physical education coursework

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Physical Education

Physical education is the foundation of a Comprehensive School Physical Activity Program. 1, 2 It is an academic subject characterized by a planned, sequential K–12 curriculum (course of study) that is based on the national standards for physical education. 2–4 Physical education provides cognitive content and instruction designed to develop motor skills, knowledge, and behaviors for physical activity and physical fitness. 2–4 Supporting schools to establish physical education daily can provide students with the ability and confidence to be physically active for a lifetime. 2–4

There are many benefits of physical education in schools. When students get physical education, they can 5-7 :

• Increase their level of physical activity.
• Improve their grades and standardized test scores.
• Stay on-task in the classroom.

Increased time spent in physical education does not negatively affect students’ academic achievement.

Strengthen Physical Education in Schools [PDF – 437 KB] —This data brief defines physical education, provides a snapshot of current physical education practices in the United States, and highlights ways to improve physical education through national guidance and practical strategies and resources. This was developed by Springboard to Active Schools in collaboration with CDC.

Secular Changes in Physical Education Attendance Among U.S. High School Students, YRBS 1991–2013

The Secular Changes in Physical Education Attendance Among U.S. High School Students report [PDF – 3 MB] explains the secular changes (long-term trends) in physical education attendance among US high school students over the past two decades. Between 1991 and 2013, US high school students’ participation in school-based physical education classes remained stable, but at a level much lower than the national recommendation of daily physical education. In order to maximize the benefits of physical education, the adoption of policies and programs aimed at increasing participation in physical education among all US students should be prioritized. Download the report for detailed, nationwide findings.

Physical Education Analysis Tool (PECAT)

The  Physical Education Curriculum Analysis Tool (PECAT) [PDF – 6 MB] is a self-assessment and planning guide developed by CDC. It is designed to help school districts and schools conduct clear, complete, and consistent analyses of physical education curricula, based upon national physical education standards.

Visit our PECAT page  to learn more about how schools can use this tool.

• CDC Monitoring Student Fitness Levels1 [PDF – 1.64 MB]
• CDC Ideas for Parents: Physical Education [PDF – 2 MB]
• SHAPE America: The Essential Components of Physical Education (2015) [PDF – 391 KB]
• SHAPE America: Appropriate Instructional Practice Guidelines for Elementary, Middle School, and High School Physical Education [PDF – 675 KB]
• SHAPE America: National Standards and Grade-Level Outcomes for K–12 Physical Education 2014
• SHAPE America: National Standards for K–12 Physical Education (2013)
• SHAPE America Resources
• Youth Compendium of Physical Activities for Physical Education Teachers (2018) [PDF – 145 KB]
• Social Emotional Learning Policies and Physical Education
• Centers for Disease Control and Prevention. A Guide for Developing Comprehensive School Physical Activity Programs . Atlanta, GA: Centers for Disease Control and Prevention, US Department of Health and Human Services; 2013.
• Centers for Disease Control and Prevention. School health guidelines to promote healthy eating and physical activity. MMWR . 2011;60(RR05):1–76.
• Institute of Medicine. Educating the Student Body: Taking Physical Activity and Physical Education to School . Washington, DC: The National Academies Press; 2013. Retrieved from  http://books.nap.edu/openbook.php?record_id=18314&page=R1 .
• SHAPE America. T he Essential Components of Physical Education . Reston, VA: SHAPE America; 2015. Retrieved from   http://www.shapeamerica.org/upload/TheEssentialComponentsOfPhysicalEducation.pdf  [PDF – 392 KB].
• Centers for Disease Control and Prevention. The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance . Atlanta, GA; Centers for Disease Control and Prevention, US Department of Health and Human Services; 2010.
• Centers for Disease Control and Prevention. Health and Academic Achievement. Atlanta: US Department of Health and Human Services; 2014.
• Michael SL, Merlo C, Basch C, et al. Critical connections: health and academics . Journal of School Health . 2015;85(11):740–758.

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IGCSE Physical Education (0413) Coursework Training Programme

Topic outline, introduction.

Welcome to Cambridge IGCSE Physical Education 0413 and 0995.

Click the link to open a transcript of the introductory video

To complete this Coursework Training Programme you will need to download and refer to:

• The 2019-2021 Syllabus
• The 2019 Coursework Guidelines Booklet

Click the link above to be taken to the documents on the Cambridge International public website.

To complete this course you will also need to refer to the Coursework Handbook, which is available on Teacher Support from the link above.

Setting tasks

Introduction and practice

Answer the following questions to complete the module.

Marking coursework

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Physical Education Courses and Certifications

Learn Physical Education, earn certificates with paid and free online courses from The Open University, University of Melbourne, University of Birmingham, CEC and other top universities around the world. Read reviews to decide if a class is right for you.

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Supporting Physical Education in Schools for All Youth

• Policy Statements and Advocacy
• Policy Statement Database
• Development Process
• Archiving Process
• Proposed Policy Statements
• Date: Oct 26 2021
• Policy Number: 20211

Key Words: Physical Activity, Education, School Health, Obesity

Abstract This policy statement provides scientific evidence that schools are unique places where children should be engaged in physical activity. However, most school policies and programs are not supportive of physical activity in the school day, specifically physical education. Considering that 30.4% of youth are overweight or obese and that 76.8% do not meet the daily physical activity recommendations, and considering the benefits of physical activity with respect to increased ability to concentrate and learn, it is of the utmost importance to incorporate policies and programs that facilitate healthy engagement in physical activity in schools. Marginalized youth from low-income families, communities of color, immigrant communities, and others are disproportionately impacted by lack of supportive policies and programming. This policy statement calls for comprehensive and cooperative actions from the public health community, schools, administrators, researchers, and community members to increase physical activity opportunities through physical education in order to engage youth in at least 60 minutes of physical activity daily.

