Specialist in Education in Health, Physical Education, Wellness, and Sport
The Specialist (Ed.S.) degree in Health, Physical Education, Wellness, and Sport at the University of West Georgia emphasizes effective teaching and leadership in health and physical education while also focusing on wellness promotion and sport-based programs aligned with youth, middle and high school settings, and community-based opportunities.
A program sheet, which provides a required coursework sequence, is available for download in the Courses tab below.
The Ed.S. in Health, Physical Education, Wellness, and Sport is designed to provide a meaningful professional growth and development pathway for certified health and physical education teachers in Georgia, specifically for those who have previously earned a master’s degree. The required courses highlight advanced knowledge, skills, and dispositions in the academic discipline, identify related experiences and new opportunities in the field, and provide support for professionals in health, physical education, wellness, and sport programs.
The program consists of 27 total credit hours: 18 credit hours of required health and physical education content, and 9 credit hours of electives provide opportunities for candidates to grow and chart a desired plan of study appropriate and specific to their professional needs and interests.
Program Location
Online
Method of Delivery
100% Online
Accreditation
The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).
Credit and transfer
Total semester hours required: 27
Graduate students may be able to reduce their cost through prior learning, previous degrees earned at UWG, or transfer credits. We have created a tool to help students estimate their tuition costs.
This program is offered entirely online. Though a student may choose to sign-up for a face-to-face elective or core course, one can earn this degree completely online.
Save money
UWG is often ranked as one of the most affordable accredited university of its kind, regardless of the method of delivery chosen. In addition, online courses and programs can mean a huge cost-savings in many non-evident ways: No more high gas charges. No childcare needed. The flexibility can allow one to maintain a job while attending school. Regardless of state residency, out-of-state non-resident students are not charged non-resident tuition for online course credit hours.
Details
- Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
- The more courses a student takes in a single term, the more they will typically save in fees and total cost.
- Face-to-Face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
- Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
- Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
- One word of caution: If a student takes a combination of face-to-face and online courses in a single term, they will pay both all mandatory campus fees and the higher eTuition rate.
- For the cost information, as well as payment deadlines, see the Student Accounts and Billing Services website
There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.
Coursework
This program is 100% online.
The program consists of 27 total credit hours:18 credit hours of required health and physical education content and 9 credit hours of electives.
Downloads
Elective Options
This course will examine lifestyle medicine interventions used to prevent chronic diseases. Students will examine population healthcare systems and the integration of the wellness professional. Students will apply lifestyle medicine approaches to develop a self-care plan.
This course focuses on theoretical constructs and behavior change strategies that facilitate health behavior change. There will be an emphasis on theories and approaches designed to support readiness-to-change, motivation, self-determination, and goal-setting.
This course will examine the relationship between psychological and physiological processes in the body. Students will learn specific techniques, such as mindfulness and self-compassion, to support positive mind-body connections for themselves and clients.
This course will examine relevant guidelines and recommendations for health promotion and disease prevention. It will provide a broad framework for understanding physical aspects of health promotion, including but not limited to exercise, hydration, sleep, and nutrition, to identify and minimize risk factors for chronic diseases.
This course is designed to examine issues relating to cultural pluralism and global perspectives in order to provide a richer understanding and appreciation of the social forces that influence the education of diverse student populations. Particular attention is given to culturally responsive teaching, ethical behaviors, and personal responsibility to affect change. Students will examine, evaluate, and develop curricular materials that include techniques to differentiate for diverse populations of P-12 students.
This course is designed to guide 21st Century teachers in developing perspectives on the influences that affect public schools. Educational problems, trends, and issues will be identified and addressed, especially as they relate to students, teachers, school systems, and American society as a whole.
This course is designed for teachers who need strategies for helping their students comprehend informational texts and improve their informational writing skills across the curriculum, especially in content areas such as business, math, science, and social studies. Developmentally appropriate practice and literature for teaching reading and writing in the elementary, middle, and high school, to include the study of language and literacy, study skills, print and non-print media, and technology, will be examined across the curriculum and in relation to the Georgia Milestones Assessment System.
