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Undergraduate Advisement Manual

Welcome to the Physical Education Department at SUNY Cortland! We are pleased that you have chosen physical education as a major and anticipate that you will find our programs interesting, challenging, and exciting. We have a long tradition of producing successful teachers and leaders in the field. We expect that you will uphold this reputation as you pursue your studies and join the profession as one of our graduates.

Our program is rigorous. You will be engaged in a broad-based education in the liberal arts and sciences through your General Education Requirements. Our major will provide you with preparation in theory, teaching methods of physical education, physical activity courses, and field-based experiences with children in the greater Cortland community. You must adhere to the conduct standards (dispositions) of the department and the profession as you progress through the program. We expect you to have a passion for physical education and to be fully engaged in your own development as a pre-service teacher.

This manual will provide you with information about our program, specify the requirements for program completion, and offer options where applicable. When you have options to meet a requirement or elective, you should select the courses and programs that interest you the most or be the most beneficial for your career goals. Our faculty, particularly your advisor, can provide valuable guidance about your course schedule, certification questions, majors and concentrations, and career choices. Please take advantage of their expertise as well as all the professional opportunities you will have as a student in our program.

Best wishes for success,

Dr. Rebecca Bryan
Department Chair

Section 1: The Physical Education Program at Cortland

Mission

Mission

Our mission is to prepare physical educators who will make a difference in their communities and the lives of their students.

Vision

The department envisions schools where physical education and physical activity are valued, integral facets of the curriculum. The department will prepare candidates to be the leaders and catalysts needed to conduct quality physical education programs for all learners. Candidates will graduate with the knowledge and skills necessary to implement a wellness-based curriculum model, perform as highly effective teachers and coaches, and serve as the physical activity expert in a school setting*. The department’s programs will be highly regarded and visible on campus as well as recognized as an exemplar of physical education teacher preparation within the profession.

* Note: A comprehensive school physical activity program is based on a quality physical education program and includes interscholastic sports, intramural sports, and physical activity-based clubs, before- and- after school programs, physical activity integrated into classroom learning, physical activity breaks, recess, and walk- and bike- to- school programs.

Values

  • Focus on Candidates: All decisions, plans, and actions revolve around candidates’ academic, personal, social, and cultural development and wellness.
  • Integrity: Dedication to honesty, hard work, high personal and professional standards, and respect for people, perspectives, and the environment.
  • Intellectual Life: Commitment to inquiry, academic rigor, creativity, lifelong learning, and contribution to the discipline, profession, and the greater good.
  • Meaning in Movement: Appreciation of movement for health, enjoyment, challenge, self-expression, and social interaction to support lifelong physical activity

Priorities

  • Diversity: Infuse diversity of all types throughout the program.
  • Research: Encourage research on best pedagogical practices as well as dissemination and application of the findings.
  • Leadership: Provide leadership to the profession through scholarship and service as well as the mentoring of candidates and other emerging leaders.
  • Technology: Apply technology to support teaching and learning.
  • Active Schools – Active Communities: Prepare candidates for an expanded role as a physical activity expert in the school/community.

Heritage

Physical education has a long history at the university.3 Beginning in 1890, all Cortland students were required to participate in “physical culture” for 15 minutes each day, and in 1895, the university hired its first instructor of physical training*. In 1916, the State of New York passed legislation that required all pupils in public schools to engage in physical training for 20 minutes each day, but it lacked trained teachers to implement the new law. President DeGroat and Bessie Park, who was hired in 1915 as the Director of Physical Training, developed a proposal to provide the necessary training to schools and subsequently became one of the first State-approved programs to do so. The program was an invaluable service to the State and proved to be quite popular with area schools. In 1923, again with Bessie Park’s guidance, physical education became an approved major at the university.

Since that time, our program has fostered many notable leaders in physical education and athletics, including Katherine Ley, President of AAHPER (1974), and Robert Weber, AAHPERD Vice President, Men’s Division of Athletics (1965). In 2011, Alumna Judith Rink (’65) was the recipient of the AAHPERD Luther H. Gulick Award, which is the highest recognition for professional achievement given by AAHPERD. Today, our Physical Education faculty and alumni provide exceptional leadership and service to the profession by serving as officers and board/committee members in organizations such as SHAPE America, NCPERID, NAFAPA, EDA-AHPERD, and NYSAHPERD. They are the recipients of numerous awards in professional service, teaching, and scholarship. In addition, our adapted physical education program received the AAPAR/APAC Outstanding Program in Adapted Physical Activity Award (2008). This heritage of professional excellence continues to be a hallmark of the Physical Education Department at Cortland.

We expect you to continue the tradition of excellence for which our program is known.

*note: Physical culture and physical training were terms used in the early years of the field of physical education.

Professional Organizations and Affiliations 

Since you are planning to be a Physical Education major, you should become acquainted with the organizations of your profession. We expect you to become an active member in the Alliance of Physical Education Majors (APEM). APEM provides numerous opportunities to develop professional leadership skills through planning and organizing the annual South Central Zone Conference as well as community events (field days, Teen Night, Winter Carnival, etc.). APEM also organizes student participation in local, regional, and national conferences. These conferences provide exposure to the latest developments in the field and help students network with other professionals.

In addition to becoming involved in APEM, all majors should join the New York State Association of Health, Physical Education, Recreation and Dance (NYS-AHPERD). Student memberships are offered at reduced rates and a membership provides access to the state conference as well as a journal which is published several times each year. Go to the New York State Association of Health, Physical Education, Recreation and Dance website for more information about membership benefits. It is also expected that students join the Society for Health and Physical Educators (SHAPE America), as it is the leading national professional organization for physical education. Like the state organization, student membership is offered at a reduced rate and offers many benefits. Go to the Society for Health and Physical Educators America website for more information.

Traditions

Throughout the history of the university, students have participated in a variety of traditions such as Moving Up Day (1920s), Potato March (1930s), Illumination Night (1920s–1940s), and the Twilight Sing (1920s–1960s). While these have fallen out of fashion, the Physical Education Department continues to observe special traditions at key points in the program.

  • The most enduring tradition has been the experience at Raquette Lake, currently administered through PED 308. Your time at this historic camp in the beautiful Adirondacks will connect you with generations of Cortland alumni and undoubtedly become one of the most memorable experiences of your college years.
  • Two other academic traditions that mark your Cortland experience in physical education are the EDU 256 and EDU 454 interviews. These interviews are the bookends to the block teaching courses in the major. In EDU 256, you will be interviewed by the faculty prior to your 60-hour fieldwork experience. In EDU 454, you will complete your professional portfolio and be interviewed by Cortland PE Alumni. Superior performances are recognized in the EDU 256 Honors Display and the EDU 454 Portfolio Showcase.
  • At the end of your undergraduate program, you will be invited to attend the department’s Senior Farewell and Recognition Ceremony. We hope you will join us for this special event.

Program Summary

The Cortland Physical Education major leads to the Bachelor of Science in Education (B.S. Ed.) degree with teacher certification (Code = PEM). Prior to enrollment in the first block sequence course (PED 201), the code is PEMW (waiting). You must meet the criteria for entrance into the block sequence, which are listed later in this manual. Once you have entered the teaching block sequence, you are referred to as a teacher candidate.

The primary purpose of the Physical Education program is the preparation of teachers for NYS certification and teaching in the public schools. However, graduates enter many other fields such as youth development, personal training, coaching and sports administration, sales, business, real estate, law enforcement and the military. Our graduates have developed communication, collaboration, organizational and leadership skills that can be applied in any career setting. If you are interested in sport, exercise, or physical activity, but not necessarily working with school-age children, you should consider programs in the Kinesiology or Sport Management Departments. These departments, along with Health, Communication Disorders and Sciences, and Recreation, are housed within the School of Professional Studies. The offices of the Dean of the School are in the Professional Studies Building (1175).

It is important to note that there is both a concentration and an emphasis available in Adapted Physical Education in combination with teacher certification. The concentration may require an additional semester of study. We also offer a concentration in Outdoor Adventure Education, and an Aquatics focus. Interested students should consult with their advisor early in the program so appropriate scheduling can be planned.

In addition to standard coursework, physical education students have an opportunity to earn academic credit through a study abroad program in Germany, participation in the College Honors Program; and completion of an independent study and/or research project with a faculty member. All these options will enhance your educational experience and strengthen your professional preparation.

The teacher certification degree requires 60 credits in the liberal arts. Within the liberal arts area, students must complete both the Cortland and SUNY General Education requirements. Transfer students with a two-year A.A. or A.S. degree will have completed most of the General Education requirements at their previous institution, but you are responsible for ensuring that any deficiencies are fulfilled.