Relationship to Existing Policy Statements 

• APHA Policy Statement 20137: Improving Health and Wellness through Access to Nature
• APHA Policy Statement 20172: Supporting the Updated National Physical Activity Plan
• APHA Policy Statement 201515: The Role of Health Education Specialists in a Post-Health Reform Environment
• APHA Policy Statement 20079: Building a Public Health Infrastructure for Physical Activity Promotion
• APHA Policy Statement 9709: Promoting Public Health Through Physical Activity
• APHA Policy Statement 20044: Creating Policies on Land Use and Transportation Systems that Promote Public Health
• APHA Policy Statement 20058: Supporting the WHO Global Strategy on Diet, Physical Activity and Health
• APHA Policy Statement 200619: Urgent Call for a Nationwide Public Health Infrastructure and Action to Reverse the Obesity Epidemic
• APHA Policy Statement 201514: Building Environments and a Public Health Workforce to Support Physical Activity Among Older Adults
• APHA Policy Statement 20121: Supporting the National Physical Activity Plan
• APHA Policy Statement 201415: Support for Social Determinants of Behavioral Health and Pathways for Integrated and Better Public Health

Problem Statement Obesity is an important health issue among children in the United States. According to the 2019 National Health and Nutrition Examination Survey, 16.1% of U.S. youth are overweight and 19.3% are obese.[1] Moreover, racial, socioeconomic, and gender disparities exist in terms of risk factors associated with being overweight or obese. The chronic disease burden is consistent with the disproportionately high percentages of overweight and obese youth in racial minority and socioeconomically disadvantaged populations. According to data from the 2019 Youth Risk Behavior Surveillance System (YRBSS), 37.7% of Black youth and 38.8% of Hispanic youth are overweight or obese, as compared with just 27.7% of White youth.[2]

P hysical inactivity is a significant risk factor for obesity and other chronic conditions.[3] As the proportion of students who are overweight or obese has increased, so has inactivity. Empirical evidence suggests that physical activity may be used as a standalone strategy to decrease adiposity among children.[4] It is recommended that school-aged children and adolescents (6–17 years of age) engage in 60 minutes of physical activity seven days per week.[5] According to data from the 2019 YRBSS, 76.8% of youth do not meet the recommended amounts of physical activity.[2] The same data set indicates that adolescent girls, in particular, are at a higher risk for being inactive as they age; 84.6% of girls do not meet the physical activity guideline of 60 minutes per day seven days a week, as compared with 69.1% of boys.[2] In addition, inactive youth are more likely to be inactive as adults.[6] Starting physical activity early is essential to prevent inactivity in adulthood and older adulthood.

Physical activity provides benefits beyond physical health. For example, it is associated with a reduced risk for depression.[7] Trends for contemplating and making a plan for suicide are increasing among White, Hispanic, and Black youth, and there are racial and ethnic disparities in terms of mental health challenges among youth.[5] In 2019, 40.0% of Hispanic youth reported persistent feelings of sadness or hopelessness, as compared with 36.0% of White youth and 31.5% of Black youth.[5]

In addition to the long-term health benefits of child physical activity, there are numerous academic-related benefits, which the body of evidence continues to expand.[8] Extensive research has demonstrated strong positive correlations between physical activity and higher levels of physical fitness and academic achievement, educational attainment, academic performance, and brain functioning.[8–10] In fact, physical activity participation has both intermediate and long-term benefits with respect to academic performance. Research has shown that, immediately following engagement in physical activity, children have improved concentration on classroom tasks, which may potentially enhance learning.[8]

It is recommended that schools provide 150 minutes of instructional physical education for elementary school children and 225 minutes for middle and high school students per week for the entire school year.[11] However, only Oregon and the District of Columbia have requirements that meet the recommendations for minutes of physical education.[12] Physical education requirements notably decrease after the fifth grade, which aligns with significant decreases in physical activity in youth. Only 8.7% of schools require physical education for 12th grade, as compared with 45.1% of schools for fifth grade.[13]

The lack of universal physical education requirements at all grade levels and the lack of funding dedicated to physical education facilitate inactivity. The median school physical education budget in the United States is just $764 per year,[12] which may further hinder schools from meeting physical education recommendations. Ohinmaa and colleagues suggested that grants, donations, and fundraising account for about half of all funding for school health.[14] Improving physical education policies nationwide has the potential to reduce overall health care costs by $60.5 million within 10 years.[15]

Students who attend physical education in school are two to three times more likely to be physically active outside of school and nearly twice as likely to be active in adulthood.[16] Furthermore, physical education has been shown to be an opportunity for students to gain many of their recommended minutes of physical activity, but many students do not attend or participate in these classes.[13] According to 2019 YRBSS data, about half of high school students attend physical education classes one or more days per week.[2] Therefore, targeting middle and high schools is uniquely important because a significant drop in physical education attendance and physical activity participation occurs between the seventh and 12th grades.[11]

Evidence-Based Strategies to Address the Problem   Youth spend a significant portion of their time at school[17]; therefore, schools are one of the most important places for physical activity interventions.[18] According to the Society of Health and Physical Educators, schools should require physical education for students in kindergarten through grade 12.[19] Specifically, all students within secondary school (which includes middle school and high school) should achieve 225 minutes of physical activity per week, while students in primary school (which includes elementary school) should achieve 150 minutes per week.[19]

Current evidence-based strategies to increase physical activity among youth are described below.

Improving school-based physical education: According to the Community Preventive Services Task Force (CPSTF),[20] enhanced school-based physical education involves changing the curriculum and coursework for K–12th-grade students to increase the amount of time students spend engaging in moderate to vigorous physical activity (MVPA) during physical education classes. Enhanced school-based physical education is defined as increasing the amount of time students spend completing MVPA during physical education classes to at least 50% of class time.[20] The CPSTF specifically recommended improving physical education teaching strategies by (1) incorporating modified games and substituting sedentary games with active games and (2) including physical education lesson plans that incorporate fitness and circuit training activities.[20]

Lonsdale and colleagues highlighted effective strategies to increase MVPA, which included teacher professional learning focusing on class organization, management, and instruction and supplementing the usual physical education lessons with high-intensity activity (i.e., fitness infusion).[21] A systematic review of 14 studies showed that students who participated in enhanced school-based physical education classes engaged in 24% more MVPA.[21] Also, groups that received enhanced school-based physical education spent on average 53% of their time engaged in MVPA.[21] In addition, Zhou and Wang found that team games were reported to accumulate the most MVPA time, with movement-based activities (such as gymnastics and dance) having the highest amounts of MVPA and knowledge-based activities (i.e., lesson-based instruction) having the lowest amounts.[22] Implementation of enhanced school-based physical education aligns with the Healthy People 2030 objectives, which aim to increase the proportion of adolescents who meet current federal physical activity guidelines for aerobic physical activity and muscle-strengthening activity.[23]