This course is designed to advance teachers understandings of the philosophies and practices of educational measurement as they apply to diverse student assessment data (specifically data collection and analysis). Students will demonstrate an understanding of the characteristics of quality assessment with regard to the reliability and validity of such measures with special emphasis on existing student diversity. Students will also demonstrate the skills and understanding needed to design and construct their own assessments and interpret the results of these assessments as well as those made by others.
This course is designed to provide school administrators with proficiencies essential to school leaders for the effective, efficient, equitable, and ethical management of schools and districts. Students are taught to advance the best interests of all students in policy development, allocation of capital and human resources, and monitoring. Course content addresses the role of school leaders in working within the legal and policy frameworks affecting the schools and school personnel. Ethical standards for professional educator conduct are an integral part of this course.
Students learn effective management principles for PK-12 schools in three core competencies: personnel, finance, and school safety. Using ethical frameworks when possible, emphasis is placed on aligning and developing efficient management processes that support school priorities and student learning.
This course provides students with the proficiencies essential for school leaders to foster a healthy, safe, and supportive school environment that builds and sustains productive community relationships. Students are taught to promote the success and well-being for every student through collaborative engagement and the development of a shared vision for the school community.
Students examine a multi-frame approach to leadership and organizational change that promotes a collaborative and professional culture focused on continuous improvement. The multi-frame approach (i.e., reframing) helps students use different mental models or frames to analyze complex situations encountered in school leadership. Further, reframing advances the generation of viable alternatives when dealing with difficult circumstances, accelerating cultural shifts that enable stakeholders to interact productively in educational settings. Students demonstrate proficiency through performance-based tasks that require merging theory, research, and practice to address complex matters of leadership and change to improve academic success.
Students study and apply principles of effective operations and performance management in K-12 schools. Applying ethical principles and professional norms as the conceptual framework, students explore efficient and effective organizational functions in personnel management, safety and emergency preparedness, and the use of technology to improve operations. Students will demonstrate proficiency by completing performance-based tasks.
This course is designed to provide candidates with the knowledge and skills to allocate financial and human resources in ways that promote student achievement. Candidates learn effective problem-solving skills and operational planning in the implementation of fiscal, human, and material resource procedures.
This course is designed to provide educational leaders with a framework for constructing responses to ethical issues and dilemmas commonly faced by school and district administrators. A blend of leadership and ethics theory will inform practical application. Students will reflect on their personal ethical stances and how they impact their actions and choices. The ethics of decision making will be considered and students will draw upon past experiences to help inform future ethical decision making abilities. This course also examines what it means to be an effective caring leader within a team and organization.
This course examines the role of school culture as a foundational driver of academic excellence, organizational coherence, and collective well-being. Through critical analysis, applied case studies, and reflective leadership practice, students will explore how beliefs, values, rituals, communication patterns, and leadership behaviors shape the entire school environment. Emphasis is placed on understanding how trust, collaboration, and inclusivity influence achievement, belonging, and continuous improvement. Students will develop the skills and strategies necessary to engage and lead diverse groups of people, foster positive school cultures, and sustain environments where all members of the school community can thrive. Communication across differences is addressed within the context of students, teachers, and external stakeholders. Particular attention is given to preparation of leaders who can transform schools and districts in ways that create positive outcomes and promote high levels of achievement for all students.
This course will focus on the application of instructional design principles as they relate to instruction. A systems approach to instructional design which includes information and application of skills and techniques necessary in the analysis, design, development, implementation, and evaluation of instruction will be used.
This is a survey course focused on basic elements and technical aspects of multimedia design and development to support teaching and learning in diverse classrooms. Included are selection of hardware and software, design principles, hands-on production, classroom applications, and discussion of issues and useful digital and web-based resources.
An advanced course in the design and production of digital media and instructional materials. Classroom utilization of digital media will be included.
This course provides an introduction to the principles, practices, and issues involved in online teaching and learning. Students explore online learning models, effective digital pedagogy, Universal Design for Learning (UDL), accessibility, and the legal and ethical considerations that shape online instruction. The course also examines the role of professional learning networks in supporting ongoing development as an online educator.
Students will examine the educational potential of digital games. Students will evaluate digital games, explore effective ways to integrate digital games for learning, and design and develop digital game-based learning environments.
