PEH Courses
Please note that the frequency of course offerings below is subject to change without notice, because of changes in faculty availability, sabbaticals and leaves, and other circumstances. Please consult the latest Schedule of Classes (and supplement), myBerea, revisions to online Catalog, and/or the Director of General Education to determine if a course will be offered during a certain term or year, especially if Satisfactory Academic Progress (SAP) is a factor.
PEH 100
Int to Lifetime Hlt & Wellness
Offered: Typically Fall and Spring terms
Knowledge and physical activities to improve and maintain wellness in College and after. The course brings together several major components: assessment of physical fitness, swimming abilities for survival, study of current information about wellness, and physical activities. Meets three hours each week. Strongly recommended to be taken in the first year.
Knowledge and physical activities to improve and maintain wellness in College and after. The course brings together several major components: assessment of physical fitness, swimming abilities for survival, study of current information about wellness, and physical activities. Meets three hours each week. Strongly recommended to be taken in the first year.
1/2 Course Credit
PEH 220
Hlt & Movement Study-Elem Edu
Prerequisite: PEH 100
Offered: Typically every Fall Term (offered Fall 2008 for prospective Elementary certification majors and Fall 2009 for IECE majors)
Study of fundamental movement concepts and the foundations of good health in preparation for helping students in pre-school through grade 5 to understand and apply these concepts. Students will learn to structure age-appropriate movement experiences that encourage self-expression and social interaction, and develop motor skills, as well as convey important health concepts such as the structure and function of the human body and ways to achieve fitness and a healthy lifestyle. Practical teaching experience with children is included in the course. PEH 220 is limited to those students seeking a degree in Education Studies with Elementary Certification, P-5, or Interdisciplinary Early Childhood Education (IECE) with Teacher Certification (the latter a concentration in the Child and Family Studies Department). NOTE: Noncredit for students who completed PEH 120.
Offered: Typically every Fall Term (offered Fall 2008 for prospective Elementary certification majors and Fall 2009 for IECE majors)
Study of fundamental movement concepts and the foundations of good health in preparation for helping students in pre-school through grade 5 to understand and apply these concepts. Students will learn to structure age-appropriate movement experiences that encourage self-expression and social interaction, and develop motor skills, as well as convey important health concepts such as the structure and function of the human body and ways to achieve fitness and a healthy lifestyle. Practical teaching experience with children is included in the course. PEH 220 is limited to those students seeking a degree in Education Studies with Elementary Certification, P-5, or Interdisciplinary Early Childhood Education (IECE) with Teacher Certification (the latter a concentration in the Child and Family Studies Department). NOTE: Noncredit for students who completed PEH 120.
1 Course Credit
PEH 221
Hlt & Movement for Young Child
Prerequisite: PEH 100
Offered: Typically alternate Fall Terms. (first offered Fall 2009)
Study of the foundations of healthy behaviors and fundamental movement concepts in preparation for helping young children ages birth to 5 years become socially, emotionally, and physically well. Students will learn to structure age-appropriate movement experiences that encourage self-expression and social interaction as well as developing motor skills, and to convey important health concepts that will lay the foundation for lifelong health and wellness. NOTE: Noncredit for students who completed PEH 120 or PEH 220.
Offered: Typically alternate Fall Terms. (first offered Fall 2009)
Study of the foundations of healthy behaviors and fundamental movement concepts in preparation for helping young children ages birth to 5 years become socially, emotionally, and physically well. Students will learn to structure age-appropriate movement experiences that encourage self-expression and social interaction as well as developing motor skills, and to convey important health concepts that will lay the foundation for lifelong health and wellness. NOTE: Noncredit for students who completed PEH 120 or PEH 220.
1 Course Credit
PEH 222
Hlt & Movement Elem Age Child
Prerequisite: PEH 100
Offered: Typically alternate Fall Terms (first offered Fall 2010)
Study of fundamental movement concepts and the foundations of good health in preparation for helping students in pre-school through grade 5 understand and apply these concepts. In the first half of the term, students will learn to convey important health concepts through experiential learning. The second half of the term students will learn to structure age-appropriate movement experiences that encourage self-expression and social interaction, as well as developing motor skills.
NOTE: Noncredit for students who completed PEH 120 or PEH 220.
Offered: Typically alternate Fall Terms (first offered Fall 2010)
Study of fundamental movement concepts and the foundations of good health in preparation for helping students in pre-school through grade 5 understand and apply these concepts. In the first half of the term, students will learn to convey important health concepts through experiential learning. The second half of the term students will learn to structure age-appropriate movement experiences that encourage self-expression and social interaction, as well as developing motor skills.
NOTE: Noncredit for students who completed PEH 120 or PEH 220.
1 Course Credit
PEH 330
Extended Sch Exper-PED/HLT
Prerequisites: Admission to the Teacher Education Program and satisfactory completion of a major or minor course that has a methods component (chosen from PED 244, 245, 246, 247, 250, 251, 362, or HLT 315)
Offered: Typically every Short Term
This course is designed as an advanced-level practicum to allow students an opportunity to integrate teaching skills and understandings in a school setting. This experience enables students to compile evidence that they meet the performance indicators required for admission to Student Teaching. In the course of the practicum, students will be expected to demonstrate the ability to teach in a manner that invites integration with their students, including the ability to formulate and use appropriate and effective questioning strategies. Students also will keep a journal of daily reflections that reveals the depth of their ability to learn from their own teaching. Students will be expected to plan and implement at least one unit (related sequence of lessons) of instruction, including: 1) a completed unit plan with goals and objectives; 2) a supporting rationale; 3) a detailed activity outline; 4) a statement describing modes of assessment and samples of student work; 5) an annotated bibliography of materials and texts for students; and 6) an annotated bibliography of readings done in preparation for teaching the unit. It is expected that students will draw from the materials created in this course for entries in their Education portfolios; therefore, a reflective self-assessment should be included with the unit and a statement of evaluation should be obtained from the cooperating teacher.
Offered: Typically every Short Term
This course is designed as an advanced-level practicum to allow students an opportunity to integrate teaching skills and understandings in a school setting. This experience enables students to compile evidence that they meet the performance indicators required for admission to Student Teaching. In the course of the practicum, students will be expected to demonstrate the ability to teach in a manner that invites integration with their students, including the ability to formulate and use appropriate and effective questioning strategies. Students also will keep a journal of daily reflections that reveals the depth of their ability to learn from their own teaching. Students will be expected to plan and implement at least one unit (related sequence of lessons) of instruction, including: 1) a completed unit plan with goals and objectives; 2) a supporting rationale; 3) a detailed activity outline; 4) a statement describing modes of assessment and samples of student work; 5) an annotated bibliography of materials and texts for students; and 6) an annotated bibliography of readings done in preparation for teaching the unit. It is expected that students will draw from the materials created in this course for entries in their Education portfolios; therefore, a reflective self-assessment should be included with the unit and a statement of evaluation should be obtained from the cooperating teacher.
1 Course Credit
Notice and Disclaimer
This online publication is the official text of the Berea College Catalog & Student Handbook. Berea College reserves the right to amend, revise, or modify content within this publication at any time.
Effective Date: 9-1-2009
Approved by: Rita Fox