It is important that physical education classes be taught by state‐licensed or state‐certified teachers who are endorsed to teach physical education. In a meta-analytic review, Hollis and colleagues found that youth were engaged in MVPA for an average of 44.8% of lesson time.[24] Low MVPA levels in physical education lessons could be the result of pedagogical characteristics often observed in typical lessons, such as stopping physical activity to provide instruction, observing demonstrations related to the activity, or organizing equipment or student groups.[25] An examination of time allotment in terms of lesson context revealed that 30% of lesson time was spent in game play, 29% in fitness, 20% in classroom management, 9% in knowledge-related activities, and 5% in skill-related activities.[15] Similar results were found in a study by Powell and colleagues in which the average length of physical education lessons was 35.3 minutes, with only 15 minutes of MVPA during physical education.[26] Results further demonstrated that 34% of the lesson was spent standing and 21.7% was spent sitting, with time sitting being directly linked to knowledge attainment.[26] 

In conclusion, a significant proportion of physical education instruction time is spent on classroom management, instruction, and transitional periods. While these periods are necessary, they detract from the overall time youth spend participating in MVPA. It is, therefore, recommended that all physical education courses be taught by qualified individuals who have received formal training in physical education pedagogy. SHAPE America has specifically recommended that physical education be taught by an endorsed state‐licensed or state‐certified teacher.[11] This educational licensure or certification requirement would ensure that the physical education curriculum used in schools is appropriate and maximizes the time students spend engaging in MVPA while also aligning with national and/or state physical education standards for K–12 physical education.[11] 

Increasing the frequency of physical education: Scientific evidence has shown that increasing the frequency of physical education can improve overall physical activity among youth. Research indicates that only 25.9% of high school students attend physical education classes five days per week.[5]  Findings from the School Health Policies and Practices Study showed that less than 4% of elementary and middle schools require physical education or similar activity every day throughout the school year.[18] Moreover, less than 9% of middle schools require physical education at least three days per week.[18] Physical education instruction for high school students decreased from 29.9% in 2017 to 25.9% in 2019.[5]

The benefits of regular physical activity are well documented and include improvements in bone and muscle development, cardiorespiratory fitness, and weight control; reduced symptoms of depression and anxiety; and reduced risks of heart disease, cancer, type 2 diabetes, and hypertension.[3] Research has demonstrated that physical activity throughout the school day is associated with better school performance.[8] Healthy People 2030 objectives highlight the importance of increased physical activity through improved physical education in both public and private school systems. Specifically, the Educational and Community-Based Programs workgroup aims to increase the proportion of adolescents who participate in daily school-based physical education.[7]

Reduction or removal of waivers, substitutions, and exemptions for physical education: Another important strategy to increase school-based MVPA is the reduction or removal of waivers, substitutions, and exemptions for physical education. According to the Shape of the Nation 2016 report, 30 U.S. states allow student exemptions from physical education classes, and 31 states allow students to substitute activities such as marching band, cheerleading, drill team, or intramural sports for physical education credit.[12] SHAPE America issued a position statement according to which school districts and schools should not allow waivers or exemptions from physical education class time or credit requirements.[11] Specifically, SHAPE firmly asserted that all students should be required to complete physical education courses and that state, district, and school policies should not allow substitutions, waivers, or exemptions for physical education courses, class time, or credit requirements. By allowing waivers, substitutions, and exemptions for physical education, schools and districts eliminate opportunities for students to be active at a time when physical activity levels are at an all-time low among youth.[11] As mentioned, schools offer a unique setting to teach children the value of physical activity as well as a structured, supervised environment in which children can learn the necessary skills to encourage lifelong physical activity.[11]

Culturally tailored physical education: Multiple organizations have reported the need to ensure culturally tailored physical education for all populations, especially marginalized populations such as minority racial, ethnic, and cultural groups; girls and women; refugees; people experiencing homelessness; LGBTQ+ (lesbian, gay, bisexual, transgender, queer or questioning) populations; and others.[27,28] The United Nations Educational, Scientific and Cultural Organization’s Guidelines for Policy-Makers on Quality Physical Education stated the need for and importance of providing physical education for minority groups. According to the guidelines, (1) curricula should be flexible and adaptable for all groups, (2) teachers should be professionally qualified and capable of providing physical education for all students, and (3) school policies and practices should provide appropriate infrastructure, faculties, equipment, and teaching material for all students.[28]

Lastly, it is recommended that teachers have access to resources such as community health workers who can provide culturally specific guidance on physical education. Community health workers are particularly effective because of the cultural and linguistic connections they have with the communities they serve.[29] Providing culturally appropriate physical education may increase physical activity,[30] decrease obesity,[31] and improve the overall health of minority groups by increasing social support, promoting healthy lifestyles, and increasing knowledge of disease prevention.[32]

Adaptive physical education: According to the Physical Activity Guidelines for Americans, children and adolescents with disabilities are more likely to be inactive than those without disabilities.[7] It is recommended that children and adolescents with disabilities still aim to meet the key guideline of 60 minutes of physical activity every day when possible. If youth are unable to participate in the physical activities or durations needed to meet the key guidelines, it is recommended that they be as active as possible and avoid being inactive.[7]

Youth with disabilities should work with health care professionals or physical activity specialists to learn about the types and amounts of physical activity appropriate for them.[7] The Adapted Physical Education National Standards were developed to ensure that physical education for children with disabilities be delivered by a qualified adapted physical educator. According to these standards,  physical education teachers should use sound teaching practices to ensure the inclusion and representation of all skill and ability levels.[33] Specifically, master physical educators should be well prepared to provide knowledge acquisition as well as physical activity opportunities for all abilities to create active and healthy lifestyles for all students. In addition, the standards outline high expectations for a physically active lifestyle. Lastly, it is expected that master physical educators will maintain a stimulating, productive learning environment that holds all students to the highest expectations for a physically active lifestyle.[33]

Conclusion: In conclusion, schools are the ideal and recommended setting for the promotion of physical activity among youth, and physical education is the primary vehicle through which to achieve this objective in schools.[34] Improving the quality and quantity of physical education courses will give youth more opportunities to attain the recommended amount of physical activity each day. Reducing physical education waivers would ensure that youth are not exploiting a loophole in the system. Advocating for culturally tailored physical education and adaptive physical education would foster an inclusive environment in which all children are able to be physically active and healthy.

