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Health & Physical Education

Health and Physical Education Department
Alex Nemzek Hall 103, (218) 477-2445
Chair: Dawn Hammerschmidt
Faculty: Jay Albrecht, James Gemar, Wendy Frappier, Julie Knutson

MSUM’s Health and Physical Education (HPE) Department offers programs for students who are interested in administrative positions in teaching health or physical education in schools, exercise science, athletic training or coaching.

Bachelor of Science in Physical Education: Teaching
Physical education teaching graduates are employed as K-12 physical education teachers, developmental adapted physical education teachers, and athletic coaches. A developmental adapted physical education licensure or coaching minor enhances public school employment opportunities. Other physical education teaching graduates assume jobs in a variety of recreational and fitness fields.

Student Learning Outcomes (Physical Education)

  • Content Knowledge: Physical education teachers understand physical education content and disciplinary concepts related to the development of a physically educated person.
  • Growth and Development: Physical education teachers understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development.
  • Diverse Students: Physical education teachers understand how individuals differ in their approaches to learning and create appropriate instruction adapted to these differences.
  • Management and Motivation: Physical education teachers use an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
  • Communication: Physical education teachers use knowledge of effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings.
  • Planning and Instruction: Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards.
  • Student Assessment: Physical education teachers understand and use assessment to foster physical, cognitive, social, and emotional development of students in physical activity.
  • Reflection: Physical education teachers are reflective practitioners who evaluate the effects of their actions on others and seek opportunities to grow professionally.
  • Technology: Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity.
  • Collaboration: Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students' growth and well-being.

Bachelor of Science in Health Education
School health educators are licensed to teach health education in the public or private schools at 5-12 level. Students obtaining a health education teaching degree are also eligible for positions in the community setting.

Student Learning Outcomes (Health Education)

  • Health education teachers will assess individual and community needs for health education.
  • Health education teachers plan effective health education programs.
  • Health education teachers implement health education programs.
  • Health education teachers evaluate the effectiveness of coordinated school health programs.
  • Health education teachers coordinate provision of health education programs and services.
  • Health education teachers act as a resource person in health eduction.
  • Health education teachers communicate health and health education needs, concerns, and resources.

Bachelor of Science in Exercise Science
The exercise science major prepares students for careers in fitness, exercise science, wellness and health. The major will also prepare students for graduate school programs in exercise science, exercise physiology or cardiac rehabilitation. One of the goals of the exercise science program is to prepare students to sit for certification by the American Council on Exercise, National Strength and Conditioning Association, American College of Sports Medicine, and National Academy of Sport Medicine.

Student Learning Outcomes (Exercise Science)

  • Student will demonstrate knowledge in anatomy, biomechanics, exercise physiology, risk factors, health appraisal, nutrition, weight management, exercise programming, and metabolic calculations.
  • Students will demonstrate the skills and abilities for exercise testing and interpretation identified by ACSM and NSCA.
  • Students will demonstrate the exercise techniques identified by NSCA.
  • Students will be able to apply basic competencies required of a fitness professional in a sports medicine, cardiac rehabilitation, fitness center or sports training facility.

Bachelor of Science in Athletic Training
The Athletic Training Education Program at MSUM is a nationally accredited program through the Commission on Accreditation of Athletic Training Education (CAATE). The Athletic Training Education Program provides students with an in-depth study of Athletic Training including prevention, care, evaluation, treatment, and rehabilitation of musculoskeletal injuries. Athletic Training students also learn about health care administration and professional development pertaining to athletic training. The Athletic Training Education Program prepares students to become eligible for the Board of Certification examination, which is the entry-level credential needed to practice Athletic Training. Some states also require Athletic Trainers to be registered or licensed. Certified Athletic Trainers have employment opportunities at the secondary level, college/university level, sports medicine clinics, physician’s offices, industrial and corporate settings, and with professional athletic teams. In addition, this program provides preparation for other allied health professions and graduate studies.

Athletic Training Education Program Admission Requirements
Athletic Training coursework and clinical education experiences are sequential. The sequencing of coursework and clinical education provides the Athletic Training student the opportunity to gain knowledge and master skills over time. The first three semesters are observational; the student completes the required coursework and observational hours. During the fall/third semester of the observational period the student applies to the Athletic Training Education Program.