The remainder of your course work is devoted to professional education and/or professional specialization. The basis of this program is a core of knowledge, both theory and activity, and fieldbased experiences which prepare students for employment opportunities or further study in specialized areas at the graduate level. You can find a guide to the content in the core teaching classes in Appendix A. The Physical Education program is accredited by CAEP/SHAPE America and adheres to the SHAPE America Initial Physical Education Teacher Education Standards (2017)

Student Learning Outcomes

Our Student Learning Outcomes are the SHAPE America SPA Standards and Elements (2017), which define the essential knowledge, skills, and dispositions required for successful teacher candidates.

Standard 1: Content and Foundational Knowledge

Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective PreK-12 physical education program.

Components – Candidates will: 

  1. Describe and apply common content knowledge for teaching PreK-12 physical education.
  2. Describe and apply specialized content knowledge for teaching PreK-12 physical education.
  3. Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness for PreK-12 students.
  4. Describe and apply motor learning and behavior-change/psychological principles related to skillful movement, physical activity and fitness for PreK-12 students.
  5. Describe and apply motor development theory and principles related to fundamental motor skills, skillful movement, physical activity and fitness for PreK-12 students.
  6. Describe historical, philosophical and social perspectives of physical education issues and legislation.

Standard 2: Skillfulness and Health-Related Fitness

Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.

Components – Candidates will: 

  1. Demonstrate competency in all fundamental motor skills, as well as skillful performance in a minimum of four physical education content areas (e.g., games and sports, aquatics, dance and rhythmic activities, fitness activities, outdoor pursuits, individual-performance activities).
  2. Achieve and maintain a health-enhancing level of fitness throughout the program.

Skillful: A person’s ability to employ techniques, tactics, strategies, rules and etiquette effectively in the context of the activity.

Note: To assist individuals with special needs to achieve the intent of Standard 2, physical education teacher education programs are allowed and encouraged to use a variety of accommodations and/or modifications to demonstrate skillful performance (e.g., modified/adapted equipment, augmented communication devices, multi-media devices) and fitness (e.g., weight programs, exercise logs).

Standard 3: Planning and Implementation

Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.

Components – Candidates will: 

  1. Plan and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) short- and long-term plan objectives that are aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education.
  2. Plan and implement progressive and sequential content that aligns with short- and long-term plan objectives and that addresses the diverse needs of all students.
  3. Plan for and manage resources to provide active, fair and equitable learning experiences.
  4. Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students.
  5. Plan and implement learning experiences that require students to use technology appropriately in meeting one or more short- and long-term plan objective(s).
  6. Plan and implement learning experiences that engage students in using metacognitive strategies appropriately to analyze their own performance results.

Standard 4: Instructional Delivery and Management

Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, technology, and instructional and managerial skills to enhance student learning.

Components – Candidates will: 

  1. Demonstrate verbal and nonverbal communication skills that convey respect and sensitivity across all learning experiences.
  2. Implement demonstrations, explanations and instructional cues that are aligned with short- and long-term plan objectives.
  3. Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress.
  4. Implement transitions, routines and positive behavior management to create and maintain a safe, supportive and engaging learning environment.
  5. Analyze motor skills and performance concepts through multiple means (e.g., visual observation, technology) in order to provide specific, congruent feedback to enhance student learning.

Standard 5: Assessment of Student Learning

Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.

Components – Candidates will: 

  1. Select or create authentic, formal assessments that measure student attainment of short- and long-term objectives.
  2. Implement formative assessments that monitor student learning before and throughout the long-term plan, as well as summative assessments that evaluate student learning upon completion of the long-term plan.
  3. Implement a reflective cycle to guide decision making specific to candidate performance, student learning, and short- and long-term plan objectives.

Standard 6: Professional Responsibility

Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.

Components – Candidates will: 

  1. Engage in behavior that reflects professional ethics, practice and cultural competence.
  2. Engage in continued professional growth and collaboration in schools and/or professional organizations.
  3. Describe strategies, including the use of technology, for the promotion and advocacy of physical education and expanded physical activity opportunities.

Advisement

During your first semester on campus, you will be assigned an academic advisor. By the time you reach the teaching block coursework you will be assigned an advisor in the Physical Education Department. Check DegreeWorks for your assigned advisor. Outside the registration period, you may also meet with the Advisement Coordinator (Park 1127) when you have questions. It is possible to request a change of advisor by completing a form in the Physical Education Office (Park 1105).

Registration

It is important that you meet with your advisor to pre-register for courses for the upcoming semester. Your advisor will assist you in planning your remaining semesters and may offer suggestions regarding specific courses using the Physical Education Course Focus Guide (See appendix A). Your advisor can also help you with much more than your schedule. Your advisor is a great resource for offering advice about concentrations, certification exams, workshops, graduate school, career questions, and general guidance about your progress at Cortland.

The pre-registration period occurs in November for the spring and summer semesters and in April for the fall and winter semesters. Most advisors post sign-up sheets on their office door, or use Starfish, so that students can schedule a meeting at their convenience. You need to pre-plan for this meeting with your advisor so use DegreeWorks to check your progress toward graduation. Arrive at the meeting with a tentative schedule that your advisor will review and possibly modify. See Appendix B for a helpful planning template. See Appendix C for Schedule Builder. You can find information about the sequence of courses you should be taking in this manual under Program Requirements for Teacher Candidates. We have also provided a helpful list of courses that will count for more than one requirement in Appendix D.

Full-time students in physical education generally take at least 16 credits every semester, with at least two of those credits being activity courses. If you wish to take more than 18 credits, you must complete a Permission to Overload Form. If you are receiving any form of financial aid, remember that there may be financial aid implications for scheduling decisions that you make. You need at least 12 credits to be considered full-time and at least 12 credits on your schedule must be part of your major requirements or general education requirements. It is always recommended that you check with the Financial Aid Office if you have any questions.

After discussing your schedule, your advisor will provide you with a Personal Identification Number (PIN) to use to register for classes through MyRedDragon. You can also check MyRedDragon for your Time Ticket and any Holds that may be on your record, as the latter will need to be cleared before registering.

Pre-Registration Dates for Spring 2026

Student Group Tickets Begin
Seniors (90+ credit hours) Oct. 28, 2025
Juniors (56.5 – 89.5 credit hours) Oct. 30, 2025
Sophomores (26 – 56 credit hours) Nov. 3, 2025
Freshmen (0 – 25.5 credit hours) Nov. 5, 2025

Anticipated Pre-Registration Dates for Fall 2026

Student Group Tickets Begin
Seniors (90+ credit hours) Apr. 7, 2026
Juniors (56.5 – 89.5 credit hours) Apr. 9, 2026
Sophomores (26 – 56 credit hours) Apr. 13, 2026
Freshmen (0 – 25.5 credit hours) Apr. 15, 2026

Schedule Builder (Appendix C) is a useful tool for scheduling classes during the registration period.

If you are considering registering for a winter term course(s), you will do that at the same time as spring registration. For summer course(s), you will register at the same time as your fall registration.

Any time you want to take a course at another institution, you must have it pre-approved by the college. The Permission to Transfer Form can be found on Advisement and Transition’s web page. Once approved, you need to register at the other institution. If taking a course at another institution brings your credit total to more than 18 (e.g., 16 cr. hr. at Cortland and 3 at another school), you will need to complete the Permission to Overload Form in addition to the Permission to Transfer Form, available on the Registrar's Forms web page.

Once you have completed a course at another institution, it is your responsibility to request that the grade (transcript) be sent to Cortland, assuming you have earned a C – or better.

While your advisor assists you in making prudent decisions, you are ultimately responsible for knowing, planning and meeting all graduate requirements. 

Section 2: Selected University Policies

Selected university policies: 

Repeated Courses and Student Financial Eligibility

Students who repeat courses for which they have earned credit (a passing grade) may not have such a course included in the calculation of full-time status for the purpose of determining financial aid eligibility. There are three conditions under which a repeated course may be included in this calculation, as follows:

  1. A student may repeat a failed course.
  2. A student may repeat a course in which a passing grade was earned if the grade is not acceptable in a certain curriculum.
  3. A student may repeat a course if it is possible to receive credit for the course each time it is repeated (topics courses/independent studies).

