Human Performance

Degrees and Certificates

Classes

HPR 121 : Lifetime Wellness

This course deals with factors which influence physical, mental, social, and emotional health. Students learn health concepts to guide them to positive personal health decisions and lifestyle changes based on up-to-date health information. Students will have weekly lab experiences to illustrate the topics covered. Students are required to complete a fitness test to demonstrate competent movement performance and health fitness as delineated in the Alabama Fitness Test & SHAPE American standards [PE Fitness Test required each semester].

Credits 2

HPR 230 : Applied Anatomy

This course will focus on detailed work on the skeletal muscular system with direct applications to movement, stretching, and strengthening of skeletal muscles. Students will progress from a review of the history of anatomy; to the study of anatomy at the microscopic level of cells, organelles and tissues; and finally to the organ systems level. Special emphasis will be given to those systems with direct and major roles in exercise performance (muscular, skeletal, nervous, endocrine, cardiovascular, and respiratory systems). 

Credits 3

HPR 231 : History and Principles of Physical Education

This course is a study of the historical roles, principles, philosophical/social perspectives, legislation, and trends/issues in physical education and sports programs. Other topics covered include the Olympic games and career options in the field of Physical Education.

Credits 3

HPR 320 : Techniques of Strength Training & Conditioning

This course provides an overview of the methods and techniques associated with the strength and conditioning of athletes through cardiovascular and resistance training. The course is intended to prepare future professionals in various fitness fields to apply scientifically sound principles to strength and conditioning programs. The physiological principles for developing strength and conditioning training programs, utilizing both anaerobic and aerobic systems and performance assessment methods, will be addressed. By the end of this course students should be prepared to sit for a national credentialing examination.

Credits 2

HPR 330 : School Health

In this course, students discuss personal hygiene, health attitudes, habits, and problems of students in the elementary and secondary schools.

Credits 3

HPR 331 : Organization/Administration of Physical Education

This course is the study of organization and administration of physical education, athletics, and recreation programs in schools, colleges, and communities. Students will become familiar with administrative procedures and theory as they apply to physical education and athletics. Other topics include budgets, liabilities, tournaments, structures, and public relations.

Credits 3

HPR 332 : Adapted Physical Education for Special Populations

This course focuses on developing a) familiarity with current concepts and trends in adapted physical education, and b) the ability to plan and implement a physical education program designed to meet the unique or exceptional needs of individuals. Public or private school field experience is a requirement for Stillman Teacher Education Program (STEP). Dispositions/professionalism is assessed during field experience.

Credits 3

HPR 333 : Athletic Injuries and First Aid

This course focuses on emergency care for injuries resulting from accidents or illness and the recognition, care, and prevention of athletic injuries. Students who pass the American Red Cross test will be certified in Adult CPR. Opportunities are provided for students to practice and apply first aid techniques.

Credits 3

HPR 334 : Coaching and Officiating of Major Sports

Emphasis will be placed upon coaching and officiating a variety of sports at all levels. Topics discussed will include the preparation needed for such positions, the responsibilities that go with such positions, problems related to major sports, public relations, purchase and care of equipment, among other things. Handouts and assigned readings will accompany each major topic.

Credits 3

HPR 335 : Measurement and Evaluation of Physical Education

This course provides a comprehensive and advanced approach to health and fitness appraisal and exercise prescription for both healthy and special populations. It is designed to provide a well-balanced approach to the assessment of health and physical fitness and the design and implementation of exercise programs, addressing cardiorespiratory endurance, muscular fitness, body weight and composition, and flexibility.

Credits 3

HPR 336 : Methods/Materials for Teaching Physical Education P-12

This course provides an overview of the curriculum, instructional methods, assessment methods, professionalism/dispositions, and the management of health and physical education in grades P-12. Teacher candidates will create short-term/long-term objectives, create and implement physical education content that is aligned with lesson plan objectives, utilize resources to create active and fair learning activities, plan and adapt learning instruction for diverse learners and students with exceptionalities, plan and create sequential instruction for all learners, and integrate current technology when planning and implementing lesson plans. Teacher candidates will demonstrate verbal/nonverbal communication skills, implement demonstrations and instructional cues, provide effective instructional feedback for skill acquisition, adjust instructional activities based on student responses/dispositions, incorporate classroom management strategies to ensure learning is safe, and implement projects that include independent learning activities, cooperative learning activities, and think-pair-share activities that promote personal accountability and social skills. In addition, teacher candidates will design and implement appropriate learning activities that include learning goals that are a) performance-based, measurable, and developmentally appropriate, and b) aligned with the Alabama Course of Study, local district standards, and national standards to address the diverse needs of all learners. Teacher candidates must demonstrate dispositions that are necessary to become an effective teacher. Dispositions/professionalism is assessed during field experience.

Credits 3

Prerequisites

Admission to Teacher Education. Public or private school field experience is a requirement in Stillman Teacher Education Program (STEP). Membership in the Student Alabama Education Association (SAEA) is required in order to take this course.

HPR 420 : Senior Thesis in Physical Education

This course allows the student to integrate knowledge of facts and theories in the discipline and to apply this knowledge to a variety of situations and ideas in the discipline as evidenced in both oral and written form. The goal is to write and present a senior thesis.

