Physical Education Teacher Education

To enhance well-being through optimal movement, physical activity, tourism and leisure experiences, environments and policies.

The doctorate program at the University of Idaho College of Education prepares students for research, teaching and service in academia. The focus is to develop independent researchers in Healthy Active Lifestyles (HAL) that enhance well-being. Collaborations in teaching, research and service are required, and an independent research focus should be established within program faculty research lines.

Wellness through movement, physical activity and leisure is an active process through which people become aware of, and make choices toward, a more physically active life. This active integration of the mind, body and spirit results in the overall feeling of well-being. HAL programs are designed to help achieve a state of well-being by providing movement, physical activity, tourism and leisure services focused on the promotion or maintenance of good health rather than the correction or treatment of poor health.

In the HAL program, students apply principles of pedagogy, moral and ethical reasoning, psychology to movement, physical activity, tourism and leisure sciences to examine how experiences, relationships and organizations help people and communities thrive. Accordingly, HAL pillars of well-being include positive emotion, relationships, engagement, meaning and accomplishment in relation to movement, physical activity, tourism and leisure sciences.

Within the context of HAL, the student will be able to: 

• Critically analyze, apply and disseminate research

• Develop skills and knowledge in effective teaching and learning

• Apply principles of ethical leadership and collaborative engagement, and service-oriented commitment to advance sustainability in communities

• Apply programming and policy principles

• Develop a specialized and expert knowledge base

• Engage in professorial responsibilities commonly expected in academia

A master’s degree with thesis or project related to movement sciences/recreation/physical education/kinesiology/exercise science*, or a bachelor’s degree and a professional presentation or published work in a peer reviewed journal*. Minimum of two years of field* experience (public or private sector) is recommended and this experience is required before graduation. *Discretion of advisor.

• Students must have a designated major professor to be admitted into the program. 

• This program of study reflects the minimum credit requirements in each area, however, depending on the specific specialization of study, students may need to complete additional requirements as stipulated by their major professor in the study plan. 

• Students must file their study plan and committee form after successful completion of 24 credits. These forms can be found at www.uidaho.edu/cogs/forms. Please type all forms and submit a hard copy with original signatures to the HPERD Department Chair in PEB 101.

• Students must gain approval of proposals for PEP 502 and 599 coursework from two program faculty members.

• 30 overaged (taken more than 8 yrs ago) credits are allowed

• 48 credits must be current

• Up to 45 credits dissertation allowed

• 39 credits are required at University of Idaho

• 52 credits must be 500 or higher (26 credits can be 400 level; 300 level permitted outside of major)

• The study plan must have at least 84 (Ph.D.) credits beyond the bachelor's degree

• Credit for courses numbered 599 cannot be counted in meeting the core or elective research requirements

In order to better understand how to practically assess physical activity in physical education, and how physical education is contributing to physical activity levels of students, faculty are developing standards for measuring physical education physical activity, and conducting physical activity surveillance within K-12 physical education. A recent study examines the validity of practical physical activity assessment technologies in measuring moderate to vigorous physical activity. Another study examines the prevalence of students achieving compliance of Idaho physical education physical activity standards, and explores correlates of students achieving and not achieving physical education physical activity standards.

A recent outreach project examined, assessed and developed physical activity policies and behaviors in rural school districts to enhance physical activity behavior during physical education, during the school day and before and after school.

In collaboration with the City of Moscow, funds totaling $218,000 have been awarded from the Idaho Department of Transportation to improve infrastructure and educate schools and communities for safe biking and walking to school. PETE students have been involved in numerous activities to enhance biking and walking safely to school.