Physical Education Course Retake Policy

The Department follows the retake policy of the College except for courses identified in the teacher preparation block sequence: PED 201, EDU 255, EDU 256, EDU 355, PED 356, EDU 455, and EDU 456. The retake policy for courses in the block sequence is as follows:

  1. Students may enroll in a block sequence course a second time to improve their GPA, to meet the required course grade (C- or better), or to replace a grade of “E” (failure) or “X” (withdrawal).
  2. Students who wish to enroll for a third time will be blocked from doing so. The department chair may lift the restriction only when extenuating circumstances warrant further consideration.
  3. Students who do not earn the required grade after their second attempt will not be able to complete the program and are required to change their major.

Transferring in Credit After Being Accepted to Cortland

Before a student registers for any courses to be taken at another college and transferred to Cortland, the student must fill out the Permission to Transfer form on the Advisement and Transition website. Please refer to transfer equivalency charts for all 2-year and 4-year SUNY Schools.

Pass/No Credit Option

Juniors and seniors in good academic standing may elect to take certain courses on a Pass/No Credit basis with the approval of the student's department chairperson (see the College catalog for detailed conditions). These courses must be outside the student's major, minor, and concentration and outside the General Education requirements. Forms are available in the Records Office (1105).

General Information about Course Offerings

Some courses are offered only during specific semesters or specific quarters. Thus, it is essential that students plan more than one year ahead. Student teaching must be taken into consideration as well as planning according to sport seasons. Some theory courses are offered only one semester a year. A curriculum summary sheet is provided on the last page of this booklet for your convenience.

Students may wish to enroll in classes during intersession or in summer school to accelerate progress toward graduation, however, seniors planning to complete degree requirements in either session should be aware that there is no guarantee that a specific course will have sufficient enrollment to be offered and no prerequisite coursework for student teaching can be taken in the summer or winter before student teaching.

General Education Program

The Cortland General Education Program fulfills all SUNY General Education requirements and includes additional elements specific to the Cortland degree. Students will take one course in each of the learning outcome categories except for Basic Communication, in which they must complete both academic writing and presentation skills areas. Double counting, or the use of a single course to satisfy more than one category, is allowed but is subject to the following limitations: (a) no course used by an individual student to satisfy the humanities category may be used to satisfy another subject category, and (b) no single course may in any case be used to satisfy more than two General Education categories.

  • Mathematics (and Quantitative Reasoning)
  • Natural Sciences (and Scientific Reasoning)
  • Social Sciences
  • US History and Civic Engagement
  • World History and Global Awareness
  • Humanities
  • The Arts
  • World Languages (refer to degree program)
  • Communication - Writing Studies 1 and 2
  • Communication - Presentation Skills
  • Diversity: Equity, Inclusion and Social Justice
  • Science, Technology, Values and Society

Transfer Courses

Any approved SUNY General Education course taken at another institution will be accepted into the related Cortland General Education category. Courses from non-SUNY institutions and courses for Cortland specific categories of Prejudice and Discrimination and Science, Technology, Values and Society, may also be transferred, providing that they meet the learning outcomes of these categories.

Beginning fall 2023, transfer students who enter SUNY Cortland with 20 or more credit hours will receive one waiver that will be applied toward meeting the Science, Technology, Values, and Society requirement. Students who enter Cortland as first-year students with transfer credit (or readmit to Cortland with credit) are not eligible for the general education waiver.

Physical Education majors fulfill the Mathematics (and Quantitative Reasoning) requirement when they complete PED 434: Statistics and Assessment in Physical Education. They will fulfill the Communication - Presentation Skills requirement when they complete EDU 255: Basics of Effective Instruction.

Writing Requirements

Students must satisfy the writing requirements set forth in the current College Catalog. Six credits of Writing Intensive (WI) courses must be completed at Cortland, one of which must be in the student's major. Currently, EDU 470, Foundations of Education in American Culture, meets the in-major requirement. The department also offers PED 313: Leadership in Physical Education, as an elective which meets the WI requirement. All writing intensive courses are identified in the Master Schedule by the symbol WI following the course title. Students should complete CPN 100 and CPN 101 before enrolling in WI courses.

Forms

Section 3: Department Policies and Procedures

Physical Education major requirements and example schedule over four years

Notes for all Teacher Candidates

A maximum of 15 hours of activity classes may count toward graduation. Exceeding 15 hours of activity classes will result in more than 126 credit hours needed for graduation.

  1. A minimum of 36 hours of PED/EXS prefixes are required for graduation.
  2. PED 308 Outdoor Education: must be completed before student teaching. Outdoor Adventure Education Practicum is an experiential based course designed to train future educators toward incorporating methods of outdoor adventure education into the physical education curriculum. The course is a two-week intensive session which normally occurs in the summer between the teacher candidate's junior & senior year. The course is held approximately 150 miles from the main campus at Cortland College's outdoor education facility at Raquette Lake in the heart of the Adirondack Mountains. A fee is charged for instruction and room & board. Preparation for the camp experience takes place on Fridays for the second half of the spring semester. Any questions should be directed to your advisor or the Outdoor Education Practicum Director. 
  3. Successful completion of fingerprinting and background check is required prior to any field experience.

Elective Offerings in Physical Education

Activities

These courses may be taken to fulfill the one-credit activity elective requirement. Students may also take any activity course offered in the Recreation, Parks, and Leisure Studies Department (RACT attribute).

Class Credits
PED 105 Beginning Swimming 1 credit
PED 137 Skating 0.5 credit
PED 138 Ice Hockey 0.5 credit
PED 140 Racquetball 0.5 credit
PED 141 Introduction to Squash 0.5 credit
PED 150 Introduction to Archery 0.5 credit
PED 152 Introduction to Bowling 0.5 credit
PED 154 Introduction to Golf 0.5 credit
PED 232 Scuba Level I 1 credit
PED 246 Introductory Yoga 1 credit
PED 281 Adventure Activities II 1 credit
PED 300 Lifeguard Training 1 credit
PED 301 Water Safety Instructors 2 credits
PED 302 Disability Games & Sports 1 credit
PED 303 Fitness Across Lifespan & Disabilities 1 credit
PED 305 Dance & Individuals. W/Disabilities 1 credit
PED 306 Adapted Aquatics 1 credit
PED 307 Intro: Inclusive Outdoor Educ. 1 credit
PED 332 Scuba Level II 1 credit
PED 383 HS Pedagogy in the Weight Room 1 credit

RACT Activity Classes

Class Credits
REC 101 Recreation Activities 1 credit
REC 102 Backpacking 1 credit
REC 103 Canoeing 1 credit
REC 104 Kayaking 1 credit
REC 105 Windsurfing 1 credit
REC 106 Rock Climbing 1 credit
REC 107 Snowshoeing 1 credit
REC 108 Cross Country Skiing 1 credit
REC 109 Winter Camping 1 credit
REC 110 Bike Touring 1 credit
REC 111 Snowboarding 1 credit
REC 112 Downhill Skiing 1 credit
REC 211 Adaptive Skiing & Snowboarding 1 credit

Coaching Clinics

Clinics are designed to prepare teacher candidates to coach specific activities and are offered as theory credit. Before enrolling, teacher candidates should have commensurate knowledge regarding the sport as determined by the instructor. Coaching clinics are 2 credit theory courses and do not count as activity credits. Most are offered once each academic year. Students may also enroll in EXS 230: Foundations of Coaching: Principles and Theories to fulfill their coaching course elective.

Course Semester Offered
PED 401 Coaching Clinic: Golf Spring
PED 404 Coaching Clinic: Baseball Fall
PED 405 Coaching Clinic: Basketball Fall and Spring
PED 406 Coaching Clinic: Field Hockey Fall
PED 407 Coaching Clinic: Football Fall and Spring
PED 408 Coaching Clinic: Golf Spring
PED 409 Coaching Clinic: Gymnastics Fall
PED 411 Coaching Clinic: Ice Hockey Fall and Spring
PED 412 Coaching Clinic: Lacrosse Fall and Spring
PED 414 Coaching Clinic: Soccer Fall and Spring
PED 415 Coaching Clinic: Softball Fall
PED 416 Coaching Clinic: Swimming Spring
PED 417 Coaching Clinic: Track & Field Spring
PED 418 Coaching Clinic: Volleyball Spring
PED 419 Coaching Clinic: Wrestling Spring

Theory Courses

These courses are offered as supplements to the required program:

Course Credits
PED 313 Leadership in Physical Education (WI) 3 credits
PED 349 Physical Education Practicum 0.5 – 3 credits
PED 444 Lab Assistant 1 – 3 credits
PED 499 Special Study in Physical Education 1 – 3 credits
PED 515 Technology in Physical Education 3 credits
PED 525 Curriculum Models for Physical Education 3 credits
PED 526 Physical Activity and Fitness Programming for Schools 3 credits
PED 527 Models and Theories of Adventure Education 3 credits

Teacher Preparation Methodology Sequence

All physical education teacher candidates should be aware that progression through the entire teacher preparation program is dependent upon the teacher candidate meeting and then maintaining several criteria. These criteria are assessed upon entry into each of the four teacher prep blocks.

