skills including the use of a variety of teaching styles, the development of lesson plans and unit plans, the assessment of student knowledge and skill acquisition, and the use of classroom management skills. In addition, students will gain insight into the development of a physical education curriculum as influenced by philosophies, models, issues and trends. Elementary, middle and high school levels are included in discussions. Students will also learn how to integrate literacy into the physical education curriculum. A major emphasis will be to prepare students as critical reflective practitioners by learning how to evaluate the teaching/learning situation and make appropriate changes. In that regard, students will learn how to design and analyze instruments that help them in this evaluation. | Secondary Methods of Physical Education | 2 |
| HPED 314 HPED 314. Practicum for Health and Physical Education. 2 Hours.
Semester course; 2 practicum hours. 2 credits. Prerequisites: HPED 103 and HPED 303. Enrollment is restricted to students admitted to teacher preparation in the B.S.Ed. in Health and Physical Education program or students enrolled in the minor in recreation and wellness. A field placement in health and physical education that precedes student teaching/internship. This field placement includes planned observations, tutorials and small-group and whole class involvement. Graded as pass/fail. | Practicum for Health and Physical Education | 2 |
| HPED 402 HPED 402. Becoming a Health and Physical Education Professional. 1 Hour.
Semester course; 1 lecture hour. 1 credit. This course is designed to prepare the teacher candidate to bridge from student to student teacher. Activities focus on professional experiences and behaviors. | Becoming a Health and Physical Education Professional | 1 |
| HPED 403 HPED 403. Teaching Health Education. 2 Hours.
Semester course; 2 lecture hours. 2 credits. This course has been designed to prepare students to think critically and become independent problem-solvers and decision-makers by applying previously acquired professional knowledge to curriculum design and instruction in multiple settings. Students will learn pedagogical skills including the use of a variety of teaching styles, the development of lesson plans and unit plans, the assessment of student knowledge and skill acquisition, and the use of classroom management skills. Students will also gain insight into the development of a health education curriculum as influenced by philosophies, models, issues and trends. Elementary, middle and high school levels are included in discussion. | Teaching Health Education | 2 |
| HPED 493 HPED 493. Field Experience I. 4 Hours.
Semester course; 4 field experience hours. 4 credits. Corequisites: HPED 495 and TEDU 405. Enrollment is restricted to students who have been admitted to teacher education and have passing scores on VCLA, Praxis I and Praxis II. An in-depth field experience in a public school, health education/health promotion agency or other approved setting. Students will complete a full-time seven-to-eight-week placement teaching in the PK-5 health and physical education setting. This practical experience will lead to greater practical application of skills culminating in full responsibility for planning, implementing and evaluating the classroom. Consult with adviser to obtain a course syllabus regarding prerequisites and specific course requirements. Fulfills capstone requirement. | Field Experience I | 4 |
| HPED 495 HPED 495. Field Experience II. 4 Hours.
Semester course; 4 field experience hours. 4 credits. Corequisites: HPED 493 and TEDU 405. Enrollment is restricted to students who have been admitted to teacher education and have passing scores on VCLA, Praxis I and Praxis II. Addresses competencies in health and physical education. Provides experiences at an approved affiliate site under the supervision of faculty and approved site supervisors. Students will gain practical experience by completing a full-time seven-to-eight-week placement teaching in grades 6-12 in a health and physical education setting. | Field Experience II | 4 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| SEDP 401 SEDP 401. Assessment in Diverse Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 413 or SEDP 201. Enrollment is restricted to students enrolled in a B.S.Ed. program. This course explores all aspects of assessment that a teacher encounters in preK-12 educational settings. The course will cover current assessment theories, approaches and instruments used to measure the performance of the children and students representing the diverse learners in today’s classrooms -- including students with and without disabilities, English language learners and students representing a range of cultural backgrounds. Assessments at all stages of instruction (before, during and after), including formal and informal assessments and their applications in an inclusive educational setting, will be addressed. Particular attention is paid to the ways in which teachers can gather and use assessments to make data-informed decisions for effective instruction and intervention leading to optimal child development and student achievement. Specifically, the course will explore the relationships among content standards, instruction and assessment as well as ways to use a variety of assessments to monitor student progress. The course emphasizes making valid inferences from assessments in a variety of formats; understanding the legal and policy context of assessment; and the implications for appropriate grading practices and decision-making. Course content and assignments will promote critical-thinking and problem-solving skills. Crosslisted as: EDUS 401. | Assessment in Diverse Settings | 3 |
| TEDU 101 TEDU 101. Introduction to Teaching. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Provides undergraduate students with an introduction to teaching and learning in elementary settings. Students will explore current educational reforms and their influences on elementary schools and students. Service-learning activities will enable students to gain firsthand experiences in urban elementary classrooms. | Introduction to Teaching | 3 |
| TEDU 405 TEDU 405. Seminar for Student Teaching. 1 Hour.