Opposing Arguments/Evidence  Few would disagree that physical activity and time spent engaged in physical education are important for youth development and overall health. The primary opposing arguments tend to stem from the poorly designed physical education curriculum and the time taken away from other subjects amid increased pressure to raise standards and scores in subjects such as math, science, and English. As a result, time allocated to physical education and the perceived importance of physical education lessons have been reduced.  However, there is a substantial amount of evidence that physical activity can help improve academic achievement, including overall grades and standardized test scores.[34] In a systematic review of 43 articles and 50 studies, the Centers for Disease Control and Prevention (CDC) determined that physical activity has a positive impact on cognitive skills, attitudes, and academic achievement.[34] Specifically, physical activity enhanced concentration and attention and improved classroom behavior.[34] The review also showed that increasing time during the school day for physical activity does not appear to take away from overall academic performance.[34]  Therefore, the CDC recommended that schools increase the amount of time students spend in physical education or consider adding components to increase the quality of physical education classes.[34] As highlighted in the evidence-based strategies to improve school-based MVPA, the CPSTF recommended use of enhanced physical education, including improved physical education teaching strategies, by incorporating modified, more active games and physical education lesson plans that involve fitness and circuit training activities.[20]

Alternative Strategies Enhancing, encouraging, and maintaining physical education class duration and quality are vital to the health and well-being of children, particularly in terms of their physical activity behaviors. However, there are several alternative strategies to increase the physical activity of youth that should be considered in conjunction with retaining the importance of physical education.

Before- and after-school physical activity programs: According to the World Health Organization, after-school activities are a key avenue to supplement youth MVPA levels.[35] After-school physical activity could include physical activity clubs, intramural programs, informal play on school grounds, physical activity in school-based before- and after-care programs, and interscholastic sports.[18] Mayorga-Vega and colleagues found that physical activity that took place after school hours achieved 36% of the recommended 60 minutes of MVPA per day.[36] However, adolescents still reported a higher level of MVPA during physical education classes than during school recess and after-school programs.[36]

Only about 26% of the nation’s public and private schools provide access to their physical activity spaces and facilities for all individuals outside of normal school hours. In addition, a steady decline has been observed in provision of access to physical activity facilities during nonschool hours.[37] Therefore, schools can further encourage physical activity by opening up their facilities for community use.[18]

Increasing active transportation to and from school: According to the CPSTF, walking or bicycling to and from school provides children and adolescents with an opportunity to be physically active most days of the week.[38] Interventions such as the Safe Routes to School program could increase active transportation to and from school and reduce pedestrian and bicycle injury rates. However, there is not enough evidence to show that school travel leads to increases in students’ overall daily physical activity.[38]

Recess: Recess is defined as a regularly scheduled period during the school day for physical activity and play that are monitored by trained staff or volunteers.[13] Recess has been directly related to increased physical activity, improved memory, improved attention, improved concentration, decreased classroom disruptive behavior, improved social and emotional development, and academic achievement.[8,39–41] It is recommended that elementary, middle, and high school students have a minimum of 20 minutes of daily recess.[39] The CDC has further recommended that recess and physical education be separate, distinct physical activity opportunities, which creates separate times for skill acquisition (physical education) and active play (recess).[39] Also, the CDC has recommended that schools provide students with adequate, designated, and safe spaces, facilities, equipment, and supplies for both indoor and outdoor recess (e.g., playground markings, physical activity zones, activity cards).[39] Lastly, students should not be excluded from recess for disciplinary reasons or academic performance because such practices promote negative reinforcement.[39]

Classroom-based physical activity: Classroom-based physical activity, including single physical activity sessions, may increase student attention, concentration, and memory; increase motivation and enjoyment of learning; and reduce behavior issues.[8,40] Classroom-based physical activity integration may include physically active lessons, physical activity before a test, physical activity breaks, energizers, brain boosters, and active classrooms (a teaching technique that intentionally blends physical activity into academic lessons to satisfy the learning outcomes of the classroom without sacrificing time spent engaging in physical activity).[8,40,42] Further guidance by the CDC and other national organizations includes providing teachers with ongoing professional development to integrate physical activity into planned academic instruction as a means of reinforcing academic concepts.[40]

Action Steps Increasing physical activity among school-aged children is a vital investment in the health and well-being of youth in the United States. Increasing physical activity at this critical age has the potential to build healthier, happier young adults. Schools should support physical activity through culturally appropriate, high-quality physical education. Schools; local, state, and federal education agencies; public health departments; policymakers; and researchers should address the following objectives relevant to public health priority setting in order to advance school-based physical activity programming and activities:

• Federal agencies should develop national policies on physical education that are consistent with the larger national strategies to increase physical activity among youth.
• Federal and state governments should increase funding for schools to implement high-quality physical education programming
• State and local education departments should improve physical education requirements to provide the opportunity for 60 minutes of MVPA each school day.
• Policymakers at state and local education departments should be made aware of the importance of physical education provided by schools.
• Schools should require that all physical education teachers be appropriately credentialed to deliver culturally appropriate, high-quality physical education.
• Schools should solicit involvement and expertise from state and local public health departments and physical activity researchers on culturally specific, evidence-based strategies to improve school-based physical education.
• Principals and superintendents of schools should develop action plans to improve physical education for all of their students. Youth should have the opportunity to engage in 60 minutes of physical activity during the school day.
• Principals and superintendents should reduce or eliminate policies allowing waivers for physical education. Waivers should be considered on a case-by-case basis.
• Schools and school districts should engage in collaborative efforts to share the results of successfully implemented physical education programs.
• Schools and researchers should collaborate in studying physical activity among diverse youth who have been traditionally understudied and systematically underserved. Furthermore, researchers should be encouraged to develop innovative programs for youth in school settings that promote physical activity for all.
• Greater diversity in programming should be implemented in schools so that youth can be exposed to a variety of activities that those of all abilities and cultures might enjoy.
• Youth, families, community members, and local organizations should advocate to their school districts and legislative bodies for culturally appropriate, high-quality physical education in their local schools.
• Public health departments should partner with and support physical education teachers and programs. This support should include school-based physical activity in community health assessments and community health improvement plans highlighting the importance of physical activity in preventing chronic disease and providing mental and cognitive benefits.