Block A

PED 201 – Motor Development, 3 credits, 10 field hours, must have overall GPA at 2.8 or higher. PED 321 – Movement Education, 3 credits, 10 field hours, PED 201 is a prerequisite or corequisite.

Block B

EDU 255 and 256 – Basics of Effective Instruction and Seminar for Field Experience, 3 credits for 255 and 1 credit for 256, 60 field hours all done in 256 and completed outside the regular academic calendar, PED 201 is prerequisite with a C or higher, 2.8 cumulative GPA required.

Block C

PED 356 – Adapted Physical Education and Sport, 3 credits, 15 field hours, successful completion of EDU 255 and 256 with a C or higher, 2.8 cumulative GPA required. EDU 355 – Curriculum Planning and Practice, 3 credits, 16 field hours, PED 356 is a prerequisite, 2.8 cumulative GPA required. EDU 454 – Pre-Student Teaching Conference, 1 credit, EDU 355 is a corequisite, 2.8 cumulative GPA required.

Block D

EDU 456 and 457, Student Teaching, 14 credits total (7 credits for each), successful completion of EDU 454, EXS 380, EXS 387 and EXS 397, 2.8 cumulative GPA required, successful completion of PED 201, EDU 255, EDU 256, PED 356, and EDU 355 with a C or higher.

Transfer Students

Students who come to Cortland from other institutions are in a unique situation in that they must complete specific requirements for graduation in relation to courses already taken. An evaluation of the official transcript from the other college(s) must be completed as soon as possible and preferably before the student enters Cortland. According to college policy, transfer credit is limited as follows: 

  • Transfers from two-year institutions may transfer no more than 64 credit hours.
  • All students must complete a minimum of 45 credit hours at Cortland and meet specific course requirements for the chosen major.

Transfers should begin their careers at Cortland by examining their curriculum records to see what courses/credits have been transferred, what required courses must be completed, and what elective credits are available. If a student feels their transcript needs a re-evaluation, they should meet with Mrs. Schmid, advisement coordinator for physical education, to request the approval of any transfer credit adjustment.

Steps for Transfer Students to Meet Cortland Graduation Requirements

  1. Use Degree Works to track your progress in the program.
    1. Make certain required courses are scheduled in an appropriate sequence to meet all prerequisites, particularly:
    2. PED 201, PED 321 precede EDU 255, EDU 256, and PED 434
    3. EDU 255, EDU 256, and PED 434 precede EDU 355 and PED 356
    4. BIO 206* precedes EXS 380 (Motor Control & Learning) and EXS 387 (Biomechanics)
    5. BIO 206* precedes EXS 397 (Exercise Physiology)
    6. EDU 355, PED 356, EDU 454, EXS 380, EXS 387, EXS 397, PED 434, and PED 308 precede EDU 456/EDU 457 (Student Teaching)

    *Beginning fall 2023, BIO 206 – Fundamentals of Human Anatomy & Physiology will be equivalent to BIO 301 AND BIO 302 as prerequisites for EXS courses. Students will be responsible for making up the 2-credit difference with other courses.
  2. Complete as many of the required activity classes as possible.
  3. Select elective courses in areas of particular interest.
    1. Some transfer students will have sufficient elective hours to pursue a minor or concentration.
    2. It is sometimes possible to schedule an extra course or two, or plan a summer session, to complete a concentration area.

Recommended Sequence for Transfer Students

Entering with 64+ Credits Major Code PEM or PEMW - B.S. in Education (B.S.Ed.)

Transfer students should have completed most or all General Education requirements plus BIO 301, 302, EXS 197, HLH 110, PED 180, 181, 189, 282, 283, plus 1 credit of elective activity before beginning the program. See notes for four-year students.

1st Semester Junior Year, 18 credits

  • PED 101, 1 credit
  • PED 201, 3 credits
  • PED 321, 3 credits
  • Coaching Clinic, 2 credits
  • EXS 380 (pre-requisite BIO 206), 3 credits
  • PSY 332, 3 credits
  • 3 hours of activity classes, 3 credit

2nd Semester Junior Year, 20 credits

  • EXS 387 (pre-requisite BIO 206), 3 credits
  • EXS Option, 3 credits
  • EDU 255 (pre-requisite PED 201), 3 credits
  • EDU 256 (pre-requisite PED 201), 1 credit
  • PED 434, 3 credits
  • 4 hours of activity classes, 4 credits
  • PED 308* (pre-requisite PED 189), 3 credits
    *PED 308 takes place in the summer for 2 weeks, and MUST be completed before student teaching

1st Semester Senior Year, 18 credits

  • EDU 355 (pre-requisites EDU 255/256), 3 credits
  • EDU 470 (pre-requisites EDU 255/256), 3 credits
  • EXS 397 (pre-requisite BIO 206), 3 credits
  • PED 356 (pre-requisites EDU 255/256), 3 credits
  • PED 382 (pre-requisites EDU 255/256 & PED 282), 3 credits
  • EDU 454 (corequisite EDU 355), 1 credit
  • HLH 120*, 2 credits
    *HLH 120 can be satisfied by a valid CPR/AED/FA certification (may have to make up the 2 credits)

2nd Semester Senior Year, 14 credits

  • EDU 456, 7 credits
  • EDU 457, 7 credits

Physical Education Department Professional Expectations

Students who have been accepted into the SUNY Cortland Physical Education Major are preprofessionals for whom Department faculty have lofty expectations. In addition to academic achievement, these expectations include exemplary professional behavior and appearance. Students must represent themselves, their faculty, their program, and the College with honor in all social, academic, athletic, and field experience settings.

These expectations will be closely scrutinized and students who choose not to adhere to them will experience commensurate consequences. Examples of consequences include written dispositions, candidate consultations, removal from field placement and/or dismissal from the major, depending on the severity of the breach of conduct. Students should also consider that failure to uphold professional standards may impact their ability to obtain good references as well as potential employment opportunities.

Professional behaviors expected of all teacher candidates at the College are detailed in the Teacher Candidate Dispositions Form (Appendix F). In addition, the following policies apply within the department: always remember, your behavior is a reflection on you, our Department, and SUNY Cortland.

Communication

All communication should be conducted in a respectful and civil manner. Communication may be written, oral, electronic, or conveyed by body language. It can be conducted in class or outside of class; with peers or employees (professors, supervisors, or staff); or with public school personnel or students.

  • Email etiquette: Professionalism should be shown in person AND online. Proper spelling and capitalization should be used. Do not use texting abbreviations. This online guide will help you to write a professional email to your professor or other professional. 
  • Remember, your professor is not your Facebook friend.

Professional Dress

Activity Classes

Activity courses are an important part of professional preparation in physical education and students should dress in a manner that reflects positively on their professional aspirations. Clothing should be modest; permit unrestricted and safe movement; be appropriate to the demands of the activity; and appear neat, clean, and free of stains/tears. Footwear should match the characteristics of the surface/activity. Instructors will communicate specific clothing and footwear characteristics of the activity. Some activities will have additional needs due to playing surface or weather conditions.

Examples:

  • “Reflecting positively on professional aspirations” means that clothing that promotes unhealthy lifestyle habits (e.g., smoking, drinking, and drugs), contains sexual innuendo, or uses inappropriate language about groups is not permitted. Wearing a hat indoors or wearing jeans or jean shorts is not permitted. Chewing gum in class is considered inappropriate.
  • “Modest” clothing covers the torso and shoulders. Tank tops, sleeveless tops, crop tops, and very short shorts would not meet this criterion.
  • “Unrestricted and safe movement” means that clothing should neither be so loose or so tight that interferes with participation or clarity of demonstration. Clothing that does not fit properly may lead to injury (e.g., warm-up pants too long, cargo shorts too baggy, loose jewelry).

Dress Policy for Courses with Teaching Labs

Teacher candidates are preparing for a field where dress is relatively conservative, and they should dress accordingly in their role as pre-service teachers. When teaching labs in physical education classes, collared shirts with shorts or pants (e.g., golf type or Dockers) or a professional-looking warm-up are considered appropriate. Clothing should fit comfortably to allow for movement and demonstrations. Clothing should be clean and neat in appearance. Logos or printing on clothing should not be distracting and any message in the print should be suitable for children. Sweatpants, street shoes, jeans, cut-off shorts, and T-shirts are not appropriate for teaching.