A limited number of applicants will be admitted to the Athletic Training Education Program. The number of students admitted into the Athletic Training Education Program will be dependent upon the number of clinical education sites available for that given year. Application to the Athletic Training Education Program will take place during the fall semester. The policy for transfer students will include a careful evaluation of the students’ clinical experiences and educational competencies, and their compatibility with MSUM’s Athletic Training Education Program. Transfer students should contact the Program Coordinator regarding requirements. Only admitted students will proceed in the curriculum. Interested students must meet with the Program Coordinator before declaring Athletic Training as a major.

Competitive admittance is dependent upon successful completion of the following:

1. Admission to Minnesota State University Moorhead.
2. Submission of official transcripts from ALL colleges/universities where credit was earned.
3. Academic Achievement:

  • a grade of C- or better in BIOL 111 Cell Biology or BIOL 115 Organismal Biology;
  • a grade of B or better in AT 120 Introduction to Athletic Training;
  • a grade of B or better in AT 220 Care & Prevention of Athletic Injuries;

4. Completion of 10 hours of documented Athletic Training facility observation.
5. Submission of three letters of recommendation.
6. Submission of application form.
7. Submission of a formal letter of application (essay).
8. Completion of an on-campus interview with a committee of Certified Athletic Trainers.
9. Completion of immunizations as required by MSUM including Hepatitis B, TB (yearly), and MMR vaccinations.
10. Completion of a physical examination and medical history questionnaire.
11. Completion of Technical Standards.
12.Completion of a criminal background check and required off campus paperwork (prior to clinical experience at affiliated sites).

Retention Requirements in Athletic Training Education Program
Once accepted into the Athletic Training Education Program, the student will continue to meet the academic and clinical requirements of the program. If a student fails to meet the retention requirements of the program, the student will not be allowed to progress through the program until retention requirements are met and dependent upon clinical education availability.

Sophomore Year:

  • minimum 2.5 cumulative GPA;
  • minimum 3.0 GPA in athletic training major courses;
  • demonstrate competency in accordance to appropriate level;
  • compliance with the NATA’s Code of Ethics;
  • compliance with all established policies defined in the Athletic Training Student Handbook;
  • compliance with clinical assignments and directions given by the athletic training staff;
  • complete proper paperwork for practicum courses within the first week of school.

Junior Year:

  • minimum 2.75 cumulative GPA;
  • minimum 3.0 GPA in athletic training major courses;
  • demonstrate competency in accordance to appropriate level;
  • compliance with the NATA’s Code of Ethics;
  • compliance with all established policies defined in the Athletic Training Student Handbook;
  • compliance with clinical assignments and directions given by the athletic training staff;
  • repeated TB immunization.

Senior Year:

  • minimum 2.75 cumulative GPA;
  • minimum 3.0 GPA in athletic training major courses;
  • demonstrate competency in accordance to appropriate level;
  • compliance with the NATA’s Code of Ethics;
  • compliance with all established policies defined in the Athletic Training Student Handbook;
  • compliance with clinical assignments and directions given by the athletic training staff;
  • repeated TB immunization.

The National Athletic Trainers’ Association has outlined areas of expertise and specific domains and competencies within each of the following areas. This educational framework serves as the foundation needed to sit for the Board of Certification examination which is a necessary credential to work as an Athletic Trainer. Upon completion of the course of study required for Athletic Training, the student should have a collection of knowledge, skills, and values regarding the following areas:

  • Evidenced-Based Practice (EBP)
  • Prevention and Health Promotion (PHP)
  • Clinical Examination and Diagnosis (CE)
  • Acute Care of Injuries and Illnesses (AC)
  • Therapeutic Interventions (TI)
  • Psychosocial Strategies and Referral (PS)
  • Healthcare Administration (HA)
  • Professional Development and Responsibility (PD)

Student Learning Outcomes (Athletic Training)

  • Demonstrate knowledge consistent with the entry-level education as defined by the National Athletic Trainers' Association Educational Competencies.
  • Employ critical thinking and clinical decision-making skills while providing athletic training services.
  • Be able to communicate effectively, through written and verbal means, with the general public and other medical and health professionals.
  • Provide athletic training services within the ethical, professional, clinical, and legal parameters of the Board of Certification Standards of Professional Practice and/or state practice act.
  • Demonstrate an appreciation of the need for community involvement and citizenship as an allied health professional.