HEE - Health Enhancement

HEE 195 Pre-Practicum Class in Health Enhancement: 1 Credits (1 Lab)

() HEEN-BS majors only. Offered as needed based on student demand. K-12Health Enhancement majors study teaching and standard-based education in an authentic physical education setting.

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Plan and teach developmentally appropriate standard based lesson plans.
Demonstrate teaching skills strategies that improve learning for all student abilities.
Use a variety of assessments and feedback procedures to foster student learning.
Engage in behaviors that reflect professional growth, and advocacy of health enhancement.

HEE 200 K-12 Motor Learning Development: 3 Credits (2 Lec, 1 Lab)

(Sp) Majors in HEEN-BS only. This course is designed to prepare health enhancement students with the skills and knowledge to teach developmentally appropriate motor learning development and behaviors to students in the K-12 setting. This class has a field experience component. One credit of lab translates to 20 - 30 hours of experience throughout the semester, per university policy. In this course, your lab time will be spent in the gym on campus and/or in school settings in the community.

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Describe the changes in motor behavior across the lifespan with an emphasis on the young learner in grades K-12.\\n
Accurately categorize movement patterns during specific motor skills (locomotive, ballistic, and manipulative) using both the whole-body and component approaches to developmental sequencing.
Observe critical elements in specific motor skills and relate them to biomechanical principles.
Evaluate children’s motor development levels and patterns of movement.
Apply principles and concepts of motor development to teaching/learning situations with the objective of providing developmentally appropriate instruction in physical education.

HEE 205 Methods of Teaching Rhythms and Movement: 2 Credits (2 Lab)

(Sp) The development of content knowledge and the teaching skills of various types of rhythmic activities and the skills necessary for teaching rhythms and movement in the public/private school physical education environment. Emphasis will be on teaching progressions, management, and assessment strategies. This course is specifically for future teachers in the public schools.

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Demonstrate knowledge of rhythmic devices (meter, tempo, measure, underlying beat, accent, note values, etc,)
Describe, identify, analyze and execute basic and combination locomotor movements
Demonstrate ability to cue-in and give work cues using their voice as accompaniment for locomotor and non-locomotor activities
Determine the suitability of select dances for various age groups and diverse populations
Identify ways of integrating rhythmic activities with other academic subjects
Demonstrate understanding and respect for the diversity of learners and how students differ in their approaches to learning
Examine other cultures through reading assignments and discussion of the countries of origin for various international folk dances
Identify various cultural influences (i.e., religion, climate, geography, ethnicity, etc.), which have an impact on the style of dance of different regions/countries

HEE 242 Introduction to Teaching Health Enhancement: 2 Credits (2 Lec)

(F) This course will introduce students to the foundations of teaching health enhancement. Course content will include application of current theories, history and philosophy of health enhancement as well as effective teaching practices at both the elementary and secondary level.
Repeatable up to 2 credits.

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Gaining factual knowledge (terminology, classifications, methods, history, trends)- Students will learn factual knowledge about physical education, health education and adapted physical education (Health Enhancement).
Learning fundamental principles, generalizations, or theories- Students will learn a variety of theories, principles and generalizations about physical education, health education and adapted physical education.
Acquiring skills in working with others as a member of a team- Students will work cooperatively with fellow colleagues in the class throughout the semester in group discussions and presentations.
Learning to analyze and critically evaluate ideas, arguments, and points of view- Students will learn to think critically about ideas and concepts discussed in class and form their own opinions and educational philosophy regarding physical education, health education and adapted physical education.
Learning Objectives: As a result of successful experiences in class, each student should be able to:

HEE 275 Curriculum and Design for Teaching Health Enhancement: 2 Credits (2 Lec)

PREREQUISITE: HEE 242. (Sp) This course includes assessments in health and physical education, with an emphasis on the development, construction, implementation evaluation and interpretation of various forms of traditional, alternative, and authentic forms of assessment. Also, curriculum design, and the instructional process and the identification of competency-based, goal-oriented activities appropriate to K-12 health enhancement

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Curriculum development including curriculum models in health enhancement.
Articulate performance outcomes and standards of national and state content standards.
Plan and implement a health enhancement curriculum.
Develop student and program evaluation procedures.
Review existing tests (assessments), as well as construct new assessments in health and physical education that are aligned with unit and lesson objectives.
Demonstrate proper protocol and techniques while administering assessments, as well as analyze data to appropriately use the data to enhance student learning and teaching.