Semester course; 1 lecture hour. 1 credit. Corequisites: TEDU 493 and TEDU 495. This seminar is “attached” to the student teaching internship in the schools and is intended as a companion piece to that semester experience. Issues, including those which have been identified by members of the seminar, as well as issues that arise in the classroom and those that are of perennial concern to teachers of health and physical education are the basis for this class. The teacher as the critically reflective educator is the focus of this seminar: what choices the teacher has in the classroom and what effect those choices have upon student learning. | Seminar for Student Teaching | 1 |
| TEDU 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| TEDU 413 TEDU 413. Curriculum Methods and Instructional Models. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: EDUS 202; and EDUS 301, PSYC 301 or PSYC 304, both with a minimum grade of C. A study of developmentally appropriate curriculum and instructional models for Pk-12 children. The course includes the study of curriculum, a variety of instructional models, Virginia Standards of Learning, Virginia’s Foundation Blocks for Early Learning, diversity, assessment, planning and creating positive learning environments. | Curriculum Methods and Instructional Models | 3 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| TEDU 510 TEDU 510. Instructional Technology in PK-12 Environments. 2 Hours.
Semester course; 2 lecture hours (delivered online). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into pK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course. | Instructional Technology in PK-12 Environments | 2 |
| TEDU 562 TEDU 562. Reading Instruction in the Content Areas. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prepares teachers to apply skills and methods of reading instruction to content areas in elementary, middle and secondary school curricula. Includes theoretical bases and methodology for incorporating reading skills and strategies within content areas of instruction. | Reading Instruction in the Content Areas | 3 |
| Ancillary requirements | ||
| BIOL 101 BIOL 101. Biological Concepts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A topical approach to basic biological principles. Topics include molecular aspects of cells, bioenergetics, photosynthesis, cellular respiration, cellular and organismal reproduction, genetics and evolution, and ecology. Not applicable for credit toward the major in biology. | Biological Concepts (satisfies general education BOK for natural sciences and AOI for scientific and logical reasoning) | 3 |
| BIOZ 101 | Biological Concepts Laboratory | 1 |
| BIOL 205 BIOL 205. Basic Human Anatomy. 4 Hours.
Semester course; 3 lecture and 3 laboratory hours (plus online component). 4 credits. Prerequisites: BIOL 101 and BIOZ 101, BIOL 151 and BIOZ 151, or BIOL 152 and BIOZ 152, each with a minimum grade of C. Enrollment is restricted to students majoring in communication arts, health and physical education, health, physical education and exercise science; pre-health majors in medical laboratory sciences, clinical radiation sciences, dental hygiene and nursing; students enrolled in the health sciences certificate program; and students in the advising tracks for pre-occupational therapy, pre-physician assistant, pre-pharmacy and pre-physical therapy. Additionally, students in the pre-dentistry or pre-optometry advising tracks or those pursuing application to the accelerated nursing program must speak with a pre-professional health adviser prior to enrolling in the class. Human specimens, models and interactive software are used to study human body structures; emphasis is on the skeleto-muscular aspects. Not applicable for credit toward the B.S. in Biology. | Basic Human Anatomy | 4 |
| HPEX 372 HPEX 372. Survey of Kinesiology and Physiology of Exercise. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the basic concepts of human biomechanics and exercise physiology. Includes basic and applied kinesiology and metabolic, endocrinological, cardiovascular and respiratory responses and adaptations to exercise. Emphasizes the integration of kinesiological and physiological principles. | Survey of Kinesiology and Physiology of Exercise | 3 |
| PHIS 206 & PHIZ 206 PHIZ 206. Human Physiology Laboratory. 1 Hour.
