Degree Offered
- Master of Science
Nature of the Program
The Master of Science in Physical Education Teacher Education (delivered online) is designed for success-oriented professional learners who aspire to further their career advancement. The curriculum is aligned with the advanced teaching standards (Professional Knowledge, Practice, and Leadership) from the Society of Health and Physical Educators (SHAPE America). The program develops advanced teacher candidates in three areas: Professional Knowledge, Practice, and Leadership. The four guiding principles that underlie these standards include (1) focus on learning rather than teaching; (2) development of an integrated knowledge base; (3) the importance of systematic inquiry; and (4) the role of teachers as leaders in schools.
The Physical Education Teacher Education program offers a unique combination of professional courses and advanced labs. Professional courses are followed by advanced lab experiences allowing for the timely application of the knowledge and skills learned in courses into K-12 school settings. Across the curriculum, students evaluate their teaching effectiveness using research-informed methods to further extend their understanding of school physical education and physical activity promotion. The ultimate measure of student learning remains its positive impact on youth in the schools and communities in which they serve.
In addition to the core curriculum, students specialize by selecting an area of emphasis that aligns with their professional goals:
Curriculum and Instruction
This area of emphasis provides advanced learning experiences in curriculum design, instructional strategies, and assessment methods. Students explore innovative and evidence-based approaches to teaching physical education and develop the skills needed to create engaging, inclusive, and standards-based learning experiences for K-12 students.
Interscholastic Sport Administration
This area of emphasis prepares students interested in managing and leading school-based athletic programs for roles such as athletic directors, coaches, and program administrators. Coursework focuses on legal and ethical considerations, program funding, event management, and leadership strategies within the interscholastic sports environment.
Models-Based Physical Education
This area of emphasis explores evidence-based instructional models that enhance student engagement and learning outcomes in physical education settings. Students analyze and apply teaching models such as Sport Education, Teaching Games for Understanding (TGfU), and the Personal and Social Responsibility model, developing expertise in implementing structured, student-centered approaches to physical education.
Please note that despite its emphasis on practical application, this is not an initial licensure program in physical education. Individual states and districts, however, may provide an endorsement for certified teachers upon completion. We highly encourage students to discuss this option with their employer before enrolling.
Admissions for 2026-2027
M.S. Physical Education Teacher Education
Required criteria for PETE program admission include the following:
- Resume: highlighting professional background, experience, and qualifications
- Personal statement: 1-2 written pages on professional goals and reasons for seeking admission
Note: Students who do not meet the 2.75 grade point average requirement may be admitted as a provisional graduate student only if their GPA is between 2.50 and 2.75. Provisional graduate students are required to attain a 3.0 GPA in their first 9 hours of adviser approved course work in order to remain in the program and to be reclassified as a regular graduate student.
No more than twelve graduate hours may be taken toward the master's degree as a non-degree seeking graduate student.
Applications are accepted on a rolling basis until August 1st for a fall term start, December 15th for a spring term start, and May 1st for a summer term start.
Accelerated B.S./M.S. Physical Education Teacher Education
Students must complete an internal application for admission to the accelerated B.S./M.S. (ABM) program. Students may apply for regular admission to the ABM in PETE in the fall semester following the completion of 60 credits. Only enrolled WVU PEK majors may be considered for regular admission to the program. Transfer students must complete at least 24 credit hours as degree-seeking students at WVU before applying. The minimum GPA requirement for regular admission is a GPA of 3.0, with no provisional admissions allowed. Additional criteria include acceptable performance on the Praxis Core Exam and the program's Professionalism Assessment, used to monitor undergraduate student dispositions each semester in the major by a designated faculty member. Regular admission will not be offered to students with less than 2 semesters to complete the bachelor’s degree. The ABM in PETE is not available to students seeking a second (or subsequent) bachelor’s degree. The internal application is due by October 1 with program admissions decisions communicated by December 15. Applications will be reviewed by a three-member work group and presented to the program faculty for a final admissions decision.
Major Code: 5531
Degree Requirements
| Code | Title | Hours |
|---|---|---|
| PET 573 | Instructional Technology in Physical Education | 3 |
| PET 575 | Principles of Effective Teaching in Physical Education-Advanced Laboratory | 3 |
| PET 576 | Adapted Physical Education-Advanced Laboratory | 3 |
| PET 577 | School Physical Activity Programs-Advanced Laboratory | 3 |
| PET 580 | School Physical Activity Programs | 3 |
| PET 581 | Adapted Physical Education | 3 |
| PET 583 | Principles of Effective Teaching in Physical Education | 3 |
| PET 585 | Physical Education Supervision and Advocacy-Advanced Laboratory | 3 |
| Required Area of Emphasis | 6 | |
Curriculum and Instruction | ||
Interscholastic Sport Administration | ||
Models-based Physical Education | ||
| Total Hours | 30 | |
Areas of Emphasis
Curriculum and Instruction Area of Emphasis
| Code | Title | Hours |
|---|---|---|
| C&I 602 | Curriculum and Teaching Principles | 3 |
| C&I 688 | Classroom Organization and Management | 3 |
| Total Hours | 6 | |
Interscholastic Sport Administration Area of Emphasis
| Code | Title | Hours |
|---|---|---|
| SM 571 | Interscholastic Sport Organization and Administration | 3 |
| SM 578 | Leadership in Interscholastic Athletic Administration | 3 |
| Total Hours | 6 | |
Models-based Physical Education Area of Emphasis
| Code | Title | Hours |
|---|---|---|
| PET 565 | Models-based Physical Education | 3 |
| PET 574 | Models-based Physical Education-Advanced Laboratory | 3 |
| Total Hours | 6 | |
Accelerated Program
Accelerated B.S./M.S. Degree Requirements
Students must fulfill all degree requirements for the B.S. in Physical Education and Kinesiology, including earning a minimum grade of C- in all PET CORE Block courses and maintaining a 2.5 GPA. In addition to all the requirements of the M.S. in Physical Education Teacher Education degree requirements, students must also meet all the requirements of the ABM.