Field Experiences

Field experiences are a critical component of your professional preparation. You will have multiple opportunities to practice your teaching skills with diverse groups of students. Some of these experiences may require you to travel some distance from the College and you may need to provide your own transportation to these sites.

During your field experiences, you must exhibit the highest levels of professionalism. Your communication, professional behaviors (including grooming and dress), and ability to maintain professional boundaries will be closely scrutinized.

Professional boundaries are the lines you do not cross while in the role of a teacher. You must maintain some professional distance with students – they cannot be your friends. While involved in field experiences, you should NOT:

  • Allow students to call you by your first name.
  • Phone, text, or email students
  • Engage in social media with students (unless required for a class). Do NOT “friend” students on Facebook.
  • Hold individual meetings behind closed doors with students.
  • Hold meetings with students outside of the school day.
  • Interact with students in a personal or romantic manner (flirting and any inappropriate suggestive behavior toward any student is off limits)

If you need to contact students outside of school, consult your host teacher and communicate with the parents instead of the student.

Technology Policy

  • Technology issues: Problems with technology are not an acceptable excuse for late submission of your assignments. You MUST assume that technology will fail you at some point. You cannot and should not assume that everything will go smoothly when it comes to the internet, e-learning course management tools, and computers. It is incumbent upon you to PLAN AHEAD and not leave your projects for the last possible moment.
  • Cellphone and other media/devices in class:
    • Ask permission (different professors have different policies)
    • Do not use phones or other devices unless the professor has directed you to do so.
    • Keep devices OFF (not on vibrate for phones) when not in use. 
    • Using devices to create an audio, video, or photographic recording without permission and sharing of information for non-instructional purposes is prohibited.
    • Screens should not display any material that may be distracting or offensive to other students.
    • Using technology for cheating, threatening, or harassing purposes will be reported for SUNY Cortland Code of Conduct Violations.

Words of Caution

  • Your email address or voice mail message: This reflects you, so make sure it is professional. Email addresses like partygirl@gmail.com or voice mail messages that are entertaining to your friends may send the wrong message to college employees or public-school personnel.
  • Using social media sites (like Facebook): You are leaving your digital signature on the Internet right now. Consider how your comments would be perceived before you post them and always think about logic above emotion. Most importantly, think about maintaining a certain level of professionalism, since people can use whatever you make “permanent” on these sites against you. As a rule of thumb, before you hit “post,” realize that this will be a permanent reflection of your identity and that it may never be erased even if you remove it. It may even be used against you in job applications or interviews.
  • Uploading video files: if you are taking video of children, you may only upload it to authorized applications (Watermark, Pearson, etc.). In no circumstances should it be shared on any social media sites (e.g., Facebook, YouTube).

Books 

In general, every major class has a textbook. The instructor will inform each class regarding the text and any additional books recommended for supplementary reading. Majors are encouraged to build professional libraries by buying and keeping books required for major courses. Having your own book is an advantage in preparing daily assignments.

Accommodation Policy

The Physical Education Department follows the guidance provided by the Disability Resources Office when teacher candidates with documented disabilities request some form of accommodation or modification in their physical education classes.

According to the policy the responsibility for initiating a request for accommodations lies with the individual with a disability. The individual making the request must provide adequate documentation that supports their request. Submitted documentation must be from an appropriate, qualified professional. Teacher candidates with disabilities should contact the Disability Resources Office in Van Hoesen Hall to learn what services are available to them. In accordance with federal and state regulations, disability related information will be treated in a confidential manner by SUNY Cortland.

The Disability Resources Office is a resource for all types of disabilities, but most frequently deals with disabilities as they impact academic performance. Due to the additional physical demands of the physical education program, teacher candidates can sometimes encounter a different type of challenge to their educational and professional progress. Some teacher candidates may develop or enter the program with a permanent disability while some others may experience a temporary impairment. These situations are dealt with on an individual basis, using the principles and guidelines described in the following paragraphs:

The Physical Education Department supports and follows the SHAPE America Initial Physical Education Teacher Education Standards (2017). Of note regarding physical performance is Standard 2: Skillfulness and Health-Related Fitness, which states “physical education teacher education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.”

Accordingly, teacher candidates will (2.a) demonstrate competency in all fundamental motor-skills, as well as skillful performance in a minimum of four physical education content areas (e.g., games and sports, aquatics, dance and rhythmic activities, fitness activities, outdoor pursuits, individualperformance activities) and (2.b) achieve and maintain a health-enhancing level of fitness throughout the program.

“To assist individuals with special needs to achieve the intent of Standard 2, physical education teacher education programs are allowed and encouraged to use a variety of accommodations and/or modifications to demonstrate skillful performance (e.g., modified/adapted equipment, augmented communication devices, multi-media devices) and fitness (e.g., weight programs, exercise logs).”

Teacher candidates who develop or enter the program with a permanent disability are strongly encouraged to disclose that disability to the Disability Resources Office and/or the Department Chair for Physical Education. Only by disclosing can the teacher candidate be assured of receiving appropriate accommodations. After disclosure, the chair of the Physical Education Department will assign a faculty advisor who is knowledgeable in this area. That faculty member will fulfill the role of advisor for the teacher candidate as well as serve as a resource for faculty in the department. Following student preregistration, the advisor will notify the instructors assigned to the courses the teacher candidate has enrolled in if some accommodation may be required. The advisor will assist the instructors and the teacher candidate with planning appropriate modifications as necessary.

Teacher candidates who experience temporary impairments in their ability to perform required physical activities should discuss the nature of the impairment with the instructor so that the best course of action may be determined. Decisions will be made on an individual basis using the following guidelines:

  1. If the teacher candidate becomes injured/ill after the course is in progress and they will not be able to complete the physical requirements, the instructor informs the teacher candidate of the options of withdrawing, taking an incomplete, or continuing in the course with modifications. The later in the semester the injury/illness occurs, the more appropriate the options of an incomplete or continuing with modifications are. 
  2. If a teacher candidate is injured/ill at the start of the semester, the instructor will advise them of the options considering the likelihood that the teacher candidate’s injury/illness will be resolved in time to complete the requirements of the course without modification.

The teacher candidate may be required to provide medical documentation regarding the nature of the impairment and the expected duration. The instructor must complete a Physical Education Teacher Candidate Course Accommodation Form (see Appendix G) that indicates the nature of the impairment and the decision that was made regarding accommodations. This form will be submitted to the Department Chair’s Office.

Participation Credit

Credit for participation on varsity sports teams may be available. Varsity team members may earn one credit per season. However, only two hours of credit per sport may be applied to the B.S.Ed. degree program. Participation credit grades are Honors/Satisfactory/Unsatisfactory; they are credited toward graduation but are not used in determining grade point average.

Progress within the Major: Overall GPA

To enter and continue through the following professional block sequence (PED 201, 356, EDU 255, 256, 355, 454, 456, and 467), teacher candidates must have and must maintain at least a 2.8 grade point average. Failure to maintain the minimum 2.8 GPA after entering the professional block sequence (PEM) will result in teacher candidates being placed in a probationary status within the major.

Teacher candidates placed in a probationary status will not be allowed to enroll in further professional block courses until the GPA requirement is met. Additionally, teacher candidates are required to drop any professional block courses in which they are enrolled for the next semester. GPA’s are checked at the end of each semester (Fall & Spring). If you are dropped from teaching block coursework and bring up your GPA during summer or winter, you will not be automatically placed back into the dropped teaching block coursework (no guarantee classes will be open). You will have to work with your advisor during add/drop week to see if there are openings in the courses you were dropped from. Teacher candidates who fall below the 2.8 minimum GPA for a second semester will be subject to dismissal from the major.

Failure to maintain a 2.8 or higher GPA prior to entering the professional block sequence (PEMW) will result in being placed on warning status within the department.

Note: Before Fall 2024 GPA requirement was 2.5 and minimum grade in block courses was C-. Students in catalog years prior to Fall 2024 still abide by the 2.5/C- requirements.

Progress within the Major: Grades in Block Courses

Teacher candidates must earn a “C” or better in PED 201, EDU 255, EDU 256 EDU 355, and PED 356 in order to be eligible to student teach. Teacher candidates must be eligible at the time of application; if ineligible, they must reapply for student teaching when eligibility is achieved. This will ensure that teacher candidates have acquired at least an acceptable level of knowledge and skill in our block classes prior to student teaching. These block classes are considered critical to the development of pedagogical and content knowledge in the field.