HEE 290R Undergraduate Research: 1-6 Credits (1-6 Other)

(F, Sp, Su) Directed undergraduate research which may culminate in a written work or other creative project. Course will address responsible conduct of research. May be repeated.
Repeatable up to 99 credits.

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Independent Study: Student learning outcomes vary.

HEE 295 Home School Program Practicum: 1 Credits (1 Lab)

(F, Sp) Instructional strategies with a practical application for prospective health enhancement teachers to prepare for a career in Health Enhancement. The course will examine the teaching process, classroom management, and health enhancement content that is developmentally appropriate for school aged children. Lectures and field experiences (on MSU’s campus) are requirements of this class.
Repeatable up to 3 credits.

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Demonstrate application of the guidelines for health enhancement, its values, and professional standing.\\n
Identify what should be taught in the curriculum: how it should be taught (teaching styles), sequencing, strategies, progression, motivation, reflection, student needs, safety, cultural influences and affective domain enhancement.
Develop and teach a unit plan, lessons, and activity cards.\\n
Develop and utilize valid and reliable assessments tools.\\n
Incorporate academic concepts in plans and teaching episodes.\\n
Discuss management issues and apply knowledge to case studies.\\n
Teach effective health enhancement lessons to peers and home-schooled students.
Apply content information in teaching settings and class discussions.\\n
Demonstrate professional dispositions while teaching students and interacting with peers\\n

HEE 303 Methods of Lifetime Fitness Activities: 2 Credits (2 Lec)

(F) The development of content knowledge and the teaching skills of various Individual sports and lifetime activities will be addressed. Emphasis will be on teaching progressions, management, assessment strategies and tournaments.

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Identify and analyze developmentally appropriate skills for each activity
Plan and prioritize the proper teaching progression of skill, drills, lead-up games and culminating events such as tournaments for each activity.
Explain and discuss the various rules, terminologies and strategies for each activity.
Identify and apply a variety of managerial and organizational techniques to ensure maximum participation and student learning for each activity.
Plan and write lesson plans for assigned skills, drills or games.
Plan both traditional and authentic assessment tools for each sport.
Compile resource materials from sources such as journals, websites, videotapes and professionals in the field for each sport.

HEE 304 Methods of Team Sports: 2 Credits (2 Lec)

(F) The development of content knowledge and the teaching skills of various team sports will be addressed. Emphasis will be on teaching progressions, management, assessment strategies and tournaments.

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Analyze skills, activities and game to increase student’s knowledge of the pedagogy needed to teach team sports.
Explain and discuss the various rules, terminologies and strategies that deal with team sports.
Plan and write lesson plans for assigned skills, activities, drills or games that are team sports based.
Plan both traditional and authentic assessment tools for each sport.
Compile resource materials from sources such as journals, websites, video links and professionals in the field for each sport.

HEE 305 Methods of Teaching Rhythms and Movement: 2 Credits (2 Lab)

() Majors in HEEN-BS only. Offered as needed based on student demand. Practice skills in music fundamentals; teaching and learning folk, square, social, and various types of rhythmic activities and movement exploration. This course is specifically for future teachers in the public schools.

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Demonstrate knowledge of rhythmic devices (meter, tempo, measure, underlying beat, accent, note values, etc,)
Describe, identify, analyze and execute basic and combination locomotor movements
Execute fundamental movement patterns in time with music, half as fast, and twice as fast
Stay on beat with accompaniment that changes tempo
Demonstrate ability to cue-in and give work cues using their voice as accompaniment for locomotor and non-locomotor activities
Identify, describe, and demonstrate Laban’s movement factors of space, time and flow as these affect the quality of movement
Demonstrate knowledge of basic dance terminology and execute basic square dance figures
Exhibit an understanding of the potential contribution of rhythmic activities to an individual’s physical fitness and total wellness
Demonstrate ability to perform and to analyze rhythmically basic folk-dance steps
;Perform dance steps alone and with a partner in a variety of traditional folk, novelty, line mixers, country/western and ballroom dances
;Describe suitable teaching progressions for select square, folk, line and ballroom dances
Determine the suitability of select dances for various age groups and diverse populations
;Identify ways of integrating rhythmic activities with other academic subjects
Demonstrate understanding and respect for the diversity of learners and how students differ in their approaches to learning
Examine other cultures through reading assignments and discussion of the countries of origin for various international folk dances
Identify various cultural influences (i.e., religion, climate, geography, ethnicity, etc.), which have an impact on the style of dance of different regions/countries