This course provides a practical approach to the design, development, facilitation, and improvement of learning units in an online format. Students will become conversant with terms associated with assessment and evaluation of instructional practices delivered in online and distance education settings.
Students will analyze and develop policy related to distance education and e-Learning programs and learn to oversee installation and administration of a learning management system. Course topics include: management theory and practice; leadership roles and styles; and planning and policy development for educational and corporate organizations.
This course is designed for candidates to showcase their proficiencies in language and literacy teaching, learning, and leadership. Students demonstrate their skills as future literacy professionals and teacher leaders through designing and presenting a comprehensive professional learning project.
This course is designed to give a culturally pluralistic and global perspective to the equitable education of culturally and linguistically diverse student populations. Students will develop a knowledge base about culture, its influence on learning and teaching, and its role in intercultural P 12 classroom settings. In this course, educators will examine major theories related to educating a culturally and linguistically diverse student body and develop strategies for ensuring that bi/multilingual English learners develop knowledge of mainstream culture as they become proficient in English.
This course focuses on the major theories of first and second language acquisition and principles of linguistic systems (i.e., phonology, phonetics, morphology, syntax, and pragmatics), and examines these topics drawing on a student-centered approach to enhance pedagogical understanding of teaching English to speakers of other languages. Specifically, course content explores these topics as they relate to classroom-based language learning. Candidates will explore the relationship of oral and written language and become familiar with assessment techniques and devices for evaluation of the development of English language proficiency.
This course is an examination of past and current approaches, methods, and techniques for teaching English to speakers of other languages (ESOL). Participants analyze program models and methods of instruction for bi/multilingual English learners; demonstrate teaching strategies; develop lesson and unit planning skills; evaluate materials, textbooks, and resources available in the field; examine issues in testing bi/multilingual English learners for placement, diagnosis, exit, and evaluation; and analyze current assessment instruments.
This course introduces candidates to appropriate assessments to analyze P-12 students' language and literacy strengths and needs to determine interventions for progress monitoring as well as enrichment strategies. Candidates will survey formal and informal assessments, authentic assessments, instructional strategies, and purposeful materials for advanced, proficient, striving (formerly known as struggling) readers/writers, and students with dyslexia and other disorders, as well as culturally and linguistically diverse learners.
This course introduces candidates to learning and literacy theories that underpin prevalent pedagogical practices in the teaching of reading and writing. Students will explore theories of literacy development and the acquisition of reading and writing, as well as the theoretical foundations for a range of instructional approaches related to the dimensions of literacy (phonological awareness [including phonemic awareness], phonics, fluency, vocabulary, comprehension, and writing). Historical perspectives of literacy, as well as prominent researchers and theorists, will also be studied. Theoretical paradigms (i.e., bottom-up, top-down, and interactive) will inform candidates pedagogy with all students, including advanced, proficient, and striving (formerly known as struggling) readers/writers as well as culturally and linguistically diverse learners.
This course entails the study and application of curriculum, methods, classroom organization, and management for students who are struggling readers and/or have diagnosis of high incidence disabilities; specifically, in literacy (reading, writing, English Language Arts).
This course is designed to assist the educator in developing and maintaining an appropriate service delivery model for students with special learning needs. Strategies used to assess program effectiveness are discussed.
Federal, state, and local organizational and administrative provisions for exceptional children; screening, identification, placement and ancillary services within educational settings. Teacher training and evaluation patterns will also be reviewed.
This class focuses on persons with autism. Topics to be addressed include features of specific conditions seen in this group; historical and philosophical issues related to autism spectrum disorders; theories of intelligence, executive function, and their impact on definition and identification of autism spectrum disorders; and patterns of normal development and patterns of exceptional development in major developmental areas.
The goal of this course is to connect foundational and research information to current educational practice in order to best serve students with autism in various educational settings. Topics include classroom assessment practices, collaboration with families and service providers, considerations related to cultural diversity, curricular approaches and resources, instructional interventions, communication approaches, and organizations and legal supports to help students with autism.
This course provides public school administrators and teachers the opportunity to examine the statutory and case law requirements of educating special populations.
