For individuals interested in becoming physical education teachers, fitness instructors or recreational leaders, the Bachelor of Science in Exercise Science with an Emphasis in Physical Education degree program offers a blend of classroom instruction and clinical experience designed to prepare students with the necessary skills to excel in these careers. The physical education degree program is designed to provide methods and procedures through physical education knowledge and an understanding of personal wellness. The program is aligned with the standards set by the National Association for Sport and Physical Education (NASPE) and is well-suited for students interested in the field of exercise science.
This physical education degree focuses on exercise and wellness and prepares individuals to teach physical education to those in elementary school, middle and high school, as well as students with special needs. Methods and techniques for teaching motor activities to the exceptional child are also examined. Students in the program also explore various approaches of implementing a physical education program in schools. In addition to learning teaching methods for physical education, students also acquire techniques for evaluating fitness levels and instructing fitness for adults.
General Education coursework prepares Grand Canyon University graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. These competencies, essential to an effective and satisfying life, are outlined in the General Education Learner Outcomes. General Education courses embody the breadth of human understanding and creativity contained in the liberal arts and sciences tradition. Students take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified in the University‛s General Education Competencies. The knowledge and skills students acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.
|Competency||Requirements||GCU Course Options||Total Credits|
|University Foundations||Upon completion of the Grand Canyon University's University Foundation experience, students will be able to demonstrate competency in the areas of academic skills and self-leadership. They will be able to articulate the range of resources available to assist them, explore career options related to their area of study, and have knowledge of Grand Canyon's community. Students will be able to demonstrate foundational academic success skills, explore GCU resources (CLA, Library, Career Center, ADA office, etc), articulate strategies of self-leadership and management and recognize opportunities to engage in the GCU community. Students with fewer than 24 credits will fulfill the University Foundations requirement with a specified lower-division course. An upper-division selection will be made available to students that enter the university with more than 24 credits.||UNV-103/303, University Success: 4 credits
UNV-108, University Success in the College of Education: 4 credits
|Effective Communication||Graduates of Grand Canyon University will be able to construct rhetorically effective communications appropriate to diverse audiences, purposes, and occasions (English composition, communication, critical reading, foreign language, sign language, etc.). Students are required to take 3 credits of English grammar or composition.||UNV-104, 21st Century Skills: Communication and Information Literacy: 4 credits
ENG-105, English Composition I: 4 credits
ENG-106, English Composition II: 4 credits
|Christian Worldview||Graduates of Grand Canyon University will be able to express aspects of Christian heritage and worldview. Students are required to take CWV 101.||CWV-101, Christian Worldview: 4 credits||4 credits|
|Critical Thinking||Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments (mathematics, biology, chemistry, physics, geology, astronomy, physical geography, ecology, economics, theology, logic, philosophy, technology, statistics, accounting, etc.). Students are required to take 3 credits of intermediate algebra or higher.||PHI-105, 21st Century Skills: Critical Thinking and Problem Solving: 4 credits
MAT-134, Applications of Algebra: 4 credits
BIO-220, Environmental Science: 4 credits
|Global Awareness, Perspective and Ethics||Graduates of Grand Canyon University will be able to demonstrate awareness and appreciation of and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life (psychology, sociology, government, Christian studies, Bible, geography, anthropology, economics, political science, child and family studies, law, ethics, crosscultural studies, history, art, music, dance, theater, applied arts, literature, health, etc.).||HIS-221, Themes in U. S. History: 4 credits
PSY-100, Psychology in Everyday Life: 4 credits
SOC-100, Everyday Sociology: 4 credits
If the predefined course is a part of the major, students need to take an additional course.
