Department of Health, Physical, and Secondary Education

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The Department of Health, Physical and Secondary Education (HPSE) is focused on the intellectual, mental, and physical development of students in human and educational services who are dedicated to promoting health, education, and quality of life in individuals, families, and communities. The department offers applied learning in Public and Community Health, Physical Education, Specialized Subjects in Secondary (9-12) & K-12 Education and Sport Management for students who will assume leadership positions in their respective fields. The department is further committed to strengthening faculty development through research and community engagement to enhances students’ preparation and outcomes for the 21st Century in the southeastern region of North Carolina and beyond.

The Department of Health, Physical, and Secondary Education offers quality programs leading to the Bachelor of Science degree, the Master of Arts in Teaching degree, and post-baccalaureate licensure in Health and Physical Education, Secondary Education (9-12), and Specialized Subjects (K-12). In support of the mission of the university and the School of Education, the department is committed to preparing students as facilitators of learning with 21st century knowledge and skills to teach secondary education, health and physical education, and specialized subjects.

Candidates for the initial teaching license (Bachelor of Science [B.S.] degree and non-degree Licensure Only programs) will complete a series of evidence requirements to demonstrate their competence in North Carolina Professional Teaching, Graduate (if applicable) and National or Professional Standards and Indicators. These evidences must be completed during course work and field experiences (if required), and candidates must achieve a minimum rating of Proficient on each indicator on the scoring rubrics for course credit and recommendation for licensure. These evidences include: Content Project and Leadership and Collaboration Project. In addition, candidates who are required to student teach must also achieve a rating of Met on all parts of the final Certification of Teaching Capacity form.

Learning Outcomes

Secondary Education

1. Teacher candidates will acquire and apply content knowledge to instruct 9-12 students based upon the NC Standard Course of Study, INTASC, and CAEP Standards.
2. Teacher candidates will implement practices that reflect the cognitive, mental, and physical development of 9-12 students.
3. Teacher candidates will design and incorporate technology to enhance instruction, learning, research, assessment, and data management.
4. Teacher candidates will demonstrate leadership skills through the establishment of a safe, orderly, and positive environment.
5. Teacher candidates will apply appropriate accommodations and modifications to support teaching strategies for diverse learners.
6. Teacher candidates will integrate 21st century knowledge and skills in instruction.
7. Teacher candidates will communicate effectively, analyze data, and be reflective practitioners.

Health/Physical Education

1. Teacher candidates will know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals based upon the NC Standard Course of Study, INTASC, and CAEP Standards.
2. Teacher candidates will be physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in SHAPE America’s K-12 Standards and the NC Standard Course of Study.
3. Teacher candidates will plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.
4. Teacher candidates will use effective communication and pedagogical skills and strategies to enhance student engagement and learning.
5. Teacher candidates will utilize assessments and reflection to foster student learning and to inform instructional decisions.
6. Teacher candidates will demonstrate dispositions essential to becoming effective professionals.

Health and Physical Education Non-Teaching Wellness Promotion Concentration

1. Students will be able to describe the behavioral (physical activity, nutrition), environmental, and genetic risk factors for chronic disease.
2. Students will be able to apply health-related knowledge to create a health promoting lifestyle that will result in reduced risk of disease and improved quality of life.
3. Students will be able to exhibit effective oral, written, and critical thinking skills regarding subjects related to Wellness Promotion in an individual and group setting.
4. Students will be able to evaluate and integrate critical concepts and skills acquired in the Wellness Promotion program to common public health issues.
5. Students will be able to demonstrate knowledge of the fundamental concepts and features of project implementation, including planning, assessment, and evaluation.

Public Health, B.S. 

1. Summarize the history and philosophy of public health and the core values of health equity, social justice, community, participation, and progress toward optimal health.
2. Articulate the fundamental characteristics and organizational structures of the U.S. health system as well as to the differences in systems in other countries.
3. Describe basic methods and tools to locate, collect, use, and synthesize public health information and data, and why evidence-based approaches are an essential part of public health practice.
4. Outline the basic concepts of public health that identify assets and needs of populations and the basic processes, approaches and interventions of health program implementation, including assessment, planning, and evaluation.
5. Identify socio-economic, behavioral, biological, environmental, and other social determinants that impact human health and hinder health equity.
6. Communicate public health information in both oral and written forms and through a variety of media.

Sport and Fitness Management

1. Students will be able to demonstrate adequate knowledge and competencies needed to be successful sports management professionals in a variety of settings.
2. Students will be able to effectively apply knowledge and skills learned throughout the curriculum in real world settings.
3. Students will be able to apply critical thinking and reasoning skills as sport management professionals.
4. Students will be able to capably communicate, orally and in writing, as a sports management professional within various sport settings.
5. Students will be able to analyze situations and apply the principles of appropriate leadership skills and behaviors related to sport management and sport leadership responsibilities.
6. Students will be able to analyze moral and ethical issues related to sport and develop a personal philosophy regarding social responsibility and moral commitment in the sports management setting and as a sports management professional.

Programs

• Health and Physical Education, B.S.
• Health and Physical Education, Non-Teaching Wellness Promotion Concentration, B.S.
• Public Health, B.S.
• Sport and Fitness Management, B.S.

• Health Minor
• Pre-Athletic Training Minor
• Public Health Minor
• Sport Management Minor

• Licensure in Art Education (K-12)
• Licensure in Health and Physical Education (K-12)
• Licensure in Music Education (K-12)
• Licensure in Secondary Education 9-12, Biology Specialty Area
• Licensure in Secondary Education 9-12, English Specialty Area
• Licensure in Secondary Education 9-12, Mathematics Specialty Area
• Licensure in Spanish Education (K-12)

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