Linda Nilges, Chair
Regulations and requirements for admission to graduate study and graduate degree candidacy in the College of Education correspond to those of The Graduate School. In accordance with the general regulations of The Graduate School, any applicant for graduate study is required to hold a baccalaureate degree and must submit scores from either the GRE or Miller Analogies Test as listed for each program/degree. Each applicant must also obtain at least two letters of recommendation (some programs require more) from those who can clearly attest to the applicant’s knowledge, skills, and dispositions relevant to the degree sought. Many programs also require a supplemental application, a letter or statement of intent, and/or an interview. Requirements are specified under each program area in this document or may be viewed, in addition to further help information, at http://www.ed.sc.edu/sa/apply.html.
Admission decisions in the College of Education are based on multiple indicators of an applicant’s potential academic success. Indicators include test scores, GPA, letters of recommendation, statement of intent, and other factors such as relevancy of prior degrees, related work experience, leadership roles, and interview performance. The profile of typical students admitted into the College of Education degree programs in fall 2006 on selected items is as follows:
For master’s and educational specialist degrees:
- GRE scores of 467 verbal, 550 quantitative
- Undergraduate GPA 3.38
- Two to five years experience in the field.
For doctoral degrees:
- GRE scores of 516 verbal, 575 quantitative
- Graduate GPA 3.78
- Five years or more of experience in the field.
The Physical Education Department offers the Physical Education, M.A.T. (P-12 Certification) in conjunction with the College of Education.
Knowledge and application of processes and principles of health related physical fitness in physical education and sport settings.
Designing physical education programs for special populations and for students with special needs.
Graduation with Leadership Distinction: GLD: Diversity and Social Advocacy
Qualitative and quantitative techniques to observe, describe, analyze, and evaluate human movement in physical education and sports settings.
Organization of instructional, intramural, interscholastic, and recreational programs, with emphasis on criteria for the evaluation and selection of activities.
Human physical growth and development of children with emphasis on years 4 to 18.
Appropriate movement experiences for children. Not available for physical education majors.
Rehearsal, choreographic analysis, and dance performance. All components of dance production--including music, costume, lighting, and scenery--will be considered.
Cross-listed course: DANC 577
Development of physical education programs using the South Carolina Physical Education Curriculum Materials.
An intensive investigation of current theories of offensive and defensive football. Generalship, strategy, conditioning, staff utilization, film analysis, and practice organization are covered in depth.
An intensive investigation of the latest techniques and theories of coaching basketball. Systems of offense and defense, generalship, conditioning, staff utilization, film analysis, and practice organization are covered in depth.
A thorough study of the latest techniques of coaching track and field events. Isometric, isotonic, and interval conditioning theories involving the cardiovascular and muscular systems are examined to acquaint the student with varying physiological approaches to conditioning.
A thorough study of the latest techniques of teaching and officiating girls' gymnastics. Balance beam, vaulting, uneven bars, tumbling, dance skills and routines, and officiating methods.
Coaching principles and application to sport programs across a variety of developmental levels.
Issues facing student athletes regarding their personal and career development beyond athletics.
Cross-listed course: EDCE 650
An intensive investigation of contemporary physical education programs for children.
Advanced study of current literature and research in physical education.
Advanced study of seminal literature and research in physical education teaching and teacher education.
Analysis of theories and principles of perceptual-motor and motor development of infants and children. Emphasis is placed upon reviewing current research as it applies to the physical education setting.
Research procedures in measuring and rating human somatic variables. Experience in taking measurements on children and adults. Discussion of instruments, rating scales, positioning subjects, locating landmarks, and attaining consistency. Consideration of reliability and relevance in use of photographs, roentgenograms, casts, and direct measures.
The treatment of current theory and practice of testing, evaluation, and research in physical education, with emphasis on the methods and tools of research.
Focuses on content knowledge foundational to adapted physical education, activity, and sport programs in self-contained and/or itinerant settings for children with moderate to severe disabilities.
Focuses on knowledge and skills to design and implement an effective curriculum design, lesson planning and assessment for inclusive physical education settings.
Focuses on the techniques, methodologies, and philosophies of adapted physical education teachers.
Focuses on the knowledge of principles/theories of learning and memory applied to motor skill acquisition with an emphasis on factors influencing and the development of successful instructional and training strategies among individuals with disabilities.
Principles of physical education based upon physiology, psychology, and sociology; curriculum-making procedures; plans and regulations for the conduct of the curriculum in physical education; criteria for the evaluation and selection of activities; evaluation, measurement, and grading procedures; and the formulation of a curriculum outline for elementary, junior high, and senior high schools.
Theory and practice of supervision of student teaching practica in physical education.
Study of the analysis of teaching applied to the development of effective teaching skills in physical education.
The application of psychological principles from motivation, arousal regulation, individual differences and psychological skills for enhancing athletic performance and injury rehabilitation.
Study of sensory, motor and physical processes that underlie learning and performance of motor skills commonly performed in physical education, sport and dance.
Research-based study of strategies, delivery systems, and clinical, school, and community-based programs in physical activity.
Reading and discussion of the critical and analytical literature on sport history.
Cross-listed course: HIST 741
An introduction to common clinical domains of psychopathology encountered by athletes and performers.
An overview of coach’s responsibilities in athletics internal operations.
An overview of concepts, principles of long-term athletic development for youth and their application. Completion of this course provides the opportunity for Certification as a Level 1 Youth Fitness Specialist through the International Youth Conditioning Association.
Developmental constraint models and developmental trends from childhood through young adulthood highlighting their role in motor development, athlete selection and performance.
Ethical and legal issues surrounding the coaching profession.
Supervised experience for coaching athletes and performers.
Advanced supervised experience for coaching athletes and performers.
A study of the historical and philosophical bases of physical education. Emphasis will be placed on the integration and application of this information to the formulation of a practical philosophy of physical education.
An overview of teaching and training athletes with different disabilities and challenges. Program management and preparing for coaching and competition.
A study of selected issues confronted in physical education programs.
A study of applicable methods and tools of research in physical education and motor behavior. Provision for students to engage in original research.
Focuses on knowledge of growth and motor development principles from theory and research with applications for teaching and coaching individuals with disabilities.
Student teaching at the elementary or secondary level combined with planning and initiation of an action research project to demonstrate knowledge, skills, and dispositions related to teaching physical education.
Student teaching at the elementary or secondary level combined with completion of an action research project to demonstrate knowledge, skills, and dispositions related to teaching physical education.
Study of effective teaching in physical education. Acquisition of advanced teaching skills beyond those required for basic certification.
Focuses on knowledge and skills to design and implement an action research project designed for self-reflective systematic inquiry and improvement of teaching in inclusive physical education settings.
Topics to be assigned and approved by advisor, graduate director, and department head.
Clinical and/or field experience in a variety of settings related to or dealing with physical activity. The practicum is designed to provide the student with in-depth experiences in a particular aspect of motor skill acquisition.
An interdisciplinary study of individual (physical and psychological), environmental and task related variables as they relate to motor skill performance, physical activity participation and athlete development.
Scientific investigation of specific research problems in motor learning/motor performance.
Designing, conducting and interpreting research studies in physical education.
A survey and critical analysis of the field of research on teaching and instruction.
Interpretation and critical analysis of research on selected topics on teaching and instruction in physical education.
Research, theory, and methods of teacher education in physical education.
Curriculum theory and design in physical education; implications of major philosophical positions, developmental and learning theory, and culture on the design and implementation of physical education curriculum.
Examination of the synergistic nature of various physical, behavioral and psychological factors that promote positive trajectories of health in youth and how they are promoted across childhood and adolescence in physical education.