|Course #||Course Title||Course Description||Credits|
|BIO-155||Introduction to Anatomy and Physiology - Lecture||A study of the basic structure and function of the major systems of the human body, this course focuses on an in-depth exploration of the musculoskeletal and neurological systems for athletic training, health, and exercise science majors. This course also compares normal and abnormal function for more comprehensive understanding of the human body. Co-requisite: BIO 155L.||3|
|BIO-155L||Introduction to Anatomy and Physiology - Lab||This lab is designed to complement and support the principles taught in BIO 155. Upon successful completion of the course, students will be able to identify and describe functions, structures, and classifications of the skeletal, muscular, and organ systems along with related disorders. Co-requisite: BIO 155.||1|
|PED-200||Lifetime Personal Wellness and Teaching of Fitness||This is an introductory course in exercise and wellness. Emphasis is placed on the acquisition of knowledge regarding what fitness entails, self-evaluation of each student‛s present fitness needs, and development of personalized fitness programs. A special emphasis is placed on a review of nutritional principles and producing a personalized nutrition plan. Students also receive instruction and practice opportunities in the theoretical and practical aspects of flexibility, stretching, and weight training activities. This includes lesson planning, teaching techniques, evaluation, and proficiency in skills by means of lecture, demonstration, and participation.||4|
|EXS-214||Care, Treatment, and Prevention of Athletic Injuries - Lecture||This course is designed to provide students with a basic knowledge and understanding of the principles of sports medicine, the care and treatment of athletic trauma, and the use of proper conditioning principles for the prevention of injury. Prerequisites: One of the following combinations: 1) BIO 155 and BIO 155L; or 2) BIO 201, BIO 201L, BIO 202, and BIO 202L; or 3) BIO 360, BIO 360L, and either BIO 474 or BIO 484. Co-requisite: EXS 214L.||3|
|EXS-214L||Care, Treatment, and Prevention of Athletic Injuries - Lab||This lab is designed to complement and support the principles taught in EXS 214. The course is designed to provide students with a basic knowledge and understanding of the principles of sports medicine; the care and treatment of athletic trauma; safety and its importance in related settings; and the use of proper conditioning principles of the prevention of injury. Prerequisites: One of the following combinations: 1) BIO 155 and BIO 155L; or 2) BIO 201, BIO 201L, BIO 202, and BIO 202L; or 3) BIO 360, BIO 360L, and either BIO 474 or BIO 484. Co-requisite: EXS 214.||1|
|PED-247||Teaching Strategy in Physical Education and Exercise Science||This writing-intensive course is designed to prepare future physical education teachers, fitness instructors, and recreational leaders in the skills necessary to teach physical education activities to groups. Included is the development of lesson plans and course goals/performance objectives that can be applied to the teaching of any skill or activity. Becoming aware of the place of physical education and exercise science globally and perspectives on human diversity in all areas of sport and physical activity is included.||4|
|EXS-340||Physiology of Exercise - Lecture||This course is a study of the effects of exercise on the body. Topics include nutrition as the basis for physical activity; how energy is produced and utilized during physical activity; the energy delivery and vital functions of the respiratory, cardiovascular, muscular, and nervous systems during exercise; how these systems can be enhanced through training; the impact of ergogenic aids and environmental stress on performance; and the effect of exercise on body composition, weight control, aging, and disease prevention. The body‛s responses and adaptations to exercise at the systemic, as well as the subcellular level, are also discussed. Prerequisites: Prerequisites: One of the following combinations: 1) HLT 253 or BIO 160 or BIO 201 and BIO 202; or 2) one of these combinations: (a) BIO 155 and BIO 155L; or (b) BIO 201, BIO 201L, BIO 202, and BIO 202L; or (c) BIO 360, BIO 360L, and either BIO 474 or BIO 484. Co-requisite: EXS 340L.||3|
|EXS-340L||Physiology of Exercise - Lab||This is a course of field and laboratory experiences designed to reinforce the basic principles learned in the lecture course. Skills of measurement and evaluation, including computerized methods employed to facilitate testing, are applied to physiological and systemic principles of exercise. Prerequisites: One of the following: 1) none; or 2) one of the following combinations (a) BIO 155 and BIO 155L; or (b) BIO 201, BIO 201L, BIO 202, and BIO 202L; or (c) BIO 360, BIO 360L, and either BIO 474 or BIO 484. Co-requisite: EXS 340.||1|
|BIO-319||Applied Nutrition||This course provides a foundation of basic nutrition theory, with a focus on assessment, food components, exercise, nutrition, weight control, community programs, and resources. Application of these aspects is used to promote health and prevent illness.||4|
|PED-251||Teaching of Team Sports and Individual Activities I||This course is intended to provide students with the general technical and physical skills required to teach selected outdoor sports. Students learn how to plan and organize the team sports of soccer, flag football, and speedball for educational settings; conduct classes while ensuring participants‛ health and safety; and work with a variety of age and skill levels. This course is also designed to acquaint students with knowledge and experience of outdoor living and outdoor leadership skills. The individual/group activities of camping, backpacking, orienteering, and desert survival skills are discussed and practiced. Field trips to outdoor facilities are taken. Prerequisite: PED 247.||4|
|PED-263||Teaching of Team Sports and Individual Activities II||This course is intended to provide the student with the general technical and physical skill required to teach selected sports. Students learn how to plan and organize the team sports of basketball, softball, and volleyball, and the individual/dual activities of tennis, golf, and badminton for educational settings. Students work with a variety of age and skill levels and conduct classes while ensuring participants‛ health and safety. Prerequisites: PED 251.||4|
|HLT-485||Methods of Teaching Health and Measuring in Exercise Science||This course is a study of the methods and procedures of teaching health. Resources, aids, and agencies are studied in an attempt to determine how they may best assist the teacher. Practice teaching is included. Tests and measurements in health, physical education, and exercise science are presented. Emphasis is placed on producing valid and reliable tests, data analysis techniques for test evaluation, test construction assessment, and interpretation of test results. Prerequisites: One of the following combinations: 1) BIO 155 and BIO 155L; or 2) BIO 201, BIO 201L, BIO 202, and BIO 202L; or 3) BIO 360, BIO 360L, and either BIO 474 or BIO 484, and PED 247.||4|