Semester course; 2 laboratory hours. 1 credit. Pre- or corequisite: PHIS 206. Functioning of the human body with emphasis on experimental procedures. Not applicable for credit toward the B.S. in Biology. | Human Physiology and Human Physiology Laboratory | 4 |
| Total Hours | 120 | |
The minimum number of credit hours required for this degree is 120.
What follows is a sample plan that meets the prescribed requirements within a four-year course of study at VCU. Please contact your adviser before beginning course work toward a degree.
| Freshman year | ||
|---|---|---|
| Fall semester | Hours | |
| BIOL 101 BIOL 101. Biological Concepts. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A topical approach to basic biological principles. Topics include molecular aspects of cells, bioenergetics, photosynthesis, cellular respiration, cellular and organismal reproduction, genetics and evolution, and ecology. Not applicable for credit toward the major in biology. | Biological Concepts (satisfies general education BOK for natural sciences and AOI for scientific and logical reasoning) | 3 |
| BIOZ 101 | Biological Concepts Laboratory | 1 |
| HPED 103 HPED 103. Lifetime Fitness, Wellness and Nutrition. 3 Hours.
Semester course; 3 lecture hours (delivered face-to-face or hybrid). 3 credits. This course is designed to provide health and physical educators the foundational knowledge specific to concepts related to the health- and skills-related components of fitness, functional fitness, energy balance and overall well-being. The course will provide an overview of the necessary skills needed to develop smart goals for personal fitness, nutrition and wellness. | Lifetime Fitness, Wellness and Nutrition | 3 |
| UNIV 111 UNIV 111. Focused Inquiry I. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Utilizes contemporary themes to give students opportunities and practice in writing, critical thinking, oral presentation, collaborative learning, information retrieval and evaluation, and social and civic responsibilities. Incorporates common reading materials and course activities across all sections.  Play course video for Focused Inquiry I | Focused Inquiry I (satisfies general education UNIV foundations) | 3 |
| General education course (select quantitative foundations) | 3 | |
| General education course | 3 | |
| Term Hours: | 16 | |
| Spring semester | ||
| EDUS 202 EDUS 202. Diversity, Democracy and Ethics. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course engages students in critical exploration of public education in the United States within sociocultural, historical and philosophical contexts. It examines the relationships between an increasingly diverse society and education in a democracy. Students will be taught the ethical obligations of educational professionals and how to become active agents for democratic, equity-oriented schools. In addition, the course will explore legal and policy aspects of education. | Diversity, Democracy and Ethics | 3 |
| HPED 102 HPED 102. Health Education as a Discipline. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course is designed to provide students with a basic understanding of health behavior theories, valid sources of information and tools for assessing school health needs. Community health issues and health advocacy are also examined. | Health Education as a Discipline | 3 |
| HPED 205 HPED 205. History and Philosophy of Health and Physical Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course has been designed to provide an overview of the professional aspects of health and physical education. Specifically, the course provides students with knowledge of the historical role of health and physical education; acquaints them with the different domains that fit under the “physical education” umbrella and within the health professions; informs them of opportunities present at VCU and in the greater community in the health and physical education fields; and provides information about the full spectrum of career choices in physical education and health. Students will also spend one hour a week in a public school setting. | History and Philosophy of Health and Physical Education | 3 |
| TEDU 101 TEDU 101. Introduction to Teaching. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Provides undergraduate students with an introduction to teaching and learning in elementary settings. Students will explore current educational reforms and their influences on elementary schools and students. Service-learning activities will enable students to gain firsthand experiences in urban elementary classrooms. | Introduction to Teaching | 3 |
| UNIV 112 UNIV 112. Focused Inquiry II. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 111 or equivalent. Builds on skills introduced in UNIV 111 by providing practice in expository essays, argument and contextual analysis. Focuses on practice in writing in a variety of genres, framing writing according to both purpose and audience and identifying academically valid sources. Students must earn a minimum grade of C to receive credit for this course. Play course video for Focused Inquiry II | Focused Inquiry II (satisfies general education UNIV foundations) | 3 |
| Term Hours: | 15 | |
| Sophomore year | ||
| Fall semester | ||
| BIOL 205 BIOL 205. Basic Human Anatomy. 4 Hours.