This course is designed to prepare students to research, develop, implement, and evaluate behavior intervention plans in the school context. In this course, students will revisit foundational behavior analytic principles while expanding their knowledge of functional behavioral assessment. Students will also be introduced to behavior change procedures. They will apply their introductory knowledge as they select, design, and evaluate the effects of these procedures for a student's behavior intervention plan. Given the results of a functional behavioral assessment, students will complete an individualized behavior intervention plan.
This course explores the complexities of multicultural issues and topics in special education.
An in depth examination of curriculum development and implementation will be conducted. Students will examine research pertinent to the types of individuals they serve and design and modify educational programs based upon recent research findings and best practice literature.
This course prepares educators to identify research-based practices, develop interventions, and collect and analyze data.
This course offers advanced study of managerial functions and concepts of sport organizations. Specifically, students will understand management principles and leadership theories. These topics include management tasks and responsibilities, organizational goals and structures, leadership, power and politics, ethics, culture, and decision-making in organization.
This course provides approaches for leveraging products and services on the sport marketplace. Ticket sales operations, marketing strategies, and fan engagement are among the topics central to understanding sport consumers. Students will learn best practices in developing sales and marketing strategic plans and how analytics are used in forecasting consumer behavior.
This course provides an overview of the major college student development models and explores specifically how development theories are applied to student-athletes participating in intercollegiate athletics. Students will learn foundational theories, integrative theories, and social identity development concepts to address the developmental challenges facing college athletes and identify areas of support for this population of college students.
This course covers fundamental principles of analytics applied to sports. In this course, students will be introduced to mathematical and statistical concepts and learn basic programming and coding skills to analyze sport-related data. Students will learn how to handle, code, and analyze large amounts of sport-related data. Specific course topics include the application of analytics in sports related to player performance, team management, operations, marketing, finances, fantasy sports, eSports, among other topics.
This course allows students to explore in depth a variety of significant issues facing sport managers. It provides the opportunity to offer course content and topics that may not be covered by other course titles. Titles and descriptions of specific courses will be identified at the time of offering. This course may be repeated. Students may earn a maximum of 6 credits of special topics electives to count toward the degree requirement.
Adam Wolecki, Ph.D.
Assistant ProfessorGuidelines for Admittance
- All graduate applicants must complete the online Graduate Application. A current application fee of $55 is required.
- Applicants should also review the Graduate Studies Website for individual program specific requirements and tasks that must be completed prior to admission. See Graduate Studies Application Process.
- International applicants are subject to additional requirements and application deadlines. See Procedures for International Students.
Program Specific Admittance Guidelines
- A Master’s degree in Health Education, Physical Education, or related area within the academic discipline is required.
- Individuals with an earned master’s degree outside one of the mentioned areas must have teaching certification in the discipline (health education, physical education, etc.).
- Applicants must have a minimum graduate GPA of 3.0 or higher.
- Submit a personal statement that includes their personal and/or professional experiences, interests, and short- and long-term goals for completing the Specialist degree program.
- Submit a professional Level 5 teaching certificate in Health & Physical Education.
- In some instances, special exceptions can be made for individuals who do not hold a professional teaching certificate.
Application Deadlines
Graduate Admissions Deadlines are available via the Deadlines Page
Admission Process Checklist
The Graduate Studies Application Process checklist is available here.
Contact
Graduate Admissions
graduate@westga.edu
678-839-1394
Department of Sport Management, Wellness, and Physical Education
Dr. Brent Heidorn
bheidorn@westga.edu
678-839-6189
Graduate Admissions Deadlines are available via the Deadlines Page
Specific dates for Admissions (Undergraduate Only), Financial Aid, Fee Payment, Registration, Start/End of Term Dates, Final Exams, etc. are available in THE SCOOP.
- Develop an advanced knowledge of health, physical education, wellness, and sport-based disciplinary content and apply the content knowledge into teaching, coaching, and leadership practice
- Design and conduct appropriate learning experiences that facilitate and enhance the growth of learners while strengthening programs
- Demonstrate skills to further their own professional development and use their newly acquired knowledge to contribute to the health, physical education, wellness, and sport professions