References 1. Fryar CD, Carroll MD, Afful J. Prevalence of overweight, obesity, and severe obesity among children and adolescents aged 2–19 years: United States, 1963–1965 through 2017–2018. Available at: https://www.cdc.gov/nchs/data/hestat/obesity-child-17-18/overweight-obesity-child-H.pdf. Accessed October 20, 2021. 2. Centers for Disease Control and Prevention. 2019 Youth Risk Behavior Survey Questionnaire. Available at: www.cdc.gov/yrbs. Accessed October 20, 2021.  3. Centers for Disease Control and Prevention. Division of Nutrition, Physical Activity, and Obesity at a glance. Available at: https://www.cdc.gov/chronicdisease/resources/publications/aag/dnpao.htm. Accessed October 20, 2021. 4. Laframboise MA, Degraauw C. The effects of aerobic physical activity on adiposity in school-aged children and youth: a systematic review of randomized controlled trials. J Can Chiropractic Assoc. 2011;55(4):256–268. 5. Center for Disease Control and Prevention. High School YRBS 2019. Available at: https://nccd.cdc.gov/youthonline/App/QuestionsOrLocations.aspx?CategoryId=C06. Accessed October 20, 2021. 6. Lounassalo I, Salin K, Kankaanpaa A, et al. Distinct trajectories of physical activity and related factors during the life course in the general population: a systematic review. BMC Public Health. 2019;19:1.   7. U.S. Department of Health and Human Services. Physical activity guidelines for Americans. Available at: https://health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition.pdf. Accessed October 20, 2021. 8. Castelli DM, Glowacki E, Barcelona JM, Calvert HG, Hwang J. Active education: growing evidence on physical activity and academic performance. Available at: https://activelivingresearch.org/sites/activelivingresearch.org/files/ALR_Brief_ActiveEducation_Jan2015.pdf. Accessed October 20, 2021. 9. Kari JT, Pehkonen J, Hutri-Kähönen N, Raitakari OT, Tammelin TH. Longitudinal associations between physical activity and educational outcomes. Med Sci Sports Exerc. 2017;49(11):2158–2166. 10. Kohl HW, Cook HD. Physical activity, fitness, and physical education: effects on academic performance. Available at: https://www.ncbi.nlm.nih.gov/books/NBK201501/. Accessed October 20, 2021. 11. Society of Health and Physical Educators. The essential components of physical education. Available at: https://www.shapeamerica.org/uploads/pdfs/TheEssentialComponentsOfPhysicalEducation.pdf. Accessed October 20, 2021. 12. Society of Health and Physical Educators (2016). 2016 shape of the nation: status of physical education in the U.S. Available at: https://www.shapeamerica.org//advocacy/son/2016/upload/Shape-of-the-Nation-2016_web.pdf. Accessed October 20, 2021. 13. Springboard to Active Schools. Keep recess in schools. Available at: https://www.cdc.gov/healthyschools/physicalactivity/pdf/Recess_Data_Brief_CDC_Logo_FINAL_191106.pdf. Accessed October 20, 2021. 14. Ohinmaa A, Langille JL, Jamieson S, Whitby C, Veugelers PJ. Costs of implementing and maintaining comprehensive school health: the case of the Annapolis Valley Health Promoting Schools program. Can J Public Health. 2011;102(6):451–454. 15. Barrett JL, Gortmaker SL, Long MW, et al. Cost effectiveness of an elementary school active physical education policy. Am J Prev Med. 2015;49(1):148–159. 16. Physical Activity Council. (2017). 2017 participation report. Available at: http://s3.amazonaws.com/ustaassets/assets/822/15/papc_study.pdf. Accessed October 20, 2021. 17. Synder TD, de Brey C, Dillow SA. Digest of education statistics. Available at: https://files.eric.ed.gov/fulltext/ED580954.pdf. Accessed October 20, 2021. 18. Centers for Disease Control and Prevention. School Health Policies and Practices Study, 2014. Available at: https://www.cdc.gov/healthyyouth/data/shpps/pdf/shpps-results_2016.pdf. Accessed October 20, 2021. 19. Society of Health and Physical Educators. A-Z of social justice physical education. Available at: https://www.shapeamerica.org/uploads/pdfs/2020/publications/joperd/The-A%E2%80%93Z-of-Social%20Justice-Physical-Education-P1.pdf. Accessed October 20, 2021.  20. Community Preventive Services Task Force. Annual report to Congress: 2013. Available at: https://www.thecommunityguide.org/content/tffrs-physical-activity-interventions-increase-active-travel-school. Accessed October 20, 2021. 21. Lonsdale C, Rosenkranz R, Peralta L, et al. A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical activity lessons. Prev Med. 2013;56:152–161. 22. Zhou Y, Wang L. (2019). Correlates of physical activity of students in secondary school physical education: a systematic review of literature. BioMed Res Int. 2019;2019:4563484.   23. U.S. Department of Health and Human Services. Healthy People 2030 physical activity objectives. Available at: https://health.gov/healthypeople/objectives-and-data/browse-objectives/physical-activity. Accessed October 20, 2021. 24. Hollis JL, Sutherland R, Williams AJ, et al. A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in secondary school physical education lessons. Int J Behav Nutr Phys Act. 2017;14(1):52.   25. Fairclough SJ, Stratton G. A review of physical activity levels during elementary school physical education. J Teach Phys Educ. 2006;25(2):240–258.   26. Powell E, Woodfield LA, Nevill AM, Powell AJ, Myers TD. ‘We have to wait in a queue for our turn quite a bit’: examining children’s physical activity during primary physical education lessons. Euro Phys Educ Rev. 2019;25(4):929–948. 27. Society of Health and Physical Educators. National PE standards. Available at: https://www.shapeamerica.org/standards/pe/. Accessed October 20, 2021.  28. United Nations Educational, Scientific and Cultural Organization. Guidelines for policy makers: quality physical education. Available at: https://en.unesco.org/inclusivepolicylab/sites/default/files/learning/document/2017/1/231101E.pdf. Accessed October 20, 2021. 29. Haughton J, Ayala G, Burke K, Elder J, Montanez J, Arrendondo E. Community health workers promoting physical activity. J Ambul Care Manage. 2015;38(4):309–320. 30. Hovell MF, Mulvihill MM, Buono MJ, et al. Culturally tailored aerobic exercise intervention for low-income Latinas. Am J Health Promotion. 2008;22(3):155–163. 31. Falbe J, Cadiz AA, Tantoco NK, Thompson HR, Madsen KA. Active and healthy families: a randomized controlled trial of a culturally tailored obesity intervention for Latino children. Acad Pediatr. 2015;15(4):386–395.   32. Joo JY, Liu MF. Culturally tailored interventions for ethnic minorities: A scoping review. Nurs Open. 2021;8(5):2078–2090. 33. APENS. Adapted Physical Education National Standards. Available at: https://apens.org/national_standard.html. Accessed October 20, 2021. 34. Centers for Disease Control and Prevention. The association between school based physical activity, including physical education, and academic performance. Available at: https://www.cdc.gov/healthyyouth/health_and_academics/pdf/pa-pe_paper.pdf. Accessed October 20, 2021.  35. World Health Organization. School policy framework: implementation of the WHO global strategy on diet, physical activity and health. Available at: https://www.who.int/dietphysicalactivity/SPF-en-2008.pdf. Accessed October 20, 2021.  36. Mayorga-Vega D, Saldias MP, Viciana J. Comparison of moderate-to-vigorous physical activity levels between physical education, school recess and after-school time in secondary school students: an accelerometer-based study. Kinesiology. 2017;49(2):242–251.   37. U.S. Department of Health and Human Services. Healthy People 2020. Physical activity objectives. Available at: https://www.healthypeople.gov/2020/topics-objectives/topic/physical-activity/objectives. Accessed October 20, 2021.  38. Community Guide. Physical activity: interventions to increase active travel to school. Available at: https://www.thecommunityguide.org/content/tffrs-physical-activity-interventions-increase-active-travel-school. Accessed October 20, 2021.  39. Centers for Disease Control and Prevention and Society of Health and Physical Educators. Strategies for recess in schools. Available at: https://www.shapeamerica.org/uploads/pdfs/recess/SchoolRecessStrategies.pdf. Accessed October 20, 2021.  40. Centers for Disease Control and Prevention. Strategies for classroom physical activity in schools. Available at: https://www.cdc.gov/healthyschools/physicalactivity/pdf/classroompastrategies_508.pdf. Accessed October 20, 2021. 41. Zavacky F, Michael SL. Keeping recess in schools. J Phys Educ Recreation Dance. 2017;88(5):46–53.   42. Bedard C, St. John L, Bremer E, Graham JD, Cairney J. A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children. PLoS One. 2019;14(6):1–19.