Teacher Education Candidacy

Dispositions: Teacher candidates have a special responsibility to be positive role models. SUNY Cortland physical education teacher education candidates are expected to develop and reflect the dispositions that are delineated in our professional, state, and institutional standards. Compulsory character dispositions include honesty; integrity; caring and empathy for others; work ethic; diligence; personal and social responsibility; and accountability. Professional dispositions include the following essential traits: collegiality; dedication to profession; leadership; change agent; cooperation and collaboration; respect and value for education; confidentiality; and professional conduct that includes demonstrating good moral character and ethical behavior (Source: SUNY Cortland Student Teaching Handbook). Dispositions of teacher candidates are assessed by the Physical Education Faculty each semester (see Appendix F for Disposition Rubric).

Judicial Checks: Physical education teacher education candidates’ judicial records are checked upon application for admission to the Teacher Education program (occurs in PED 201) and then again just prior to student teaching. Students who have been convicted of a felony, a misdemeanor, a violation, or have had a dishonorable discharge from the armed services or have been found in violation of the SUNY Cortland Code of Student Conduct, may be accepted, conditionally accepted, or denied acceptance and/or continuance in the teacher education program.

Teacher Education Candidacy and Self-Disclosure Statement: You are required to disclose any violation of the Code of Student Conduct and/or Academic Integrity Policy. In addition, you are required to disclose all incidents for which you have been convicted and found guilty of violating federal, state, and/or local laws (this would include incidents which have been "adjourned in contemplation of dismissal" (ACD or ACOD). Disclosures must be made to the Associate Dean of the School of Professional Studies.

If you have been charged with driving while intoxicated (DWI), drug possession, a crime against a child, or physical assault, you must report these charges to the Associate Dean within five business days of the charges being made. Due to the egregiousness of these charges the TECRC will delay field experience or student teaching if it is determined your behavior would damage the reputation of SUNY Cortland's teacher preparation programs and/or be a risk to faculty, staff, and students in public schools.

Failure to disclose within five business days may result in removal from or delay of fieldwork, removal from or delay of student teaching.

Professional Portfolio

Teacher candidates will be required to develop a professional portfolio as they proceed through the following courses:

  • PED 101 Introduction to Contemporary Physical Education
  • PED 201 Motor Development
  • PED 321 Movement Education
  • EDU 255 Basics of Effective Instruction
  • EDU 256 Seminar for Field Experience
  • PED 434 Statistics and Assessment in Physical Education
  • EDU 355 Physical Education Curriculum: Planning & Practice
  • PED 356 Adapted Physical Education and Sport
  • EDU 470 Foundations of Education in American Culture
  • EDU 454 Physical Education Pre-Student Teaching Seminar

The portfolio will be evaluated in EDU 454 - Pre-Student Teaching Conference. Teacher candidates will also be required to pass an exit interview in the course. Teacher candidates who create superior portfolios will be invited to display their work for other students, faculty, and administrators in the department portfolio showcase.

Student Teaching Eligibility – EDU 456 & EDU 457

Student teaching is 2 seven credit-hour, half-semester courses taken during the 1st or 2nd semester of the senior year. The teacher candidate who wishes to enroll in student teaching must have a minimum cumulative grade point average of at least 2.8. Successfully complete PED 201, EDU 255, EDU 256, EDU 355, and PED 356 with a grade no lower than C and EDU 454 with a grade no lower than an S. Candidates must also complete EXS 380, 387, EXS 397 and PED 308.

See Physical Education Student Teacher Handbook for further details.

  1. A candidate is ineligible for student teaching if their G.P.A. is below a 2.8 or if there are any INCOMPLETE grades on his/her academic record. Students on any form of academic probation are also ineligible to student teach.
  2. A candidate must have completed a minimum of two class hours of instruction regarding the identification and reporting of child abuse and mistreatment (CARR), before student teaching.
  3. Candidates must have completed a workshop of instruction regarding Safe Schools Against Violence in Education (SAVE) before student teaching. 
  4. Candidates must have provided documentation that First Aid, CPR, and Automatic External Defibrillation certifications will be current throughout the semester of student teaching (HLH 120). This is presented in the EDU 454 portfolio process.
  5. Candidates must have completed a workshop of instruction on the Dignity for All Students Act (DASA).
  6. Candidates must have completed and cleared the fingerprinting process approved by the State.
  7. Candidates must have met GPA eligibility requirements in the semester prior (fall or spring) to student teaching. The winter term prior to spring student teaching, and the summer term prior to fall student teaching, are not considered for GPA eligibility.
  8. Candidates must meet all prerequisites in the semester prior (Fall of Spring) to student teaching. The winter term prior to spring student teaching and the summer term prior to fall student teaching are not considered for prerequisite eligibility.

It is strongly suggested that those wishing to enroll in student teaching complete all the required activity courses prior to the experience. In some instances, this may not be possible within the confines of the teacher candidate’s schedule and the offerings by the department.

Disclosure: During student teaching, you must disclose any charge of an alleged violation of the Code of Student Conduct, Academic Integrity Policy, and/or any arrest to the Associate Dean within five (5) business days.

Student teaching and intercollegiate athletics: It is College policy that teacher candidates are not permitted to participate in college activities such as intercollegiate athletics while student teaching or completing an internship. Exceptions to this policy may occur only with the written permission of the Dean based upon the recommendation of the program/department coordinator. If the teacher candidate participates in a varsity sport during student teaching or an internship experience without the Dean’s permission, the teacher candidate will be removed from this academic experience. If, in the judgment of the cooperating teachers or supervisors, the athletic participation is interfering with the quality of the student teaching or internship experience, the teacher candidate can be required to cease their athletic participation at any time.

Intercollegiate athletes are strongly advised to student teach during their non-traditional season and not their competitive season. Winter sport athletes should plan to student teach in the semester with the fewest contests. All athletes must complete a form requesting to participate in any form of athletics during student teaching.

Intercollegiate athletes who wish to student teach and then return for a final semester of coursework (typically spring sport athletes), need to plan their course sequence carefully to meet all student teaching pre-requisites. Athletes should meet with the Advisement Coordinator as well as their advisor and coach to ensure they will be able to meet all requirements and still participate in athletics. Students may want to consider adding a concentration or leaving the following coursework until after student teaching:

Recommended coursework options following student teaching:

  1. EXS Option (3 credits)
  2. EDU 470 (3 credits)
  3. Electives (3 credits)
  4. GE requirements (3-6 credits)
  5. Coaching Clinics (2-4 credits)
  6. T.A. (1-2 credits)
  7. Activity classes (1-2 credits)

Student teaching and working or taking classes: Substitute teaching during the student teaching experience is not allowed. Teacher candidates are advised not to be employed during student teaching for the primary focus to be on the student teaching experience. Furthermore, teacher candidates may not be enrolled in any coursework unrelated to student teaching (at SUNY Cortland or at any other institution) during the semester of student teaching, unless the teacher candidate ‘s program/department permits enrollment in the department’s weekend workshop(s).

Student Teaching Placements: Early field experiences have priority over student teaching in assigning local placements. Exceptions will be made on a case-by-case basis.

New York Teacher Certification

Initial Certification

The entry-level certificate for classroom teachers issued in specific subjects is valid for 5 years (NYSED). Requirements:

  1. Completion of a NYS registered program in physical education
    1. Institutional recommendation: authorization form is completed in EDU 256
  2. Child Abuse Recognition and Reporting (CARR) workshop
  3. Safe Schools Against Violence in Education (SAVE) workshop
  4. Fingerprint clearance
    1. New York State Department of Education FAQ’s on Fingerprinting
  5. Dignity for All Students Act workshop (DASA)
  6. NYS Teacher Certification Examinations.
    1. Teacher Performance Assessment
    2. Educating All Students Test (EAS)
    3. Content Specialty Test (CST)

For more information, visit the New York State Teacher Certification Exam website. 

Application for Certification

TEACH is the online application for teacher certification. You will create a TEACH account in PED 101. Make sure to write down your username and password for future use.

You do not have to pay for the application at the time you set up your account since you will have unlimited access to your TEACH account. After your TEACH account is created, you login through the New York State Department of Education TEACH Systems webpage. 

During one of the EDU 454 Pre-Student Teaching Conference meetings, you will input the appropriate information related to completion of your degree.