Semester course; 3 lecture and 3 laboratory hours (plus online component). 4 credits. Prerequisites: BIOL 101 and BIOZ 101, BIOL 151 and BIOZ 151, or BIOL 152 and BIOZ 152, each with a minimum grade of C. Enrollment is restricted to students majoring in communication arts, health and physical education, health, physical education and exercise science; pre-health majors in medical laboratory sciences, clinical radiation sciences, dental hygiene and nursing; students enrolled in the health sciences certificate program; and students in the advising tracks for pre-occupational therapy, pre-physician assistant, pre-pharmacy and pre-physical therapy. Additionally, students in the pre-dentistry or pre-optometry advising tracks or those pursuing application to the accelerated nursing program must speak with a pre-professional health adviser prior to enrolling in the class. Human specimens, models and interactive software are used to study human body structures; emphasis is on the skeleto-muscular aspects. Not applicable for credit toward the B.S. in Biology. | Basic Human Anatomy | 4 |
| EDUS 301 EDUS 301. Human Development and Learning. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. A study of human development through the life span with special emphasis on child and adolescent psychology, the nature of learning and basic concepts of learning theories. | Human Development and Learning | 3 |
| HPED 204 HPED 204. Outdoor Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course is designed to examine the principal philosophical foundations of adventure theory and outdoor educational leadership. Concepts of judgment, decision-making, leadership and environmentally correct practices are introduced. Cooperative and team-building practices will be emphasized as a way to promote increased collaboration, communication, critical-thinking and creativity while in the health and physical education environment. Students will learn pedagogical skills needed to teach a number of outdoor education activities, including a variety of teaching styles, the development of lesson plans, assessment in the four domains of physical education and the use of basic class management skills. | Outdoor Education | 3 |
| UNIV 200 UNIV 200. Advanced Focused Inquiry: Literacies, Research and Communication. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisite: UNIV 112 or HONR 250 with a minimum grade of C. Asks students to consider real-world applications of writing and research. Students will develop critical analysis, inquiry-based research skills, communication of argument and research across media. Work represents the culmination of foundational ConnectED competencies developed in UNIV 111 and UNIV 112. Students must earn a minimum grade of C to receive credit for this course. | Advanced Focused Inquiry: Literacies, Research and Communication (satisfies general education UNIV foundations) | 3 |
| General education course | 3 | |
| Term Hours: | 16 | |
| Spring semester | ||
| 2.8 GPA required for admission to teacher preparation | ||
| HPED 200 HPED 200. Motor Learning and Performance. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Students will be introduced to the major concepts of motor control and motor learning and influencing conditions. The course will provide a framework for understanding the structure and function of the nervous system in relation to perception and motor control. Other topics include the general nature of skill acquisition and how learners interact with the environment while performing motor tasks. The theoretical framework underlying learning and memory are related to the acquisition of motor skills. | Motor Learning and Performance | 3 |
| HPED 202 HPED 202. Health Education Content. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. This course focuses on health promotion and the prevention of injury and disease. Students will also examine healthy relationships as well as mental and emotional health. | Health Education Content | 3 |
| PHIS 206 & PHIZ 206 PHIZ 206. Human Physiology Laboratory. 1 Hour.
Semester course; 2 laboratory hours. 1 credit. Pre- or corequisite: PHIS 206. Functioning of the human body with emphasis on experimental procedures. Not applicable for credit toward the B.S. in Biology. | Human Physiology and Human Physiology Laboratory | 4 |
| General education course | 3 | |
| General education course | 3 | |
| Term Hours: | 16 | |
| Junior year | ||
| Fall semester | ||
| HPED 201 HPED 201. Assessment and Technology in Health and Physical Education. 2 Hours.
