Human Performance

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].

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). 

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.

This course serves as an introduction to the field of sport management, offering a comprehensive overview of the history, principles, and practices within the sports industry. Topics include the various segments of the sports industry, management and marketing principles, legal and ethical considerations, and current issues in sport management. The course emphasizes experiential learning through practical assignments, guest lectures, and industry engagement.

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.

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

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.

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.

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.

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.

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.

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.

This course provides an in-depth understanding of the planning, design, and management of sports facilities and equipment. Topics include facility planning, design principles, maintenance, safety standards, and the procurement and management of sport management.

This course explores policy analysis, compliance principles, and practices within sport management. Topics include developing, implementing, and evaluating policies and the legal and ethical considerations in ensuring compliance within sports organizations.

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.

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.

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.

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.

This course explores the emergence of Name, Image, and Likeness (NIL) in college athletics and its impact on sports management. Students will analyze the legal, marketing, and business implications of NIL and its effect student-athletes, universities, and the broader sports ecosystem. Real-world case studies and guest speakers will provide practical insights into navigating the evolving NIL landscape.

This seminar-style course is designed to give students an in-depth understanding of contemporary issues in sport management. Through discussions, guest lectures, and independent projects, students will critically analyze challenges and opportunities in the sports industry while developing professional research, presentation, and networking skills. 

This course is an introductory course that emphasizes basic fundamentals of swimming.

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

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

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

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

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

This course is an introductory course that emphasizes learning basic skills, knowledge, rules and strategy of track/field/weightlifting.

In this course, emphasis is placed on skill acquisition and techniques for teaching stunts and tumbling.

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.

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.

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.