Professional Certification

All teachers employed by NYS public schools must obtain a professional certificate within 5 years of the effective date of their initial certificate. Your professional certificate is continuously valid with completion of required professional development hours on a five-year professional development cycle (NYSED).

Requirements:

  1. Three years of teaching experience
    1. “Classroom teaching experience includes experience earned in a public or approved nonpublic preschool or elementary, middle, or secondary school. Claimed experience maybe in any grade or subject. Experience that is not full time may be credited on a prorated basis. Teaching assistant experience is not applicable to this requirement. Teachers working as substitutes in numerous districts may wish to have each district verify their experience by providing a short letter on district letterhead” (NYSED).
  2. One year of mentored teaching experience
    1. According to NYSED, “Mentored experience” refers to the guidance and professional support that experienced, certified teachers provide to new teachers in their first year of teaching in a public school. Documentation of the mentored experience must be provided by the superintendent of the employing school district.
  3. Master’s degree 
    1. Master’s degree in the initial certificate content
    2. Master’s degree in a related field to the initial certificate content -Related fields: sports medicine, health, safety education, sports science, recreation, sports administration, dance
    3. Master’s degree in a program that leads to a certificate
    4. If the Master’s degree does not meet one of the above criteria, twelve additional graduate credits must be completed in the content or related area of the initial certificate.

Individual Evaluation for Additional Classroom Teaching Certificate

Teachers with an Initial Certificate can obtain a second certification by accumulating 30 credit hours (either graduate or undergraduate) in the content area and taking the Content Specialty Test (CST) in that area.

Health certification is a viable option. Within the physical education major at SUNY Cortland, you will have 9 credits of health: BIO 206, HLH 110, and HLH 120. Learn more about the additional classroom teaching certificate in health. 

Learn more about the Individual Evaluation of U.S. Credentials


Thirty credits of health content core:

“Acceptable studies include courses in personal health, community health, epidemiology, human sexuality, drug and alcohol education, AIDS education, safety education, mental health, child and/or adolescent development, and nutrition. No more than six semester hours of study in human anatomy or physiology are applicable toward the semester hour requirement. Course work in applied anatomy or physiology, kinesiology, or physiology of exercise is not acceptable” (NYSED).

Section 4: Curricular Options for Physical Education Teacher Candidates

Study Abroad

SUNY Cortland physical education majors may study physical education and sport for a semester at the Sporthochschule, in Cologne, Germany. Teacher candidates interested in studying abroad will need to plan their academic programs carefully.

Contact: Dr. Jeff Walkuski (2105 Park Center) for Federation University.

Honors Program

The SUNY Cortland Honors Program is designed for entering freshmen and a limited number of sophomores with a high level of academic ability and motivation. Honors courses are geared to stimulate and challenge students in their special areas of interest as well as in the sciences and humanities. Students who meet the requirements are strongly encouraged to participate.

Dual Majors

Teacher candidates may choose to complete a program of study leading to a dual major (i.e., physical education and biology; physical education and psychology; etc.). Teacher candidates must complete the degree requirements for both programs as indicated in the college catalog. Health and Athletic Training are examples of other majors that might be attractive to physical education majors. However, because there are so many requirements in these programs, adding a major will most likely require additional semesters of coursework.

Minors and Concentrations

Minors and majors can be indicated on the student's official records. A minor is an approved program of study not leading to a degree. Minors require specific courses and are described in detail in the Cortland Catalog. A few examples include Exercise Science, Sport Studies, History, Psychology, Math, Sport Management and Women’s Studies.

Concentrations are also available on a limited basis. The Physical Education Department offers one in Adapted Physical Education (12 cr. hrs. minimum) along with an Emphasis, which requires fewer hours (6 cr. hrs. minimum). The department also offers one in Outdoor Adventure Education.

Concentration in Adapted Physical Education

12 Total credit hours required for concentration in Adapted Physical Education. See the Undergraduate Catalog for more information on the Loading....

Theory and Leadership - 4 credit hours (Prerequisite: PED 356)
Class Credits
PED 447 Adapted Physical Activity and Individual Differences 3 credit hours
PED 444 Lab Assistant – Adapted Physical Education 1 credit hour
Activity - 2 credit hours (choose 2)
Class Credits
PED 302 Disability Sports and Games – Spring (4th quarter) 1 credit hour
PED 303 Fitness Across Lifespan and Disability – Spring (3rd quarter) 1 credit hour
PED 305 Dance and Individuals with Disabilities – Fall (2nd quarter) 1 credit hour
PED 306 Adapted Aquatics 1 credit hour
PED 307 Introduction to Inclusive Outdoor Education – Fall 1 credit hour
Recommended Electives - 6 credit hours minimum
Class Credits
ASL 101 American Sign Language 3 credit hours
PED 499 Special Study in Physical Education – Project LEAPE 1-3 credit hours
PSY 331 Psychology of Children with Exceptionalities 3 credit hours
PSY 431 Psychology of Intellectual Disabilities and Autism 3 credit hours
PSY 432 Psychology of Learning Disabilities 3 credit hours
PSY 433 Behavioral Disorders in Educational Settings 3 credit hours
RED 330 Introduction to Therapeutic Recreation 3 credit hours
REC 293 Diversity and Inclusive Recreation Services 3 credit hours
SPE 270 Introduction to Special Education 3 credit hours
SPM 450 Disability and Sport 3 credit hours

Emphasis in Adapted Physical Education 

Teacher candidates interested in a concentration or emphasis in Adapted Physical Education should meet with their advisor or adapted faculty members early to plan a sequence of courses. Six credits at minimum required for an emphasis in Adapted Physical Education. 

Theory and Leadership - 4 credit hours (Prerequisite: PED 356)
Class Credits
PED 447 Adapted Physical Activity and Individual Differences 3 credit hours
PED 444 Lab Assistant – Adapted Physical Education 1 credit hour
Activity - 2 credit hours (choose 2)
Class Credits
PED 302 Disability Sports and Games – Spring (4th quarter) 1 credit hour
PED 303 Fitness Across Lifespan and Disability – Spring (3rd quarter) 1 credit hour
PED 305 Dance and Individuals with Disabilities – Fall (2nd quarter) 1 credit hour
PED 306 Adapted Aquatics 1 credit hour
PED 307 Introduction to Inclusive Outdoor Education – Fall 1 credit hour
PED 499 Special Study in Physical Education 1-2 credit hours

Outdoor Adventure Education Concentration

12.5 – 13 credit hours total required for concentration in Outdoor Adventure Education.  See the Undergraduate Catalog for more information on the Loading....

Core Courses - 6.5 -7 credit hours
Course Credits
PED 527 Models and Theories: Adventure Learning 3 credit hours
PED 313 Leadership in Physical Education 3 credit hours
PED 349 Physical Education Practicum (w/PED 181, 281, or 308) 0.5-1 credit hour
Select one of the following - 3 credit hours
Course Credits
PED 531 Inclusive Outdoor Education 3 credit hours
REC 310 Wilderness and American Culture 3 credit hours
REC 375 Wilderness First Responder 3 credit hours
REC 379 Outdoor Recreational Activities 3 credit hours
REC 462 Environmental and Outdoor Education 3 credit hours
Activity - 4 credit hours (choose 4)
Course Credits
PED 307 Inclusive Outdoor Education 1 credit hour
PED 281 Adventure Activities II 1 credit hour
REC 101 Recreation Activities variable
REC 102 Backpacking 1 credit hour
REC 103 Canoeing 1 credit hour
REC 104 Kayaking 1 credit hour
REC 105 Windsurfing 1 credit hour
REC 106 Rock Climbing 1 credit hour
REC 107 Snowshoeing 1 credit hour
REC 108 Cross-Country Skiing 1 credit hour
REC 109 Winter Camping 1 credit hour
REC 110 Bike Touring 1 credit hour
REC 111 Snowboarding 1 credit hour
REC 112 Downhill Skiing 1 credit hour
REC 211 Adaptive Skiing and Snowboarding 1 credit hour

Aquatics Focus

8-10 credit hours for aquatics focus. 

Course Credits
PED 300 Lifeguarding 1 credit hour
PED 301 Water Safety Instructor (fall only) 2 credit hours
PED 349 Physical Education Practicum (TA for PED 189 – only after PED 301) 1 credit hour
PED 416 Coaching Clinic: Swimming 2 credit hours
PED 499 Special Study in Physical Education – CAST - (Cortland Adapted Swim Team) 1-3 credit hours
EXS 180 Water Fitness 1 credit hour

Health Certification

The Health Department offers a 4 + 1 program in which physical education majors can begin taking health courses as undergraduates and then enter an accelerated master’s degree in Health. One of the advantages to this program is dual certification; however, teacher candidates must apply to enter this program. For more information, contact the Health Department. Certification in health can also be obtained by completing a master’s degree in health or by completing 30 credits in Health and passing the Health Content Specialty Test.