Semester course; 2 lecture hours (delivered face-to-face or hybrid). 2 credits. This course provides students with the theoretical foundation for assessment in health and physical education. Students will utilize multiple data sources, develop rubrics and analyze available technologies for assessment within each of the domains of K-12 health and physical education. Students will design lessons utilizing technology with the purpose of enhancing the curriculum. | Assessment and Technology in Health and Physical Education | 2 |
| HPED 303 HPED 303. Teaching Team and Individual Sports for Lifetime Fitness. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Students will develop educational skills and methodology for instruction of team and individual lifetime sports and activities in the gymnasium and outdoor settings. They will learn the pedagogical skills needed to teach these activities, including the use of a variety of teaching styles, the development of lesson plans, the assessment of student knowledge and skill acquisition, and the use of basic class management skills. These pedagogical skills will be applied within the realm of specific sports such as flag football, soccer, tchoukball, team handball, badminton, pickleball and golf. | Teaching Team and Individual Sports for Lifetime Fitness | 3 |
| SEDP 330 SEDP 330. Survey of Special Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements related to special education, including the individual education program as a legal document and the rights and responsibilities of parents, teachers and schools. The characteristics of learners with disabilities and their educational and medical implications are also examined, as well as the cultural, familial and ethical issues involved. | Survey of Special Education | 3 |
| TEDU 413 TEDU 413. Curriculum Methods and Instructional Models. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prerequisites: EDUS 202; and EDUS 301, PSYC 301 or PSYC 304, both with a minimum grade of C. A study of developmentally appropriate curriculum and instructional models for Pk-12 children. The course includes the study of curriculum, a variety of instructional models, Virginia Standards of Learning, Virginia’s Foundation Blocks for Early Learning, diversity, assessment, planning and creating positive learning environments. | Curriculum Methods and Instructional Models | 3 |
| TEDU 510 TEDU 510. Instructional Technology in PK-12 Environments. 2 Hours.
Semester course; 2 lecture hours (delivered online). 2 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. An introduction to effectively integrating technology into pK-12 instruction to improve student learning outcomes. Students will have hands-on experiences with a variety of current instructional technologies and learn how to integrate these technologies into their practice using research-driven theoretical frameworks. This online course models effective virtual teaching methods that can be utilized in hybrid and fully online environments. Students will design technology-rich instructional modules that can be utilized to improve student learning in their content areas, as well as develop personal learning networks that will continue to provide them with informal and independent learning opportunities well after the conclusion of the course. | Instructional Technology in PK-12 Environments | 2 |
| General education course | 3 | |
| Term Hours: | 16 | |
| Spring semester | ||
| 3.0 GPA required for admission to clinical internship | ||
| EDUS 304 EDUS 304. Educational Psychology for Teacher Preparation. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. The application of psychological principles to the teaching-learning process, with special emphasis on theories of learning and development. This course explores the application of psychological principles to the teaching-learning process, with special emphasis on learning and development. Intended specifically for pre- and in-service educators, the course will require students to apply theory and research in educational psychology to their prior, current and future teaching experiences. | Educational Psychology for Teacher Preparation | 3 |
| HPED 300 HPED 300. Adapted Physical Education. 3 Hours.
Semester course; 3 lecture hours. 3 credits. This course is designed to prepare future teachers and professionals to meet the needs of persons with disabilities in organized health, physical education and activity programs in the school and/or recreational and sport setting. It provides an overview of those disabilities found most frequently in public schools. The course will also help students become critically reflective learners. | Adapted Physical Education | 3 |
| HPED 301 HPED 301. Biomechanics of Teaching Movement Skills. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Students will participate in learning experiences that will lead to the development of fundamental movement skills, i.e., manipulative, locomotor and nonlocomotor. Utilization of basic biomechanical principles will be infused in all topics. | Biomechanics of Teaching Movement Skills | 3 |
| HPED 302 HPED 302. Elementary Methods of Physical Education. 2 Hours.