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Physical Education ,BAE

Physical education, bae.

• Program description
• At a glance
• Required courses (Major Map)
• Concurrent program options
• Admission requirements
• Tuition information
• Change of Major requirements
• Transfer options
• Global opportunities
• Career opportunities
• Professional licensure
• Contact information

Aesthetics, Coach, Health, Kinesiology, PE, Physical Education, Teacher, Trainer, Wellness, fitness

Help ensure that future generations have the skills and knowledge to lead physically active and healthy lives. Specialized coursework paired with team-based internships and residencies will allow you to obtain teacher certification after graduation and start a career in a high-demand specialty in education.

The BAE program in physical education prepares students to successfully teach quality physical education programs to learners in preschool through grade 12.

The curriculum directly aligns with national beginning teacher standards of The Society of Health and Physical Education Teachers of America. Students take foundational coursework in the areas of growth and motor development, movement activities and lifelong physical fitness. The coursework covers elementary, secondary and adaptive physical education methods, including topics such as instructional design, lesson planning and modifications, and accommodations for P-12 learners. Students build skills in cultivating a positive and productive learning environment, assessing, monitoring and reporting progress, as well as conducting themselves as responsible and ethical professionals.

Mary Lou Fulton Teachers College has developed a team-based approach to teacher preparation, allowing students to participate in professional experiences (internships and teaching residencies) with a team of peers while receiving guidance and support from ASU faculty members and highly qualified certified teachers. Team-based professional experiences are designed to prepare students to work with mutually supportive colleagues to address the academic and social-emotional needs of learners. The primary goal of professional experiences is to provide students with multiple opportunities to apply knowledge learned in coursework to practice in the classroom.

Students complete a series of internships prior to a semester-long full-time teaching residency. With the support of a certified mentor teacher and ASU faculty, students are able to practice what is learned during coursework in learning environments.

Graduates earn an institutional recommendation for teacher certification in Physical Education, P-12, as well as a Structured English Immersion, P-12, endorsement through the Arizona Department of Education. In order to teach in a public school, graduates must pass the appropriate Arizona educator exams (National Evaluation Series or Arizona Educator Proficiency Assessments) to be certified to teach in the state of Arizona.

• College/school: Mary Lou Fulton Teachers College
• Location: Tempe
• Second language requirement: No
• STEM-OPT extension eligible: No
• First required math course: MAT 117 - College Algebra or MAT 142 College Mathematics

General university admission requirements:

All students are required to meet general university admission requirements. First-year | Transfer | International | Readmission

A current ASU student has no additional requirements for changing majors.

Students should visit the Change of Major form for information about how to change a major to this program.

ASU has partnered with the following institutions to enable you to do a seamless transfer.

