Coursework Listing with Descriptions

HPR 121: Lifetime Wellness

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Class Program:  Human Performance

Credits 2

This course deals with factors that 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.

HPR 230: Applied Anatomy

Class Program:  Human Performance

Credits 3

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).

HPR 231: History and Principles of Physical Education

Class Program:  Human Performance

Credits 3

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.

HPR 320: Techniques of Strength Training & Conditioning

Class Program:  Human Performance

Credits 2

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.

HPR 330: School Health

Class Program:  Human Performance

Credits 3

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

HPR 331: Organization/Administration of Physical Education

Class Program:  Human Performance

Credits 3

This course is a study of the 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.

HPR 332: Adapted Physical Education for Special Populations

Class Program:  Human Performance

Credits 3

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 the Stillman Teacher Education Program (STEP). Dispositions/professionalism is assessed during field experience.

HPR 333: Athletic Injuries and First Aid

Class Program:  Human Performance

Credits 3

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.

HPR 334: Coaching and Officiating of Major Sports

Class Program:  Human Performance

Credits 3

Emphasis will be placed upon coaching and officiating various sports at all levels. Topics discussed will include the preparation needed for such positions, the responsibilities of 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.

HPR 335: Measurement and Evaluation of Physical Education

Class Program:  Human Performance

Credits 3

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

HPR 336: Methods/Materials for Teaching Elementary Physical Education (P-5)

Class Program:  Human Performance

Credits 3

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-5. 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.

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

HPR 337: Methods/Materials for Teaching Elementary Physical Education (6-12)

Class Program:  Human Performance

Credits 3

This course provides an overview of the curriculum, instructional methods, assessment methods, professionalism/dispositions, and the management of health and physical education in grades 6-12. Teacher candidates will create learners 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.

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

HPR 420: Senior Thesis in Human Peformance

Class Program:  Human Performance

Credits 2

This course allows the student to integrate knowledge of facts and theories in the discipline.  Students will apply this knowledge and use research methodologies to examine issues within the Human Performance field.  The course goal is to write and present the findings via a senior thesis.

HPR 432: Physiology of Exercise

Class Program: Human Performance

Credits 3

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 conditioning methodologies for students, the general public, and competitive athletes. The major muscle groups, their functions, the energy systems, and the application of biological and physiological concepts to Human Performance are emphasized in the course.

HPR 433: Kinesiology

Class Program:  Human Performance

Credits 3

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.

HPR 434: Internship in Fitness/Wellness

Class Program:  Human Performance

Credits 3

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.  Prerequisites:  Faculty permission, senior standing, 2.75 GPA or higher, CPR certificate, and completed HPR 335 and HPR 335 with a “C” or higher.

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

Class Program:  Human Performance

Credits 2

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 the dispositions necessary to become an effective teacher. Dispositions/professionalism is assessed during field experience.

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

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

Class Program:  Human Performance

Credits 2

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 the dispositions necessary to become an effective teacher. Dispositions/professionalism are assessed during field experience.

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

Career Placement Statistics through May 2024 (N=50)

                                                                                          Number of Grad.                             Percentage of Grad.

Graduate School                                               12                                                                  24%

Work within Discipline                                     28                                                                   56%

Work Outside of Discipline                              10                                                                   20%