Health 4+1 MST Program Components

Limited to those physical education students who have an initial certificate and who were accepted into the 4+1 Health Education MST program. See the Graduate Catalog for more information about the Loading....

Professional Education Coursework - 7 credit hours
Class Credit
EDU 631 Curriculum Construction in Health Education 3 credit hours
EDU 632 Seminar in Health Education 3 credit hours
EDU 664 Advanced Field Experience in Health Education 1 credit hour
Health Coursework - 22 credit hours

Student may take both HLH 530 and HLH 630, but must take at least one of these courses. Students must also take two three credit HLH electives. “Health Free Electives” may be used to meet all of Master’s Project or Thesis credit requirements. 

Course Credits
HLH 509 Drug Education for Teachers 3 credit hours
HLH 530 Family Life Education 3 credit hours
HLH 630 Human Sexuality 3 credit hours
HLH 601 Research Methods in Health Education (Statistics Prerequisite) 3 credit hours
HLH 635 School Health Program 3 credit hours
HLH 641 Graduate Readings in Health 2 credit hours
HLH 694 Assessment and Evaluation in Health Education and Health Promotion 3 credit hours
HLH - Two 3-credit health electives  3 credit hours
Culminating Activity - 0 to 6 credit hours

“Health Free Electives” may be used to meet all of Master’s Project or Thesis credit requirements. 

Course Credits
Oral comprehensive exam 1 credit hour
Master’s project 2-3 credit hours for project and 27-28 credit hours of course work
Thesis 5-6 credit hours for project and 24-25 credit hours of course work
Undergraduate 4 + 1 Health Requirements
Course Credits
HLH 110 Personal and Community Health 3 credit hours
HLH 120 Responding to Emergencies or
HLH 220 Safety Education and Emergency Response		 2-3 credit hours
HLH 232 Nutrition 3 credit hours
HLH 302 Human Sexuality Education or
HLH 345 Parenting Education		 3 credit hours
HLH 314 Mental Health and Counseling 3 credit hours

Lab (PED 444) and Teaching Assistants (PED 349)

The role of a lab/teaching assistant is to help the course instructor meet the goals of the course. It is also an opportunity for you to gain valuable experience and to develop your teaching and leadership skills. In all cases, the instructor will expect you to demonstrate exceptional professionalism throughout the course. This includes:

  • Dressing professionally
  • Behaving professionally in language, promptness, and enthusiasm

Instructors may also expect you to be involved with APEM or a member of other professional organizations as a measure of your professional commitment.

The responsibilities you are assigned will vary depending on type of class (activity, lab, etc.) and may include:

  • setting up/taking down equipment
  • learning student names and taking attendance
  • doing demonstrations/modeling correct technique
  • partnering with students when numbers do not work out right
  • working with individuals that need help
  • holding weekly office hours
  • tracking students who attend office hours/extra help and for how long
  • assisting in evaluations
  • entering data
  • leading warm-ups
  • providing feedback
  • teaching a lesson segment (if appropriate)
  • filming or taking photos
  • providing sample lesson plans/notebooks
  • keeping a written log of responsibilities during and outside of class
  • other responsibilities as assigned by the instructor

We hope you will take advantage of this outstanding professional opportunity. Be sure to complete the PED 349 form (blue) when you register. These forms are available in the Physical Education Office (see Appendix H).

Awards

Physical Education Department Awards

Dorothy Arnsdorff Award

Presented to a senior female physical education major for academic excellence and who demonstrates potential for professional development and leadership.

T. Fred Holloway Award

Presented to the senior male athlete majoring in physical education for high skill achievement, promise of scholarship beyond the B.S.E. and high potential for leadership in teaching and coaching.

Francis J. Moench ‘16 Award

Presented to a senior male majoring in physical education having the highest-grade point average while completing undergraduate work at SUNY Cortland.

Bessie L. Park 1901 Award

Presented to a female physical education major for outstanding efforts and contributions to the campus, community, and the profession.

Mike Smith Adapted Physical Education Award

In recognition of outstanding adapted physical education teaching promise, professional involvement, and the conviction that all students can succeed.

Alway and Tesori Awards

Presented for exhibiting outstanding teaching potential as demonstrated by excellence in student teaching.

Professional Association Awards

Beta Phi Epsilon Professional Development Award

Student(s) who are enrolled in Physical Education Major and are in his/her junior or senior year at SUNY Cortland, can apply for this award. Applicants must be in good academic standing and be involved in one or more campus activities, i.e., varsity sports, clubs, or organizations. This award provides travel stipends for highly engaged students who attend a minimum of two days of the NYSAHPERD Conference.

J.B. Nash Outstanding Major Award

Honors student achievement, leadership, and service in the field (selected by NYSAHPERD). The award is presented at the NYSAHPERD Conference each year.

Society of Health and Physical Educators (SHAPE America) Outstanding Major of the Year

Honors student achievement and service to the school or community and is presented at the national conference each year.

Section 5: Appendices

Appendix A - Physical Education Course Focus Guide

Appendix B - Disposition Rubric

Appendix C - Advisement Planning

Appendix D - Schedule Builder

The Advisement and Transition Office created the following video tutorials that walk through class registration with Schedule Builder: 

Appendix E - Double Dipper Courses

Course Attribute Requirements Fulfilled Notes
EDU 255 Basics of Effective Instruction in PE Communication - Presentation Skills EDU 255 & Presentation Skills
EXS 290 SSc Probs & Issues in Sport & Exercise Diversity: Equity, Inclusion & Social Justice EXS Option & GEDI 700 sections Only
EXS 410 Ethics in Sport Writing Intensive Liberal Arts EXS Option & WI out of major
PED 434 Statistics & Assessment in PE Mathematics (and Quantitative Reasoning) Stats and Asses. In PE & GEMA
PSY 101 Introductory Psychology Social Sciences General Psychology & GESS
ENG 203 Intro: Poetry Humanities & Writing Intensive GEHU & WI out of major 700 or 00X sections only (600 sections are for English majors only)
ENG 260 Literature of Sports Humanities & Writing Intensive GEHU & WI out of major
ENG 261 Women in Literature Humanities & Writing Intensive GEHU & WI out of major
ASL 101 Sign Language World Languages Foreign Language (GEWL) & 3 credit Adapted Elective For Adapted PE concentration
REC 293 Diversity & Inclusive Rec Serv Diversity: Equity, Inclusion & Social Justice GEDI & 3 credit Adapted Elective For ADPE
REC 310 Wilderness & American Culture Humanities GEHU & GEST 700 Sections Only
PWR 210 Digital Writing with Data Writing Intensive GEST & WI out of Major 700 Sections Only
SOC 150 Intro: Sociology Social Sciences & US History and Civic Engagement GESS & GEUS
ANT 102 Intro: Cultural Anthropology Social Sciences & World History and Global Awareness GESS & GEWH
POL 101 Intro: World Politics Social Sciences & World History and Global Awareness GESS & GEWH
CIN 208 Intro: Film Analysis Humanities & Writing Intensive GEHU & WI out of Major 00X Sections Only
SOC 322 Sociocultural Study of AIDS Cortland GEN GEDI & GEST
HIS 180 Why Global History Matters World History and Global Awareness & Humanities GEWH & GEHU
ENG 256 World History and Global Awareness & Humanities & WI GEWH & GEHU & WI out of Major

Important Reminders

  • Permission to Transfer form - students must fill out and submit this form to the Advisement and Transition Office prior to taking a course being transferred in. 
  • Students must earn a C- or higher for a course to transfer back to Cortland.
  • Double-dipper courses only count once: students need to make up these credits with elective courses.

Appendix F - GPA Repair 

To understand how to improve your GPA, you must first understand how it is calculated. GPA is a result of the total GPA credits you have taken and the total credits that you have earned here at Cortland.

    • Grades from other institutions do not count toward your GPA at SUNY Cortland
    • Pass/Fail courses do not count toward our GPA
    • If you take an incomplete and you do not make the work up by the end of the following semester, it becomes and E
    • If you retake a course, the most recent grade will be factored into your GPA *(Must contact the department offering the course to have the hold lifted before you register for the retake)
    • GPA Repair Kit

Appendix G - Course Accommodation Form 

Appendix H - Teaching Assistant Form 

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