Program Purpose

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As a future physical educator, you inspire and guide youth through the light of Jesus Christ. You will help them develop strong minds, bodies, and spirits while deepening their understanding of the sacred role of the body in our journey toward perfection and eternal life. Through coursework, practicum experiences, and student teaching, you will learn to:

• Apply research-based and gospel-centered methodologies to engage students effectively.
• Introduce students to a variety of physical activities available in their local communities.
• Collaborate with faculty and peers on physical education research and projects, fostering connections and a sense of belonging within the BYU covenant community.

This program will prepare you to make a meaningful impact on students' lives, equipping them with lifelong skills for physical, mental, and spiritual well-being.

Curricular Structure

The Physical Education Teaching - Coaching (K-12) BS requires completion of a program entrance form. To be admitted, students must meet the following criteria:

• Complete SFL 210, NDFS 100, and PETE 227
• Complete a background check and be fingerprinted
• Supply information on previous experience working with children and youth

Once a student enters the program (after completing these three prerequisite courses) they will need to complete an additional 58.5 total credit hours in the major to be able to qualify for graduation and licensure. Students wishing to take a teaching minor, which is strongly recommended, must take additional hours to meet specific minor requirements. In addition to classroom learning experiences, students will also have many field-based experiences in the public schools, culminating in the coaching internship and student teaching. All courses must be completed before the student teaching experience. The program takes at least four semesters. See program MAP and Catalog for additional details:

Major Academic Plan

Undergraduate Catalog

Learning Outcomes

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The goals of the PETE Program are directly related to the Aims of a BYU Education, the State of Utah PETE General Teaching Competencies, and the SHAPE America PETE National Standards.

1. Maintain a Culture of Belonging and Student Leadership

By example, physical education teacher candidates build character in a safe, inclusive, and supportive learning environments that foster respect, equity, and student engagement.

2. Develop Exceptional Teachers and Advocates

Physical education teacher candidates plan, implement, and assess developmentally appropriate learning experiences that promote physical literacy for all students through Christlike teaching principles. They are effective advocates for physical activity in schools. This is accomplished through a research based intellectually enlarging curriculum.

3. Nurture Disciple-Scholars Who live by Principles of Faith and Wellness

Physical education teacher candidates are students of "faith, intellect, and character who have the skills and the desire to continue learning and to serve others throughout their lives." Students participate in disciple scholarly activities including planning, data collection and analysis, and professional writing that includes "learning by study and also by faith."

Evidence of Learning

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The PETE program has established four transition points (admission to the program, preclinical phase, post-clinical phase, and alumni) for assessing teacher candidates. At each of these transition points, teacher candidates are evaluated on multiple, common assessments developed and established by the faculty. These assessments include, but are not limited to, evaluations of academic performance (unit plans, lesson plans, teacher work samples, etc.), professional and interpersonal behavior measures, dispositional measures, and clinical practice measures, all of which are linked and aligned with Aims of a BYU Education, the State of Utah PETE General Teaching Competencies, and the SHAPE America PETE National Standards.

Data for major assessments are collected through the use of Educator as the unit data management system, which facilitates the creation, sharing, saving, and storing of information, assignments, assessments and other artifacts to be used as evidence of candidate performance. Candidate work samples are stored on Educator as well. 

Direct Measures

Outcome 1: Maintain a Culture of Belonging and Student Leadership

• PELLA program activity data & feedback
• Experiential Learning Survey data
• PETE mid program & exit survey

Outcome 2: Develop Exceptional Teachers and Advocates 

• PETE Teacher Work Samples (TWS) from PETE 276 and PETE 476R student teaching
• PETE Desired Competencies Final Projects from PETE 274, 276, 377, & 476
• Teacher Candidate Assessments (TCA) from PETE 377 & 476R (Mentor teacher & University Supervisor)

Outcome 3: Nurture Disciple-Scholars Who live by Principles of Faith and Wellness

• PETE mid program and exit survey (collected end of first Winter Semester in the program and exit survey at completion of student teaching)

Indirect Measures

Successful completion of all of the PETE courses.

Outcome 1: Maintain a Culture of Belonging and Student Leadership

• PELLA program activity data & feedback
• Experiential Learning Survey data

Outcome 2: Develop Exceptional Teachers and Advocates 

• PETE Desired Competencies Final Projects from PETE 274, 276, 377, & 476
• Participation in Utah SHAPE orginization (attendance and/or presenting at the annual sate convention)

Outcome 3: Nurture Disciple-Scholars Who live by Principles of Faith and Wellness

• PELLA program participation and contribution

 

Learning and Teaching Assessment and Improvement

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Faculty members and administrative leaders in the Department of Teacher Education analyze and evaluate the generated data and assessment outcomes at regular intervals associated with the four major transition points. This analysis takes place with reports generated by and through the Assessment Team. These reports are prepared at the end of each semester, providing summaries of student performance as well as access to the artifacts and assessments that produced the data. These summaries are reviewed by administrative leaders and the faculty at large in identifying program strengths and weaknesses. Through thoughtful discussion and debate, consensus is reached, targets/goals for change are identified, and procedures are put in place to achieve the goals. When and if necessary, proposals are forwarded to the University Council on Teacher Education and the University Curriculum Committee for approval.

Unit level analysis, evaluation, and improvement occur on a systematic basis. Under the direction of the Educator Preparation Program Executive Committee, assessment instruments are developed, tested, implemented, evaluated, and revised for the EPP. Data are aggregated and reported to the respective programs. Comparisons are made within and between programs.

Assessment Scales

 

Teacher Candidate Assessment (TCA) Scale:  3- Exceptional, 2- Demonstrates Competency, 1-Beginning, 0- Not Effective

Teacher Work Sample (TWS): Passing score: 77 or higher to meet competency

GPA Scale:  4.00