ABM Requirements
| Code | Title | Hours |
|---|---|---|
| Physical Education and Kinesiology Major Requirements | 108 | |
| Shared Bachelor's/Master's Curriculum Requirements | 12 | |
| M.S. Physical Education Teacher Education Degree Requirements | 18 | |
| Total Hours | 138 | |
Shared Bachelor's/Master's Coursework Requirements
| Code | Title | Hours |
|---|---|---|
| Select four of the following courses: | 12 | |
| Instructional Technology in Physical Education | ||
| Principles of Effective Teaching in Physical Education-Advanced Laboratory | ||
| Adapted Physical Education-Advanced Laboratory | ||
| School Physical Activity Programs-Advanced Laboratory | ||
| School Physical Activity Programs | ||
| Adapted Physical Education | ||
| Principles of Effective Teaching in Physical Education | ||
| Physical Education Supervision and Advocacy-Advanced Laboratory | ||
Choose ONE Area of Emphasis | ||
Curriculum and Instruction | ||
| Curriculum and Teaching Principles | ||
| Classroom Organization and Management | ||
| OR | ||
Interscholastic Sport Administration | ||
| Interscholastic Sport Organization and Administration | ||
| Leadership in Interscholastic Athletic Administration | ||
| OR | ||
Models-based Physical Education | ||
| Models-based Physical Education | ||
| Models-based Physical Education-Advanced Laboratory | ||
| Total Hours | 12 | |
Suggested Plan of Study
| First Year | |||||
|---|---|---|---|---|---|
| Fall | Hours | Spring | Hours | ||
| CAHS 191 | 2 | ACE 149 | 3 | ||
| PET 101 (GEF 5) | 3 | ENGL 102 (GEF 1) | 3 | ||
| PET 175 | 2 | GEF 3 | 3 | ||
| ENGL 101 (GEF 1) | 3 | GEF 8 | 3 | ||
| General Electives | 5 | GEF 8 | 3 | ||
| General Elective | 1 | ||||
| 15 | 16 | ||||
| Second Year | |||||
| Fall | Hours | Spring | Hours | ||
| PET 244 | 2 | ACE 307 | 3 | ||
| PET 215 (GEF 7) | 3 | RDNG 422 | 3 | ||
| PET 401 | 3 | PET 402 | 3 | ||
| GEF 2B | 4 | GEF 4 | 3 | ||
| GEF 6 | 3 | GEF 8 | 3 | ||
| 15 | 15 | ||||
| Third Year | |||||
| Fall | Hours | Spring | Hours | Summer | Hours |
| PET 228 | 3 | PET 347 | 3 | ABM | 3 |
| PET 233 | 3 | PET 441 | 3 | ABM | 3 |
| PET 233L | 1 | PET 441L | 1 | ||
| PET 403 | 3 | PET 477 (ABM) | 3 | ||
| PET 449 | 3 | ABM | 3 | ||
| General Elective | 2 | ABM | 3 | ||
| 15 | 16 | 6 | |||
| Fourth Year | |||||
| Fall | Hours | Spring | Hours | Summer | Hours |
| PET 346 | 3 | Area of Emphasis | 12 | ABM | 3 |
| PET 369 | 3 | ABM | 3 | ABM | 3 |
| PET 369L | 1 | ABM | 3 | ||
| PET 445 (ABM) | 3 | ||||
| ABM | 3 | ||||
| ABM | 3 | ||||
| 16 | 18 | 6 | |||
| Total credit hours: 138 | |||||
Major Learning Outcomes
Physical Education Teacher Education
Following the completion of this program, graduates will be able to:
- Understand advanced disciplinary knowledge and the primary modes of inquiry that form the basis for evidence-informed practice in their field. (Professional Knowledge)
- Apply evidence-informed strategies in their professional practice to meet the differentiated needs of the client groups and key stakeholders whom they serve. (Professional Practice)
- Contribute to the leadership of communities of professional practice as collaborative learners who can facilitate their own continued development and that of others. (Professional Leadership)