Semester course; 2 lecture hours. 2 credits. This course is designed to enhance student knowledge of and preparation for the teaching of elementary physical education through lecture, practical experience, small-group work and projects. Students will learn how to plan and conduct an elementary program, control the learning environment, effectively discipline children and analyze children's behavior. Students will also learn the characteristics of a good teacher as well as methods to change personal teaching behaviors to increase classroom effectiveness. Students will design and conduct activities which integrate literacy with physical education. To become a more reflective teacher, students will write self-evaluations throughout the semester. | Elementary Methods of Physical Education | 2 |
| HPEX 372 HPEX 372. Survey of Kinesiology and Physiology of Exercise. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Examines the basic concepts of human biomechanics and exercise physiology. Includes basic and applied kinesiology and metabolic, endocrinological, cardiovascular and respiratory responses and adaptations to exercise. Emphasizes the integration of kinesiological and physiological principles. | Survey of Kinesiology and Physiology of Exercise | 3 |
| TEDU/SEDP 410 TEDU 410. Building a Community of Learners: Classroom Management. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: EDUS 301, PSYC 301 or PSYC 304 with a minimum grade of C. The course is designed to encompass pre-K through grade 12 classroom management theory and application, motivation theory and application, diversity, socio-emotional development, trauma-informed care, and restorative justice for regular education and special education students. Crosslisted as: SEDP 410. | Building a Community of Learners: Classroom Management | 3 |
| Term Hours: | 17 | |
| Senior year | ||
| Fall semester | ||
| HPED 304 HPED 304. Secondary Methods of Physical Education. 2 Hours.
Semester course; 2 lecture hours. 2 credits. This course is designed to prepare students for student teaching. Students will learn pedagogical skills including the use of a variety of teaching styles, the development of lesson plans and unit plans, the assessment of student knowledge and skill acquisition, and the use of classroom management skills. In addition, students will gain insight into the development of a physical education curriculum as influenced by philosophies, models, issues and trends. Elementary, middle and high school levels are included in discussions. Students will also learn how to integrate literacy into the physical education curriculum. A major emphasis will be to prepare students as critical reflective practitioners by learning how to evaluate the teaching/learning situation and make appropriate changes. In that regard, students will learn how to design and analyze instruments that help them in this evaluation. | Secondary Methods of Physical Education | 2 |
| HPED 314 HPED 314. Practicum for Health and Physical Education. 2 Hours.
Semester course; 2 practicum hours. 2 credits. Prerequisites: HPED 103 and HPED 303. Enrollment is restricted to students admitted to teacher preparation in the B.S.Ed. in Health and Physical Education program or students enrolled in the minor in recreation and wellness. A field placement in health and physical education that precedes student teaching/internship. This field placement includes planned observations, tutorials and small-group and whole class involvement. Graded as pass/fail. | Practicum for Health and Physical Education | 2 |
| HPED 403 HPED 403. Teaching Health Education. 2 Hours.
Semester course; 2 lecture hours. 2 credits. This course has been designed to prepare students to think critically and become independent problem-solvers and decision-makers by applying previously acquired professional knowledge to curriculum design and instruction in multiple settings. Students will learn pedagogical skills including the use of a variety of teaching styles, the development of lesson plans and unit plans, the assessment of student knowledge and skill acquisition, and the use of classroom management skills. Students will also gain insight into the development of a health education curriculum as influenced by philosophies, models, issues and trends. Elementary, middle and high school levels are included in discussion. | Teaching Health Education | 2 |
| SEDP 401 SEDP 401. Assessment in Diverse Settings. 3 Hours.
Semester course; 3 lecture hours. 3 credits. Prerequisite: TEDU 413 or SEDP 201. Enrollment is restricted to students enrolled in a B.S.Ed. program. This course explores all aspects of assessment that a teacher encounters in preK-12 educational settings. The course will cover current assessment theories, approaches and instruments used to measure the performance of the children and students representing the diverse learners in today’s classrooms -- including students with and without disabilities, English language learners and students representing a range of cultural backgrounds. Assessments at all stages of instruction (before, during and after), including formal and informal assessments and their applications in an inclusive educational setting, will be addressed. Particular attention is paid to the ways in which teachers can gather and use assessments to make data-informed decisions for effective instruction and intervention leading to optimal child development and student achievement. Specifically, the course will explore the relationships among content standards, instruction and assessment as well as ways to use a variety of assessments to monitor student progress. The course emphasizes making valid inferences from assessments in a variety of formats; understanding the legal and policy context of assessment; and the implications for appropriate grading practices and decision-making. Course content and assignments will promote critical-thinking and problem-solving skills. Crosslisted as: EDUS 401. | Assessment in Diverse Settings | 3 |
| TEDU 562 TEDU 562. Reading Instruction in the Content Areas. 3 Hours.