HEE 306 Methods of Teaching Conditioning Activities: 3 Credits (3 Lec)

() Offered as needed based on student demand. Teaching practices for physical activity and fitness concepts appropriate for children and adolescents in school and recreational programs. Content includes pedagogical methods, strategies, styles, and techniques that encourage individuals to participate in and adhere to physical activity programs.

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Identify and analyze developmentally appropriate skills for each activity
Plan and prioritize the proper teaching progression of skill, drills, lead-up games and culminating events such as tournaments for each activity.
Explain and discuss the various rules, terminologies and strategies for each activity.
Identify and apply a variety of managerial and organizational techniques to ensure maximum participation and student learning for each activity.
Plan and write lesson plans for assigned skills, drills or games.
Plan both traditional and authentic assessment tools for each sport.
Compile resource materials from sources such as journals, websites, videotapes and professionals in the field for each sport.

HEE 310 Methods of Adapted Health Enhancement: 3 Credits (3 Lec)

PREREQUISITE: KIN 221. (Sp) Health enhancement (physical education and health) issues for school-aged populations who have physical, mental, and/or emotional disabilities. This course is specifically for future teachers in the public schools

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Explore current concepts and trends in adapted physical education;
Demonstrate the ability to assess physical education abilities of a student requiring adapted physical education;
Demonstrate the ability to implement an adapted physical education program for a student with a disability;\\n
Know the influence of selected diseases, conditions, and disabilities on the learning and performance of physical education activities;
Demonstrate the ability to modify physical education activities to meet student needs and abilities;
Demonstrate a knowledge of sport opportunities available to students with disabilities;
Know ways of modifying teaching methods to meet unique needs
Demonstrate a positive attitude when teaching a student with a disability;
Know unique functions required for implementing a program in an inclusive setting.

HEE 311 Teaching Cooperative Games and Fitness Activities: 2 Credits (2 Lab)

(Sp) This course focuses on both the content knowledge and pedagogical knowledge related to teaching Cooperative Games and Fitness Activities. Students will learn proper teaching progressions, rules, strategies and tournament play. In addition, traditional and authentic skill and tactical assessment are implemented.

View Course Outcomes:

Identify and analyze developmentally appropriate skills for each activity
Plan and prioritize the proper teaching progression of skill, drills, lead-up games and culminating events such as tournaments for each activity.
Explain and discuss the various rules, terminologies and strategies for each activity.
Identify and apply a variety of managerial and organizational techniques to ensure maximum participation and student learning for each activity.
Plan and write lesson plans for assigned skills, drills or games.
Plan both traditional and authentic assessment tools for each sport.
Compile resource materials from sources such as journals, websites, videotapes and professionals in the field for each sport.

HEE 340 Methods of Health Education: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: Junior standing. (F) Majors in HEEN-BS only. Curriculum design, planning and instruction, methods and strategies, and resource materials for teaching health in school and community settings. One credit of lab translates to 20 - 30 hours of experience throughout the semester, per university policy. In this course, your lab time will be spent in the gym on campus and/or in school settings in the community
Repeatable up to 6 credits.

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Identify and classify risk behaviors related to health and wellness.
Summarize the role of components within a coordinated school health program.
Evaluate the impact of school and community factors on the health of students.
Design learning outcomes and lesson plans aligned with the Montana Health Enhancement Standards.
Support the health of the community by participating in service projects.
Create informational material to increase awareness of health topics within the campus community.

