| Course # | Course Name | Course Description | Semester |
| PHE 102 | Development and Gymnastic Activities (2 hrs.) |
Students will work towards proficiency in an ability to create developmentally appropriate learning experiences for elementary aged children. They will receive instruction in the following areas of child development: gross & fine motor skills, social-emotional, cognitive development, and the developmental milestones that children should encounter as they develop physically. They will also gain experience in creating original, developmentally appropriate movement & gymnastic activities for children at the elementary school level. | Spring |
| PHE 121 | Team Sports Activities (2 hrs.) |
Students will work towards proficiency of the physical and cognitive skills of various team sports, games, and activities. Some of these activities are but are not limited to basketball, softball, team handball, soccer, volleyball, water polo, etc. Students will engage in the (8) team sport activities of their choice by employing the Learner Initiated Style of learning; and will further be prompted by the course instructor to advance their learning with the Guided Discovery Style of learning. | Fall |
| PHE 122 | Individual & Dual Activities (2 hrs.) |
Students will work towards proficiency of the physical and cognitive skills of the various individual & dual games and activities of their choosing. Some of these activities are but are not limited to fitness training, tennis, badminton, speedminton, pickle-ball, archery, disc golf, bowling, orienteering, weight training, etc. Students will engage in the (8) individual and dual sport activities of their choice by employing the Learner Initiated Style of learning; and will further be prompted by the course instructor to advance their learning with the Guided Discovery Style of learning. | Fall |
| PHE 123 | Dance & Rhythmic Activities (2 hrs.) |
Students will work towards proficiency in several rhythmic & dance activities which include but is not limited to: Ballroom Dance, Folk Dance, Hip-hop, Square Dance, Line Dance, Tap Dance, Swing Dance, etc. Students will choose the (7) dance-forms that appeal to them and have the option of completing (2) dance-forms of their own choosing. | Spring |
| PHE 265 | Motor Learning ( 3 hrs.) |
This course deals with motor development and learning as it relates to Physical Education and explaining how changes in motor development impacts the learning of motor skills. Various motor learning theories are explored with application of these theories to physical education and coaching. | Fall |
| PHE 267 | Teaching Elementary Physical Education (3 hrs.) |
This course explores the educational strategies that promote student learning in physical education classes at the elementary school level. This course, which supports the Maine Teacher Standards, looks at the following topics: developmentally appropriate instruction, social interaction, the assessment of learning, lesson planning, motor-learning, and accommodating diverse learners in the classroom. | Fall |
| PHE 302 | Teaching Secondary Physical Education (3 hrs.) |
This course explores the educational strategies that promote student learning in physical education classes at the middle/high school level. This course, which supports the Maine teacher standards, looks at the following topics: strategies of instruction, the assessment of learning, lesson planning, motor-learning, and accommodating diverse learners in the classroom. | Spring |
| PHE 376 | Integrating HPE and the Elementary Classroom (3 hrs.) |
This course deals with the methods and techniques of integrating health and physical education with the elementary classroom curriculum. The primary goal of this course is to instruct and train the elementary physical education teacher in ways to integrate the classroom curriculum with physical education by using the integrated teaching approach. | Summer |
| PHE 384 | Fundamentals of Coaching (3 hrs.) |
This course focuses on the knowledge, behaviors, and principles associated with appropriate practices in athletic coaching. The course is overseen by the American Sport Education Program (ASEP); all course materials, lesson topics, and certification procedures are administered and followed by an ASEP certified instructor. Successful completion leads to ASEP certification. | Spring |
| PHE 385 | Adapted Physical Education (3 hrs.) |
This course focuses on motor development and motor learning issues associated with pre-K through 12th grade children having physical and/or learning disabilities. Course topics include assessment and evaluation tools, IEPs, current research literature, appropriate teaching practices, and applicable government regulations. | Spring |
| PHE 405 | Topics in Physical Education & Athletics
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This course will present topics that reflect the issues, concerns, and trends within physical education and athletics. Students will engage in discussion, writing, reflection, and research. | Spring |
| PHE 480 | Measurement & Evaluation of Physical Education (3 hrs.) |
This course will engage you in the development of measurement, evaluation, and assessment strategies relating to human performance. You will learn to apply statistical applications for analyzing human performance to make decisions concerning the effectiveness of those performances. | Fall |
| PHE 485 | Organization & Administration of Physical Education (3 hrs.) |
This course coordinates the various phases of the Physical Education program. Emphasis is placed on the organization and administration of the total program in relation to the community, the students, school personnel, scheduling, programming, supplies, equipment, and facilities. | Fall |
| EDU 376 | Integrating HPE and the Elementary Classroom (3 hrs.) |
This course deals with the methods and techniques of teaching health and physical education to elementary school aged children in a self-contained classroom. The primary goal of this course is to assist the elementary classroom teacher in providing quality health and movement experiences that enhance learning by using the integrated teaching approach. | Summer |