|EXS-335||Kinesiology - Lecture||This course is an analysis of human movement, integrating knowledge of the skeletal, muscular, and neurological systems with the effects that gravity, friction, internal and external forces, and the laws of motion have on their functions. Topics presented include biomechanics of human bone, joint, and skeletal muscle; structure and function of the upper extremity, lower extremity, and spine; concepts of linear and angular kinematics and kinetics as applied to human motion; equilibrium and stability on land; and motion through a fluid medium of air or water. Included is the application of these factors to various types of physical skills. Prerequisites: One of the following combinations: 1) BIO 160 or BIO 201; or 2) one of these combinations (a) BIO 155 and BIO 155L; or (b) BIO 201, BIO 201L, BIO 202, and BIO 202L; or (c) BIO 360, BIO 360L, and either BIO 474 or BIO 484. Co-requisite: EXS 335L. Recommended: PHY 101 or PHY 111 (may be taken concurrently).||3|
|EXS-335L||Kinesiology - Lab||This laboratory course is designed to apply the anatomical, kinesiological, and biomechanical principles learned in the lecture course to human body movement. Movement of all of the major joints of the body is analyzed by relative and absolute joint position and muscle action, and biomechanical terms—such as linear and angular kinematics, friction, work, power, energy, and torque—are applied to human motion. Prerequisites: One of the following: 1) none; or 2) one of the following combinations: (a) BIO 155 and BIO 155L; or (b) BIO 201, BIO 201L, BIO 202, and BIO 202L; or (c) BIO 360, BIO 360L, and either BIO 474 or BIO 484. Co-requisite: EXS 335. Co-requisite: EXS 335.||1|
|HLT-302||Spirituality and Christian Values in Health Care and Wellness||This course explores the concepts of spirituality and Christian values as they relate to the role of the hospital or health care facility, the health care provider, and the patient. Since illness and stress can amplify spiritual concerns and needs, health care professionals are in a unique position to assist the patient/client in meeting those needs. Students explore and document the spiritual components of health care and wellness that permeate both the Old and New Testaments of the Bible as a foundation of understanding pain, suffering, health care, and wellness. From this foundation, students evaluate and reflect upon concepts such as a healing hospital/health care facility, the caregiver‛s role in giving care, the caregiver‛s need to care for self, dealing with grief, the role of prayer in health care, and the spiritual needs of patients and families dealing with chronic and acute illnesses.||4|
|PED-405||Elementary School Physical Education||This course prepares students to teach physical education to elementary school students. Emphasis is placed on establishing the need for physical education in the schools, how to instruct elementary school children in the psychomotor domain, the subtleties of implementing a physical education program, and the teaching of the objectives of physical education to the school situation and to the individual needs of the child. Experiential teaching and peer review are included in the course.||4|
|PED-344||Physical Education for Special Populations||This course is designed to develop methods and techniques of teaching the exceptional child in motor activities. Special topics include legislation that affects children with special needs, inclusiveness, the IEP, characteristics of motor functioning and development, behavior management techniques, and an overview of the types of special populations and their specific needs. Emphasis is also placed on the activities and programs to be included in curriculum and practice in leading activities and implementing programs.||4|
|PED-415||Secondary School Physical Education||This course prepares students who desire to teach at the middle school or high school level. Topics include classifications of students, organization of classes, choice and selection of appropriate activities and materials, progression, and testing. The course also examines teaching styles, techniques of effective instruction, and implementing instructional activities that meet NASPE standards in areas such as promoting an active lifestyle, lifetime activity, inclusiveness, responsibility, cooperation, and diversity. Experiential teaching and peer review are included in the course.||4|
|HLT-305||Legal and Ethical Principles in Health Care||This course provides a broad understanding of professional ethics, legal standards, and responsibilities as they relate to health care administration. The course introduces students to major ethical theory, principles, and models for the recognition, analysis, and resolution of ethical dilemmas in health occupations. This course also includes a review of classic cases in health care ethics and how they have shaped health policy. Students learn how to approach ethical dilemmas using theoretical frameworks and decision-making processes. Throughout the course, students are given the opportunity to evaluate real-life scenarios and arrive at calculated decisions, thereby developing the critical thinking skills needed for the moral decisions encountered in the health care environment. In addition to learning about the ethical principles in health care, students are introduced to the relationship between law and ethics, and the consequences and impact on individuals and the health care field. This course addresses the concerns of every health care professional regarding legal responsibility, workplace safety, and the health care facility‛s obligation to provide protection from injury for patients, their families, and staff. Through the use of case studies, students are exposed to real-life scenarios dealing with the development, understanding, and execution of the law; employee rights and responsibilities; and patient rights and responsibilities, thereby developing the critical thinking skills needed to evaluate the right and wrong courses of action when faced with complicated legal problems.||4|
|Required Course Total Credit:||60|
|General Education Requirements:||34 - 40 credits|
|Open Elective Credits:||20 - 26 credits|
|Total Degree Requirements:||120 credits|
This program is offered in the following formats or locations:
Enjoy Grand Canyon University's traditional campus experience. Nestled on over 90 acres in the heart of Phoenix, over 6,500 students live and attend class on the GCU campus. New modern classrooms, suite style dorms and a focus on creating a rich student life make GCU a top choice for high school graduates.
* Please refer to the Academic Catalog for more information. Program subject to change.