Credits 2

HPR 432 : Physiology of Exercise

This course is a study of the scientific principles of exercise and physiological and biomechanical concepts connected to movement and fitness. Topics covered include the various methods of conditioning for students and the general public as well as training programs for athletes. Also emphasized are the major muscle groups and their functions, the energy systems, and the application of biological and physiological concepts to physical education and sports.

Credits 3

HPR 433 : Kinesiology

This course is designed to analyze the movement of the human body and to discover their underlying principles. The mechanical aspects of human movement and elements of various motor skills and performance concepts will be emphasized.

Credits 3

HPR 434 : Internship in Fitness/Wellness

This course provides practical experience in fitness/wellness through service with selected or approved in-service sites. The internship is designed to provide students with the opportunity to make application of theories and concepts learned in the classroom in a professional setting. Internships also provide students with the opportunity to network and make contacts that will assist them in obtaining professional employment following graduation.

Credits 3

HPS 111 : Volleyball and Basketball

This course is an introductory course that emphasizes basic skills, knowledge, rules and strategy of volleyball (8 weeks) and basketball (8 weeks).

Credits 1

HPS 112 : Dance and Aerobics

In this course, the basic approaches to learning creative rhythms and recreational dance forms, with application to school physical education programs are stressed.

Credits 1

HPS 113 : Flag Football and Soccer

This course is an introductory course that emphasizes learning basic skills, knowledge, rules and strategy of flag football (8 weeks) and soccer (8 weeks).

Credits 1

HPS 114 : Tennis and Badminton

This course is an introductory course that emphasizes learning basic skills, knowledge, rules and strategy of tennis (8 weeks) and badminton (8 weeks).

Credits 1

HPS 115 : Softball and Golf

This course is an introductory course that emphasizes learning basic skills, knowledge, rules and strategy of softball (8 weeks) and golf (8 weeks).

Credits 1

HPS 118 : Intermediate Swimming

In this course, emphasis is placed on techniques, skill, and knowledge of swimming. Depending upon swimming skills, this course can be substituted for beginning swimming (HPS 110) or taken as an elective upon completion of HPS 119.

Credits 1

HPS 220 : Methods of Teaching Striking, Field, Invasion, and Territory Games

This course provides teacher candidates with opportunities to study and apply physiological/behavior theories, motor theories, motor skills, and concept knowledge of striking, field, invasion, and territory games (softball, football, soccer, basketball, team handball). Teacher candidates will investigate these sports and their relationships, as well as demonstrate personal competence in relevant motor skills, movement, and the methods and techniques needed to teach them. Teacher candidates will create short-term and long-term objectives, create and implement physical education content aligned with lesson plan objectives, utilize resources to create active learning activities, plan and adapt learning instruction for diverse learners and students with exceptionalities, plan and create sequential instruction for all learners, and integrate current technology into lesson plans and teaching. Teacher candidates will demonstrate competence in the following: verbal/nonverbal communication skills, demonstrations, instructional cues, constructive instructional feedback for skill acquisition, adjusting instructional activities based on student responses/dispositions, classroom management strategies for safe learning, and implementing projects that include independent learning activities, cooperative learning activities, and think-pair-share activities that promote personal accountability and social skills. In addition, teacher candidates will design and implement appropriate learning activities that include learning goals that are a) performance-based, measurable, and developmentally appropriate, and b) aligned with the Alabama Course of Study, local district standards, and national standards to address the diverse needs of all learners. Teacher candidates must demonstrate dispositions necessary to becoming an effective teacher. Dispositions/professionalism is assessed during field experience.

Credits 2

Prerequisites

Admission to Teacher Education. Public or private school field experience is a requirement in Stillman Teacher Education Program (STEP). Membership in the Student Alabama Education Association (SAEA) is required in order to take this course.

HPS 221 : Methods of Teaching Target, Net, and Wall Games

This course provides teacher candidates with opportunities to study and apply physiological/behavior theories, motor theories, motor skills, personal motor skills and movement performance and concept knowledge of target, net, and wall games (golf, tennis, badminton, volleyball, and racquetball). Teacher candidates will investigate these sports and their relationships, as well as demonstrate personal competence in relevant motor skills, movement, and the methods and techniques needed to teach the skills. Teacher candidates will create short-term and long-term objectives, create and implement physical education content aligned with lesson plan objectives, utilize resources to create active learning activities, plan and adapt learning instruction for diverse learners and students with exceptionalities, plan and create sequential instruction for all learners, and integrate current technology into lesson plans and teaching. Teacher candidates will demonstrate competence in the following: verbal/nonverbal communication skills, demonstrations, instructional cues, constructive instructional feedback for skill acquisition, adjusting instructional activities based on student responses/dispositions, classroom management strategies for safe learning, and implementing projects that include independent learning activities, cooperative learning activities, and think-pair-share activities that promote personal accountability and social skills. In addition, teacher candidates will design and implement appropriate learning activities that include learning goals that are a) performance-based, measurable, and developmentally appropriate, and b) aligned with the Alabama Course of Study, local district standards, and national standards to address the diverse needs of all learners. Teacher candidates must demonstrate dispositions necessary to becoming an effective teacher. Dispositions/professionalism is assessed during field experience.

Credits 2

Prerequisites

Admission to Teacher Education. Public or private school field experience is a
requirement in Stillman Teacher Education Program (STEP). Membership in the Student
Alabama Education Association (SAEA) is required in order to take this course.