PETE Mission and Goal
Mission: The Physical Education Teacher Education Program (PETE) is dedicated to preparing leaders in physical education. The PETE program meets this mission by preparing highly qualified teachers dedicated to the improvement of health and wellness in the community, state, and nation. The PETE program is devoted to excellence in learning, leadership, stewardship and the effective communication of ideas.
Goal: To produce PETE candidates that will demonstrate the ability to understand and apply pedagogical and professional content knowledge, skills, and dispositions, and document their effect on P-12 student learning.
Accreditation Details & Goals
The SDSU PETE program is fully accredited by the National Association of Sport and Physical Education (NASPE) and the National Council for the Accreditation of Teacher Education (CAEP), therefore ensuring a comprehensive vision of what a physical education teacher should know and be able to do upon teacher licensure. The PETE program has garnered national accreditation recognition by NASPE and CAEP through 2027.
Student Learning Outcomes
Upon completion of the physical education teacher education major, teacher candidates:
- will demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.
- are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.
- are able to apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and 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.
- will engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, and instructional and managerial skills to enhance learning.
- are able to select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning.
- 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 (National Standards for Initial Physical Education Teacher Education, 2017, SHAPE America).
Application for admission into the Physical Education Teacher Education program is required and can begin during the Spring semester of freshman year, providing PE 185, ENGL 101 and SPCM 101 have been completed (with a minimum grade of "C") or are in progress during the time of application, a minimum of a 2.5 cumulative GPA is also required for admittance. Additional admission requirements are available from the Physical Education Teacher Education (PETE) Coordinator.
Field placement begins early on in our program, with students teaching kindergarteners their first fall in the program. Field work continues throughout the program allowing students to spend time at all three levels, elementary, middle, and high school. We are not limited to location for these teacher candidate placements, with the use of technology, teacher candidates can be observed, and have been observed in Colorado, Texas, Illinois, and California to name a few, in addition to local and regional placements.
During the student teaching semesters, the teacher candidates will sit for the Praxis II Content Physical Education exam (current pass rate is 100%) as well as the Praxis II Content Test 7-12 Principles of Learning and Teaching exam (current pass rate is over 95%).