ASU is committed to helping students thrive by offering tools that allow personalization of the transfer path to ASU. Students may use MyPath2ASU® to outline a list of recommended courses to take prior to transfer.

ASU has transfer partnerships in Arizona and across the country to create a simplified transfer experience for students. These pathway programs include exclusive benefits, tools and resources, and they help students save time and money in their college journey.

Because of climate change, geopolitical instability or economic factors, the United Nations and other institutions predict that migration is expected to increase globally for the foreseeable future. Learners will be migrating to new communities. Increasingly, educators will be asked to meet the needs of students who speak languages other than English and who bring a range of cultures into classrooms and learning environments. Education students participating in study abroad programs can prepare for this reality by engaging in Global Education programs in which they can expand their notion of normal schooling and deepen their understanding of how to foster inclusive and inspiring learning environments.

Graduates of Mary Lou Fulton Teachers College are highly sought-after teachers in public, charter and private education institutions. Many graduates with degrees in physical education also work as coaches, fitness instructors, or with organizations dedicated to improving health and wellness.

Example job titles and salaries listed below are not necessarily entry level, and students should take into consideration how years of experience and geographical location may affect pay scales. Some jobs also may require advanced degrees, certifications or state-specific licensure.

Bright Outlook

ASU programs that may lead to professional licensure or certification are intended to prepare students for potential licensure or certification in Arizona. Completion of an ASU program may not meet educational requirements for licensure or certification in another state. For more information, students should visit the ASU professional licensure webpage.

Division of Teacher Preparation | ED 102 [email protected] 480-965-9995

Welcome to the studies of CIE AS PE and Sport (8386). This course covers all of the content and skills for content areas 9-12 including all units on sociocultural issues, ethics and deviance and technology. Study this course in association with the other courses for content areas 1-4 and 5-8.

Enroll all your students for as little as

Our curriculum follows the sequence below and totals 129 credit hours. To download the DPT Curriculum Outline, click on the image below.

Visit our  Doctor of Physical Therapy page in the School of Medicine Bulletin for more detailed curriculum information including course descriptions .

APU Introduces New Athletic Marks, Including Cougar Mascot.

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• Teaching, MAEd, and Single Subject Teaching Credential

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Earn an MA in Education: Teaching and Single Subject Teaching Credential at Azusa Pacific University

You’ll graduate equipped and credentialed for teaching positions in your subject of expertise at middle and high school levels (7-12). Build your résumé through a broad range of clinical experiences in the classroom, providing opportunities to apply teaching practice in diverse settings. Whether you are looking to fortify your teaching qualifications or are making a career change from another field, you’ll graduate set apart in the job field by your creativity and commitment to students.

See Admission Requirements

Program at a Glance

Upcoming events, application deadline.

Start times are available throughout the year—fall, spring, and summer. The upcoming application deadlines are:

• Summer 2024: March 25, 2024
• Fall 2024: July 22, 2024

Program Information

• Program Units: 44-47
• Cost per Unit: $675
• Base Cost: $29,700-$31,725
• Azusa (Main Campus), High Desert, Murrieta, Orange County

Yellow Ribbon and Military Friendly School

Gain Hands-on Experience

• Apply a Christian worldview to your calling as a teacher.
• Directly apply practice through real-world classroom practicums. 
• Serve the unique academic needs of students from diverse backgrounds.
• Learn from expert faculty with professional teaching experience.
• Earn your credential from a reputable educator preparation program.

By the Numbers

Get started, program details.

This program includes comprehensive foundation courses emphasizing teaching and educational methods, as well as specialization courses providing content required for the single subject credential. Practical classroom and fieldwork experiences provide application to theory, preparing candidates to teach in diverse settings. Advanced coursework in the emphasis area of teaching provides the context for evaluation, analysis, and continuous improvement of teaching practices and programs, providing breadth to a rich and robust program.

Browse the tabs below—if you have questions, visit the  Student Services Center  page, and we’ll make sure you get the info you need.

Informational Meetings

Prospective students may attend an informational meeting prior to submitting an application. Complete details regarding admission and specific program requirements, advising, and general information are discussed at information meetings. For details on upcoming dates, meeting locations, or registration, check the School of Education's  information meeting calendar  or call (626) 815-5376.

Admission Requirements—Domestic Applicants

The  university graduate  and program admission requirements below must be met before an application is considered complete.

• Graduate application for admission
• $45 nonrefundable application fee
• Official transcripts from all institutions leading to and awarding the applicant’s bachelor’s degree from a regionally accredited institution and all postbaccalaureate study An official transcript is one that Azusa Pacific University receives unopened in an envelope sealed by the former institution and that bears the official seal of the college or university. A cumulative minimum 3.0 (on a 4.0 scale) grade-point average on the posted degree is required for regular admission status. Provisional admittance may be granted to individuals with a lower GPA if competency can be shown through multiple measures.
• Two recommendations that assess competence and character. Appropriate recommendations include those who have supervised the applicant’s leadership or teaching experience with children/youth in public or private settings, an employer who directly supervised the applicant, or one faculty/academic reference. References from neighbors, friends, and relatives are not appropriate, unless they have served as supervisors. Additional letters are optional.
• Résumé (preferred) or statement of experience including the most relevant work and volunteer experience
• One- to two-page personal statement addressing the following topics: experiences from the applicant’s background that may enhance the teaching experience; the most rewarding and challenging aspects of working with youth; why the applicant wants to teach; preferred grade level and content areas and why; and how the applicant envisions supporting the success of all students and contributing to the profession. Written communication skills will be assessed along with content.
• Proof of Certificate of Clearance (COC). Applicants for Summer or Fall Terms must have a COC valid through January 31. Applicants for the Spring Term must have a COC valid through June 30. View instructions on  Obtaining a Certificate of Clearance (PDF) . Applicants are encouraged to begin this step as soon as possible to allow time for the California Commission on Teacher Credentialing to process your information.
• Proof the Basic Skills Requirement has been satisfied
• Proof of subject matter preparation or proof of paid registration for the next appropriate California Subject Examinations for Teachers (CSET) administration (view  teacher test preparation resources )

Send official transcripts to:

Watch the application tutorial.

