Health, Physical Education, and Recreation

Mission – Sport, Fitness and Recreation Management

The mission of the Chadron State College Recreation program is to meet the educational needs of individuals interested in the broad field of Recreation, which includes the disciplines of Sport and Leisure Services, Community and Adventure Recreation, and Fitness and Exercise. The students in Recreation will develop the philosophies, knowledge and skills to become leaders in these disciplines. The program is designed to foster a commitment to providing lifelong recreational opportunities for the general public.

Student Learning Outcomes – Sport, Fitness and Recreation Management

  • Participate in scholarly activities and services that promote student development by encouraging professional involvement, community service, certification, and lifelong learning.
  • Develop an understanding of and be able to develop effective leadership styles to successfully enter management positions in the field of sports and recreation.
  • Demonstrate competency in skills needed to design, implement, and administer a variety of programs and activities in the field of Exercise and Fitness, Sports, Community and Adventure Recreation, Recreation, and Leisure Services.
  • Develop a knowledge base and the skills necessary to participate in lifelong recreational activities.
  • Develop an understanding of and be able to contribute to the enhancement in the overall quality of life for participants in the field of sport and recreation.
  • Design and outline outcomes for the development of a recreation program for their specific field.
  • Gain a basic knowledge regarding legal liability, which is necessary to provide a safe and productive environment for participants in the field of sport and recreation.
  • Develop an understanding of the importance and general principles of proper fiscal management in sport and recreational programs.

Mission – Physical Education

The mission of the Physical Education Teaching Endorsements, within the Health, Physical Education Department is twofold:

  • To provide high quality education and training, leading to teacher certification in teaching Physical Education.
  • To provide professional, managerial, and analytical skill development for potential HPER educators.

To meet the mission of the Physical Education Teacher Education program the following National Standards for Initial Physical Education Teacher Education will be utilized. Physical Education teacher candidates will:

  • Demonstrate an understanding a common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.
  • Demonstrate physical literacy and skillful performance in physical education content areas and health-enhancing levels of fitness.
  • Apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America National Standards and Grade-level outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.
  • Engage students in meaningful learning experiences through effective use of pedagogical skills utilizing communication, feedback, and instructional and managerial skills to enhance learning.
  • Implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.
  • Demonstrate behaviors essential to becoming effective professionals. Candidates will exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development, and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals. 

Student Learning Outcomes – Physical Education

  1. Describe and apply common and specialized content knowledge for teaching preK-12 physical education.
  2. Demonstrate competency in all fundamental motor skills, as well as skillful performance in at least four physical education content areas (e.g. games and sports, aquatics, dance and rhythmic activities, fitness activities, outdoor pursuits, individual-performance activities).
  3. Plan and implement appropriate (e.g., measureable, developmentally appropriate, performance-based) short- and long-term plan objectives and assessments that are aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education.
  4. Plan for and manage resources to provide active, fair and equitable learning experiences.
  5. Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students.
  6. Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress.
  7. Engage in behavior that reflects professional ethics, practice, and cultural competence.
  8. Engage in continued professional growth and collaboration in schools and/or professional organizations.

Mission – Health Education

The main focus of the Chadron State College Health Education Program is to provide an endorsement in Health Education. It is the goal of the department to develop leaders in education who support the academic mission of department of Health, Physical Education and Recreation. Graduates with a health endorsement will have the knowledge to instruct students and community members to actively practice and promote good health and well-being through education, prevention, and intervention programs designed to enhance one’s ability to participate in, and benefit from acquired knowledge and experience gained in regard to living a healthy lifestyle.

To meet the mission of the Health Education Teacher Education Program, the following Health Education Teacher Preparation Standards will be utilized. Health Education Teacher Education candidates will:

  • Demonstrate an understanding of health education content, health literacy skills, digital literacy skills, theoretical foundations of behaviors change and learning, and applicable preK-12 health education standards for the purpose of instilling healthy behaviors in all learners.
  • Plan relevant and meaningful school health education instruction and programs that are sequential and aligned with appropriate preK-12 health education standards.
  • Implement a range of school health education instructional strategies, while incorporating technology, to support student learning regardless of race, ethnic origin, gender, gender identity, sexual orientation, religion, cognitive ability or physical ability.
  • Demonstrate communication skills and feedback equitably and use reflective practice strategies to meet the diverse needs of all learners. 
  • Utilize multiple methods of assessment to plan instruction, engage all learners, monitor learner progress, provide meaningful feedback, and reflect on and adjust units and lessons to enhance the acquisition of functional health knowledge and health-related skill proficiency for all learners.
  • Collaborate with all stakeholders, demonstrate ethical behavior, and engage in and reflect on professional learning opportunities in order to meet the diverse needs of all learners.
  • Communicate with stakeholders and advocate for school health education as an integral component of the school experience.

Student Learning Outcomes – Health Education

  1. Analyze local and/or state standards, as well as the National Health Education Standards, to determine how the standards contribute to healthy behaviors in learners.
  2. Design a logical scope and sequence of meaningful, comprehensive and challenging learning experiences that meet the diverse needs of all learners.
  3. Construct measurable, developmentally appropriate, performance-based objectives that are aligned with local and/or state standards, as well as the National Health Education Standards.
  4. Plan instruction and use a variety of instructional strategies that facilitates skill development and application of functional health knowledge for all learners, adding accommodations and/or modifications specific to individual learners.
  5. Implement instructional and assessment strategies that support all learners regardless of race, ethnic origin, gender, gender identity, sexual orientation, religion, cognitive ability or physical ability, in order to create and sustain a productive, inclusive and supportive learning environment.
  6. Apply communication skills, feedback and classroom management strategies equitably to promote a safe, inclusive and supportive learning environment that meets the diverse needs of all learners.
  7. Analyze and select assessment strategies, tools and technologies to determine their appropriateness for enhancing learning among all students.
  8. Collaborate with a variety of stakeholders to meet the diverse needs of all learners and to enhance school health programs.
  9. Participate in ongoing, meaningful learning opportunities that are aligned with their professional needs, and they remain current with evolving technologies in order to meet the diverse needs of all learners, as well as the needs of the school and the community.
  10. Demonstrate applicable communication strategies and use of instructional learning technologies within the school and community.