Semester course; 3 lecture hours (delivered online, face-to-face or hybrid). 3 credits. Prepares teachers to apply skills and methods of reading instruction to content areas in elementary, middle and secondary school curricula. Includes theoretical bases and methodology for incorporating reading skills and strategies within content areas of instruction. | Reading Instruction in the Content Areas | 3 |
| Term Hours: | 12 | |
| Spring semester | ||
| HPED 402 HPED 402. Becoming a Health and Physical Education Professional. 1 Hour.
Semester course; 1 lecture hour. 1 credit. This course is designed to prepare the teacher candidate to bridge from student to student teacher. Activities focus on professional experiences and behaviors. | Becoming a Health and Physical Education Professional | 1 |
| HPED 493 HPED 493. Field Experience I. 4 Hours.
Semester course; 4 field experience hours. 4 credits. Corequisites: HPED 495 and TEDU 405. Enrollment is restricted to students who have been admitted to teacher education and have passing scores on VCLA, Praxis I and Praxis II. An in-depth field experience in a public school, health education/health promotion agency or other approved setting. Students will complete a full-time seven-to-eight-week placement teaching in the PK-5 health and physical education setting. This practical experience will lead to greater practical application of skills culminating in full responsibility for planning, implementing and evaluating the classroom. Consult with adviser to obtain a course syllabus regarding prerequisites and specific course requirements. Fulfills capstone requirement. | Field Experience I | 4 |
| HPED 495 HPED 495. Field Experience II. 4 Hours.
Semester course; 4 field experience hours. 4 credits. Corequisites: HPED 493 and TEDU 405. Enrollment is restricted to students who have been admitted to teacher education and have passing scores on VCLA, Praxis I and Praxis II. Addresses competencies in health and physical education. Provides experiences at an approved affiliate site under the supervision of faculty and approved site supervisors. Students will gain practical experience by completing a full-time seven-to-eight-week placement teaching in grades 6-12 in a health and physical education setting. | Field Experience II | 4 |
| TEDU 405 TEDU 405. Seminar for Student Teaching. 1 Hour.
Semester course; 1 lecture hour. 1 credit. Corequisites: TEDU 493 and TEDU 495. This seminar is “attached” to the student teaching internship in the schools and is intended as a companion piece to that semester experience. Issues, including those which have been identified by members of the seminar, as well as issues that arise in the classroom and those that are of perennial concern to teachers of health and physical education are the basis for this class. The teacher as the critically reflective educator is the focus of this seminar: what choices the teacher has in the classroom and what effect those choices have upon student learning. | Seminar for Student Teaching | 1 |
| TEDU 452 TEDU 452. Teaching Multilingual Learners. 2 Hours.
Semester course; 2 lecture hours (delivered online, face-to-face or hybrid). 2 credits. Prerequisite: TEDU 413 or SEDP 405. This course is designed to help teachers who plan to teach English and other content areas to PK-12 students who are speakers of other languages. The course includes attention to social and cultural contexts, the diversity of multilingual learners in the United States, legal and policy contexts, models of ESL programs and advocacy for students. Students will also develop skills in lesson preparation and delivery for multilingual learners within ESL classrooms as well as in other content area classrooms. | Teaching Multilingual Learners | 2 |
| Term Hours: | 12 | |
| Total Hours: | 120 | |
The minimum number of credit hours required for this degree is 120.
The VCU Bulletin is the official source for academic course and program information.
The School of Education (SOE) degree programs that lead to professional licensure are designed to prepare students to meet the requirements for professional licensure in the Commonwealth of Virginia as outlined by the Virginia Department of Education (VDOE). The SOE has determined that the curriculum includes applicable educational prerequisites for the following professional licensure(s) and/or certification(s) as outlined on this page of our website.