What to Expect

After all admission materials have been received by the  Student Services Center , the faculty or department chair reviews the applicant’s file. The applicant is notified in writing of the admission decision.

Admission Requirements—International Applicants

Azusa Pacific University is authorized under federal law by the U.S. Citizen and Immigration Services and the U.S. Department of State to enroll nonimmigrant, alien undergraduate and graduate students. APU issues and administers both the I-20 and DS 2019 (F-1 and J-1 status documents respectively).

To apply for a graduate program at APU, the following requirements must be fulfilled in addition to meeting the domestic applicant and  program-specific admission requirements  specified above.

International applicants must also:

• Demonstrate proficiency in English through a placement test with the  Academic Success Center , or through a TOEFL/IELTS score that meets program-specific requirements. Refer to APU’s  English proficiency requirements  to learn more. Request that official test scores be sent to APU. All other forms of proof indicated in the English proficiency requirements must be submitted directly to International Services.
• Provide a  Graduate Affidavit of Financial Support (PDF)  and a bank statement from within the last six months proving financial ability to pay for education costs through personal, family, or sponsor resources.
• Submit a copy of a valid passport showing biographical data, including your name, country of citizenship, date of birth, and other legal information.
• Get foreign transcripts evaluated. International credentials (transcripts, certificates, diplomas, and degrees) must be evaluated by a foreign transcript evaluation agency. View our policy and a list of approved  Foreign Transcript Evaluation Agencies .

Multiple financial aid options are available to make your   teaching credential   affordable.

Delivering high-quality graduate programs takes a comprehensive support system. Your investment in an advanced degree or program includes a network of services and personnel who partner with you in pursuit of higher education. Below is a breakdown of some common fees associated with School of Education programs.

School of Education Fees

View a complete list of   university fees .

All stated financial information is subject to change. Contact the   Student Services Center  at (626) 815-2020 for more information.

Several types of   financial aid   are available to graduate students. The resources range from federal loans and state grants to, for some graduate programs, fellowships and scholarships. For details about financial aid available for your program, please contact the   Student Services Center   at   (626) 815-2020 .

Military Benefits

Military members—and in some cases their spouses and dependents—qualify for   financial assistance   covering tuition, housing, and books. Azusa Pacific is a Yellow Ribbon University and Military Friendly School, so you can be confident that you’ll receive the benefits and flexibility you need to complete your education.

School of Education Scholarships

APU also provides information on numerous financial aid options for prospective School of Education students. Learn more   about the aid opportunities available .

School of Education Alumni Tuition Discounts

APU’s   School of Education   offers an alumni tuition discount for Azusa Pacific alumni starting in a graduate program.

Students must be in good academic standing and maintain satisfactory academic progress with a minimum cumulative grade-point average (GPA) of 3.0. Students must be enrolled at least half-time. If qualifications are met, the discount may be renewed each term. APU will pay $500 per term (up to $2,000 over the course of the program). This discount cannot be combined with other institutional aid. Contact   Student Financial Services   for complete eligibility details.

Notes on Eligibility: The School of Education’s doctoral program (Ed.D. in Educational Leadership) and the Clear Administrative Services Credential (CASC) program are not eligible for the alumni tuition discount. APU doctoral alumni are also not eligible for the School of Education alumni discount. Additionally, the alumni discount cannot be combined with other institutional aid, such as School of Education scholarships. Students who are eligible for both may choose to receive either the alumni discount or an APU scholarship. Contact   Student Financial Services   for complete eligibility details.

Note: Award and eligibility are applicable for the 2022-23 academic year and apply to students admitted beginning fall 2020. The discount is subject to change.

To view specific requirements and coursework information, visit the current academic catalog:

Program Requirements

How many units do I take each term?

Students may take no more than 8 units per eight-week term, which includes a maximum of two methods or education classes and their corequisite field experiences (if appropriate).

How long is a term?

Each term has two sessions (Fall I and Fall II, Spring I and Spring II). Each session is eight weeks in length. The 16-week student teaching semester covers Fall I and II or Spring I and II.

How many hours does each class session require?

Each class requires that students meet for approximately 5 hours, once a week.

How many evenings per week do I attend classes?

Students meet one night a week for eight weeks.

Does APU require theses, dissertations, or capstone projects?

Students are required to complete a capstone project for this program.

How soon can I finish this program?

This program can be completed in three semesters and one summer session.

If you have questions, we’re here to help! Connect with a representative who can walk you through the program details and application process.

Contact Your Admissions Representative

Additional Program Contacts

• Jessica Cannaday, EdD, program director, Single Subject Teaching Credential,   [email protected] , (626) 815-5598
• Stacy Kula, PhD, faculty coordinator, MAEd in Teaching,   [email protected] , (626) 815-5363

Division of Teacher Education

(626) 815-6018

(626) 815-5416

[email protected]

Student Services Center

Contact (626) 812-3016  or [email protected] , and visit  apu.edu/ssc  for details on the admissions process, financial aid, and class registration.

International Services

International students should contact +1-626-812-3055 or  [email protected] , and visit  apu.edu/international/ .

• Azusa Pacific University is accredited by the WASC Senior College and University Commission (WSCUC).  
• The School of Education receives accreditation from the  Council for the Accreditation of Educator Preparation (CAEP) , making APU one of only three schools in California with this distinction. 
• Our credential programs are accredited by California’s  Commission on Teacher Credentialing (CTC) .

Featured Faculty

Catherine Hahs Brinkley

Chair and Assistant Professor, Division of Teacher Education; Program Director, Liberal Studies/Undergraduate Education, K-8

Faculty Coordinator, MAED in Teaching; Professor, Division of Teacher Education

Richard Barsh

Associate Professor, Division of Teacher Education

See All Faculty

Career Outlooks and Outcomes

The Golden State Teacher Grant: An Overview and APU’s Connection

APU is proud to be a recipient of the Golden State Teacher Grant, helping prospective California teachers to fund their education in pursuit of a teaching credential.

Read the Article

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Special education, maed, and mild to moderate support needs education specialist credential, explore apu.

APU’s life-changing education develops you into a disciple and scholar, equipping you to succeed in your field and make a difference in the world.