Health Promotion and Physical Education
Raj Subramaniam, Ph. D., Graduate Program Chair
The Department of Health Promotion and Physical Education offers graduate programs leading to the Master of Science degrees in physical education and health education. Both programs offer thesis and non-thesis options that provides students the opportunity to match their program of study to their professional interests and career aspirations.
A unique feature of the health education program is the availability of a teaching track and a non-teaching track. The teaching track is specifically designed for individuals who possess an initial teacher certification in physical education, health education, health and physical education or any other teacher preparation content area. Successful completion of the program in the teaching track enables students to become eligible for New York State professional teaching certification, and a master's degree in health education. The GRE exam is required for this program.
The non-teaching track is designed for students who wish to pursue careers in community or public health, health science, or any other allied health field. The focus of the non-teaching track is to prepare individuals to work in community-based programs. Individuals without an initial teaching certificate who wish to pursue a teaching track must meet all initial teacher certification requirements -- coursework and student teaching. Students without a health background will require prerequisite courses. Successful completion of the program in the non-teaching track enables students to become eligible for a master's degree in health education. The GRE exam is not required for this program.
The M.S. in physical education degree program is designed for individuals who possess an initial teaching certificate in physical education. Successful completion of the program enables students to become eligible for New York State professional teaching certification, and a master's degree in physical education. The GRE exam is required for this program.
A requirement for the thesis option is the successful completion of an oral examination in defense of the thesis. To be eligible for the oral exam, students must have completed all required courses and have a cumulative GPA of 3.00 or higher for all graduate courses in the program. The completed thesis must receive the approval of both the graduate chair from the Department of Health Promotion and Physical Education and the dean of the School of Health Sciences and Human Performance.
The non-thesis option is designed for students whose major objective in graduate study is to enhance their professional background in physical education, health education, or any other allied health field. Upon completion of all required courses, sstudents must pass a written comprehensive examination and create a professional ePortfolio to showcase growth and development of knowledge, and experience in the program. To be eligible for the comprehensive exam, students must have completed all the required courses and have a cumulative GPA of 3.00 or higher.
Both masters' programs require 30 credit hours of graduate coursework usually taken in two semesters and one summer. Please visit the Office of Admission website for current tuition expenses. Graduate assistantships are awarded to most students who apply thus reducing the cost for graduate study. Assistantships are awarded in the areas of teaching, coaching, and research.
Admission to the graduate program is granted based on the candidate’s cumulative undergraduate coursework, minimum GPA (3.00), and three letters of recommendation.The GRE exam is required for health education and physical education (teaching only). Preference for admission and assistantship awards will be given to applicants who submit their applications by March 1 for the following fall semester. Students who choose to begin their program of study in January should apply by December 1.
To expedite the admissions and assistantship award process, it is recommended that applicants request letters of recommendation sent directly to the Office of Admissions at Ithaca College. Applicants may also submit their letters of recommendation as a packet from the career services office of their respective institutions.
Applications are reviewed on an individual basis taking into account such factors as previous academic accomplishments, record of professional experience, and special personal circumstances. Students with questions regarding their eligibility for admission are encouraged to contact the graduate chair, Raj Subramaniam, 607-274-3659, or email@example.com.
HPEG 52500 Critical Perspectives in Health and Physical Activity
Focuses on critical examination of significant issues within the fields of health, physical education, and sport. Emphasis is on the identification of issues, systematic analysis, and application of theories to problem solving. Students are encouraged to be advocates for change in the arena of public policy and within local settings. (S,Y)
HPEG 53500 Methods of Assessment in School and Community Settings
Students will learn how to use various assessment techniques to evaluate and improve school and community health education and physical education programs. Traditional and alternative assessment approaches will be described and students provided with opportunities to apply these approaches to practical settings. (SU,Y)
HPEG 54000 Strategies for Teaching
Examines instructional theories and models of teaching while focusing on practical applications that can lead to the improvement of teaching in physical education. Current research on teacher effectiveness, instructional strategies, and planning for student learning are incorporated. A cross-disciplinary, theory-into-practice approach is emphasized. (F, Y)
HPEG 54200 Supervision in Physical Education
Supervision is critical to the professional development of teachers and the enhancement of student learning. The principles of supervision and the function of the supervisor as a responsible leader in improving instruction in physical education are the focus of the course. Topics include supervisory models, observation of instruction, teacher development, and supervisory conferences. (SU, Y)
HPEG 54400 Curriculum Design and Analysis in Physical Education
Examines curricular theories, models, trends, and issues in physical education curriculum development. Examples of program innovations and the incorporation of national and state standards in school curriculums are addressed. (S, Y)
HPEG 54600 Analysis of Teaching and Coaching Behavior
Students will learn how to use systematic observation techniques to observe and modify teachers' and coaches' behaviors. An overview of the most widely used observation systems in teaching and coaching is presented and guidelines for their use are discussed. Practical applications of systematic observation in professional preparation, in-service teacher education, and coaching are discussed. Students engage in systematic observation of teachers and coaches, including the use of videotapes. (IRR)