HEE 341 Methods of Teaching Secondary Health Education.: 3 Credits (2 Lec, 1 Lab)

PREREQUISITE: Junior standing (Sp) The course will examine the role of health teachers in the secondary classroom, community and as key leaders in contributing to the development and maintenance of a healthy and safe school and community environment for faculty, staff, parents and the community. Students will actively participate in group work and will have opportunities for peer teaching. The class is designed to provide health education content knowledge, pedagogy methodology and assessment strategies at the secondary level based on current theory and research. The course will introduce students to specific health education planning concepts and classroom teaching methods based on State and National Health education standards

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Utilize national, state and local data to identify youth risk behaviors affecting health
Apply multiple intelligence teaching strategies based on effective health education pedagogical characteristics.
Develop health lessons, plan health units, assess health education curriculum and formulate health assessments.
Employ effective health education strategies and identify sound health education resources.\\n\\n
Evaluate student learning with authentic health related assessments.
Apply national health education tools to equate school health status, assess health curriculum and plan health education lessons.
Articulate the role of the health educator in a system of Coordinated School Health and on a School Wellness Team.

HEE 360 Youth Movement Science: 3 Credits (3 Lec)

PREREQUISITE: KIN 221. (Sp) This course provides students with background knowledge in the sub-disciplines of Functional Anatomy, Biomechanics, Motor Development and Motor Learning. These are foundational areas of study that underlie all human movement. Understanding of the concepts in these areas is central to prospective health enhancement teachers and sport coaches to planning/designing and delivering developmentally appropriate learning/practice tasks. Motor Development concepts will be introduced around the developing body and that affects human movement. the use of developmental stages (notably in assessing movement performance in early stages of life - Ages 3-6). Students will also be introduced to basic concepts from the Motor Learning sub-discipline relevant to teaching, including feedback schedules, types of practice, and application of theory

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Explain how growth and maturation influence motor skill development
Explain the differences between practice schedules and their implication for arranging learning tasks
Explain the role of the various types of feedback in learning motor skills
Use biomechanical principles to explain motor skill execution
Explain the basic features of the cardiovascular, muscular and respiratory systems
Identify the practical implications of how growth, maturation, learning principles, physiological systems, and biomechanical principles affect the creation of developmentally appropriate physical activity experiences in sport and other community physical activity programs.
Demonstrate knowledge of definitions, causes, prevention, and treatment of various cardio-vascular and chronic diseases through a critical examination of the literature on health literacy and the development of videos for public education

HEE 430 Instructional Design in Health Enhancement: 3 Credits (3 Lec)

PREREQUISITE: CHTH 205, EDU 397, HEE 305, HEE 306, HTH 220 and upper division standing and acceptance into the professional teacher education program. (Sp) A conceptual and practical approach to the design, implementation, and maintenance of various curricula for future teachers

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Analyze curriculum processes including development, design, implementation, and evaluation of physical education/health enhancement curricula.
Design and develop evaluation and assessment protocols appropriate for various physical education/health enhancement curricular models based on context.
Articulate a thorough understanding of current research based curricular models in physical education/health enhancement.
Understand the development of content process as applied to physical education/health enhancement content including teaching appropriate lessons and unit plans based on best practice.
Develop a greater sensitivity and understanding of needs and interests of students from diverse cultural backgrounds
Design a credible Professional Portfolio based on SHAPE America’s Beginning Teacher Standards.

HEE 490R Undergraduate Research: 1-6 Credits (1-6 Other)

(F, Sp, Su) Directed undergraduate research which may culminate in a research paper, journal article, or undergraduate thesis. Course will address responsible conduct of research. May be repeated.
Repeatable up to 12 credits.

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Independent Study: Student learning outcomes vary.

HEE 491 Special Topics: 1-4 Credits (1-4 Lec)

Repeatable up to 12 credits.

HEE 492 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Junior standing, consent of instructor, and approval of department head. (Sp) Directed research and study on an individual basis
Repeatable up to 6 credits.

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Independent Study: Student learning outcomes vary.

HEE 506 Exercise and Chronic Disease: 3 Credits (3 Lec)

PREREQUISITE: HEE 310, graduate standing. (Sp) Theory and practice in the effects of exercise on various diseases, disabilities, and atypical conditions

HEE 588 Professional Development: 1-3 Credits (1-3 Lec)

PREREQUISITE: Graduate standing, teaching experience and/or current employment in a counseling organization and consent of instructor. (Su) Courses offered on a one-time basis to fulfill professional development needs of in-service educators or counselors. A specific focus is given to each course which is appropriately subtitled. May be repeated
Repeatable up to 3 credits.