Girl playing in gym

Program Coordinator:
Associate Professor Robin Kirkwood Auld
rauld@ric.edu
401-456-8880

RIC’s B.S. in physical education program is a leader in providing innovative, skills-based teacher preparation. Our faculty are dynamic educators and scholars who model best teaching practices, and our curriculum includes a wide variety of field experiences with children and youth. Upon successful completion of this program, you will be eligible for full certification to teach physical education in all grades in Rhode Island (Pre-K-12). You may also combine the health education and physical education majors into a double major option and earn your B.S. degree in both disciplines in five years or less.

Teacher candidates are advised to read the HPE Teacher Preparation Program Guidance document, consult with their program advisor and read the information found on the Feinstein School of Education and Human Development website in order to be informed about the path to student teaching and certification.

Program Details

Course Information

Click below for information on course requirements, course descriptions and the Academic Rhode Map, which lists all the courses you will need to complete this program and graduate in a timely fashion.

Course Requirements

Course Descriptions

Academic Rhode Map

Writing in the Discipline

1. Why or in what ways is writing important to your discipline/field/profession?

Writing in physical education is essential for communicating as a teacher and plays a critical role in teacher preparation. Educators use writing as a form of communication with teacher candidates, parents, colleagues, school staff and the community. They frequently use writing as a form for planning, assessment, reflection, analysis and interpretation of data to drive instruction as well as collaborative writing on all different levels. Since educators are a model for our future generation, writing is a crucial component of our field.

2. Which courses are designated as satisfying the Writing in the Discipline (WID) requirement by your department? Why these courses?

The Physical Education Program has designated the following as its WID courses:

HPE 301 Methods in Teaching Physical Activity

HPE 414 Practicum in Secondary Physical Education

HPE 423 Seminar in Physical Education

HPE 425 Student Teaching in Physical Education

HPE 301 is taken in the student’s second year and is a required course to move on into the Feinstein School of Education and Human Development (FSEHD). It is a WID course because teacher candidates must practice and demonstrate proficiency in writing skills that are a foundation for their work in future courses and their teaching profession (Society of Health and Physical Educators [SHAPE]) and is a prerequisite for all practicum courses.

HPE 414 is a WID course because teacher candidates are required to research and report on a variety of elements related to the district they were assigned as well as write a comprehensive unit plan. This is the Teacher Candidate Work Sample (TCWS) and it is a requirement for the Feinstein School of Education and Human Development Preparing to Student Teaching Portfolio for entrance into student teaching. The TCWS is a teaching unit plan and is composed of multiple parts that must be implemented in a school, and since HPE 414 is a practicum, teacher candidates must use this course for this applied writing assignment.

HPE 423 is a WID course because student teachers must demonstrate competence in writing in several genres associated with teaching in order to be successful in student teaching and their future profession. The course requires teacher candidates to implement their writing skills with K-12 students, families and administrators, therefore this student teaching course is appropriate for WID.

HPE 425 is a WID course because student teachers must be in the field in order to write a comprehensive unit plan once again, showing growth in their writing from when they first wrote it in parts in HPE 413 to the first full writing in HPE 414, to HPE 425 when they demonstrate mastery of all parts of the TCWS.

3. What forms or genres of writing will students learn and practice in your department’s WID courses? Why these genres?

In our WID courses teacher candidates will learn, practice and implement various types of writing. Genres include procedural writing (lesson and unit plans in HPE 301, 414 and 423), reflective writing (observation and teaching reflections in HPE 301, HPE 414 and 423), analytical writing (the TCWS and video analysis in HPE 414, 423 and 425) and professional writing in all the WID courses (letters to families, administrators, creating a resume, cover letter, presentations, etc. HPE 423 and HPE 425). These genres align best with skills the teacher candidates will need in the physical education teaching field and provide depth and breadth to best prepare them for tasks in the profession.

4. What kinds of teaching practices will students encounter in your department’s WID courses?

The Physical Education Program recognizes that writing is an on-going process that is practiced using both low- and high-stakes writing assignments. We prepare teacher candidates using best-practice models in the following ways:

  • In-class demonstrations, examples and practice
  • Writing with multiple iterations (revise their work)
  • Peer discussions about writing samplesMultiple forms of feedback including rubrics, qualitative comments and discussions
  • Revision opportunities
  • Reflection of own writing
  • Keep track of PK-12 student growth over time
  • Provide professional insight on the next steps in the unit, based on data

5. When they’ve satisfied your department’s WID requirement, what should students know and be able to do with writing?

Upon completion of HPE 423 and HPE 425, teacher candidates will use writing to:

  • Write in a way that clearly communicates lesson and unit plans.
  • Develop habits of analysis and reflection to drive instruction.
  • Demonstrate an understanding of developmentally appropriate content utilizing proper progressions.
  • Demonstrate knowledge of student growth.
  • Reflect on the strengths and areas of ongoing growth.
  • Develop professional skills essential for teaching, learning and advocating for teacher candidates.

Minor in Coaching

Declaring a minor allows you to explore other areas of interest and make interdisciplinary connections. Minor areas at RIC complement and reinforce all major areas of study. By declaring a minor, you can set yourself apart as a candidate for job, internship and volunteer opportunities. Click below for information on the minor in coaching.

Minor in Coaching