HPEG 55000 Physiological Basis of Fitness in School-Aged Children
Knowledge about physiological responses in children to exercise. Focuses on physiological changes that occur during childhood and document the differences between children and adults. A major emphasis is placed upon the assessment of health-related fitness and the prescription of various types of activities for children. (S, Y)
HPEG 56500 Stress Management
This course examines theories, models, trends, and issues in stress management. The anatomical, physiological, and psychological basis of stress serves as the foundation for the exploration and application of various stress-management approaches. Current research in the field, ranging from the relationship of stress to disease to the efficacy of various coping techniques, is critically analyzed. This class may be offered online. (Y)
HPEG 57500 Models and Theories in Health Education
This class will present populations-based health behavior and health promotion models and theories that are commonly used to influence behavior change. The course focuses on understanding the conceptual framework, relevant research, and guiding principles of behavior change in individuals and populations in order to inform planning the delivery of and guiding the evaluation of the effectiveness of health promotion programs. (S, Y)
HPEG 57700 Teaching and Learning for Healthy Growth and Development
Provides an overview of health education teaching and learning strategies for use in community and/or school settings. Special attention is given to the skills, instructional strategies, and techniques needed to develop an optimal learning environment to promote success for all learners. Students will be provided with opportunities to review and apply a wide range of strategies through readings, discussions, observations, planning, practice teaching, and critical analysis of quality teaching and learning in the health education field. (F, Y)
HPEG 58500 Epidemiological Approaches to Disease Prevention and Control
This course is designed to examine the history, principles, and practices in the cause, prevention, and control of diseases. Epidemiologic terminologies and measures such as morbidity, mortality, fertility, descriptive and analytic epidemiology, screening, infectious disease, and occupational epidemiology in public health practice will be covered. (F,Y)
HPEG 58700 Multicultural Health Issues
Addresses the issues of ethnicity, culture, and race as they relate to health. It examines a variety of intercultural issues, including power and oppression, and how they affect the lives of children, adults, and families living in the United States. (S, Y)
HPEG 58900 Environmental Dimensions in Health Education
Explores current environmental problems and issues related to public health. Topics include health risk assessment, management, and communication; sources of pollution; environmental and health effects of war; food safety; and other environmental health areas. Emphasis is placed upon individual and community responsibilities for promotion of environmental health. Format for the course will include lectures and small-group seminars. (F, Y)
HPEG 59900-59911 Selected Seminars
In-depth study of selected topics within the fields of physical education and health. Critical examination of research, theories, and/or practices associated with the selected topic, with discussion regarding practical applications. Students may repeat this course for a maximum of per course. (Sum,Y)
HPEG 61400 Research Methods in Health and Physical Education
An introduction to the research processes found in the health and physical education literature. Various experimental, qualitative, and nonexperimental research designs will be presented. Provides the opportunity for development of library skills, development of skills for reading and interpreting research literature, and development of scientific writing skills. (F, Y)
HPEG 61500 Technological Applications in Education
Introduces students to technological applications within education, with an emphasis on the use of technology to enhance the delivery of instruction and improve student learning. The course will also focus on the use of technology as a vehicle for professional development. Students incorporate different theories of learning into the design of media-based experiences for students of all levels. This course integrates theory and practice. (W,Y)
HPEG 62100 Fieldwork
Provides an opportunity for qualified students to engage in a practical, meaningful work experience in a physical activity and/or health-related setting, within either a school or community environment. The fieldwork experience provides the opportunity for students to put theory into practice as well as become involved in the day-to-day activities of the organization under the guidance of a qualified worksite supervisor and the Ithaca College faculty sponsor.
HPEG 62200 Independent Readings
A survey and analysis of current and classical literature pertaining to a selected topic of interest. Readings will include both assigned and student-selected materials for presentation to, and discussion with, the assigned instructor. Students must submit a petition for approval by the sponsoring faculty member and the graduate chair prior to registering for the course. No more than 6 total credits of independent study courses (HPEG 62200 and HPEG 62300) may be applied toward degree requirements. (F,S,SU,Y)
HPEG 62300 Independent Research
Independent research conducted under the guidance of a graduate faculty member. Students must submit a petition for approval by the sponsoring faculty member and the graduate chair prior to registering for the course. No more than 6 total credits of independent study courses (HPEG 62200 and HPEG 62300) may be applied toward degree requirements. (F,S,SU,Y)
HPEG 71000 Thesis I
Open only to qualified and preapproved students who are preparing a proposal for an original scholarly thesis. Conducted on a conference basis with the thesis adviser, the course culminates in a written and oral thesis proposal. In order for a student to enroll in Thesis II, the thesis proposal must gain approval from the thesis adviser, thesis committee, and the graduate chair. Guidelines are available from the office of the graduate chair. (F,S,SU,Y)
HPEG 72000 Thesis II
Open only to qualified and preapproved students who are conducting an original research project. Conducted on a conference basis with the thesis adviser, the course culminates in a written thesis and oral thesis defense. In order to enroll in Thesis II, the student must have an approved thesis proposal. Guidelines are available from the office of the graduate chair. This is a pass/fail course. Prerequisites: HPEG 71000 and approval of thesis adviser and graduate chair. (F,S,SU,Y)