1a.

Students have been awarded a teaching degree in Physical and Health Education at the University of Wyoming since 1925. Over the years this degree has conformed to the State Department of Education requirements for teachers in public schools. The department was a part of the College of Education and offered the bachelor's degree in Teaching Physical Education with minors in Health and Recreation. By 1979 a Health Education major was developed. The Physical Education and Health Education programs are certified and recognized by the State Department of Education, and teachers are licensed by the Professional Teaching Standards Board of the Department of Commerce. The School also provides a program of study that leads to a teaching certificate in Adapted Physical Education and Health Education and an endorsement in Athletic Coaching. The Health Education (HE) certificate and Athletic Coaching endorsement, which are encouraged for all Physical Education majors in the Teacher Education track (PETE), are also available to students outside the School. In 1982 a non-teaching Physical Education track, the Exercise and Sport Science (ESS) BS degree program was approved. In 1984 the School of Physical & Health Education (SPHE) came into existence when the Department of Physical Education in the College of Education was transfered to the College of Health Sciences.

The Graduate program, which has been in existence for over 50 years, currently offers the Master of Science degree in Physical and Health Education. Additionally several students have obtained a Ph.D. degree in the area of Physical Education either through the College of Education, or in the Department of Zoology and Physiology, where some faculty members from SPHE have adjunct appointments.

The School has 15 FTE, including faculty, unit head, and one Academic Professional. The total number of students in the School (285) for the last full academic year (1997-98) includes 170 students in the Exercise and Sport Science program, 91 in Physical and Health Education and 24 in graduate studies. Excluding the two departments on campus with interdepartmental majors (Lifelong Learning & Instruction and Zoology & Physiology) the School has the fourth largest enrollment (undergraduate and total) of any department on campus.

1b.

Upon receipt of the Charge Statement from the President, the School held Special Meetings on multiple occasions that were devoted exclusively to Academic Planning. At the second of these meetings, committees were formed in the sub-discipline areas (ESS, PETE, and HE) and separately addressed points 1-5 of the Academic Planning document. An additional Special Meeting was held by the Graduate Faculty in the School to consider implications of the document for the Graduate Program. A draft response was prepared by the Associate Dean. This draft was reviewed and revised by faculty, and a subsequent draft distributed to the Wyoming State Department of Education (WDE) and the Wyoming Department of Health (WHD) for their feedback. Feedback was received from the Department of Health (see Appendix 4). Additional input was sought from staff, current and former students, as well as retired faculty before the final document was submitted to the Dean of the College of Health Sciences.

The School has a strong regional and national reputation in the areas of Exercise Physiology, Exercise and Sport Psychology and Teaching in Physical Education. The developing Health Education program enjoys a positive reputation within the state of Wyoming, and is the most rapidly expanding program in the School. Two of the faculty members in SPHE are recognized internationally and have been invited to make presentations overseas. Several faculty members also serve as editors/reviewers for national and/or international journals in the field. Additionally faculty members serve on national/state grant funding agencies and committees/certifying bodies of professional organizations associated with the discipline.

The Physical Education-Teacher Education (PETE) program is nationally recognized for the integration of theory and practice. It has a major focus that connects all parts of the program (PETE subject matter, activity, practicum, and student teaching). The program is being used as a prototype for other programs in the nation, and one faculty member is a nationally recognized scholar in the area of teaching styles, and was recently awarded a Presidential Citation from the Wyoming Alliance for Health, Physical Education, Recreation, and Dance (WAHPERD). The School of SPHE is also leading a group of scholars in pedagogy who are producing and acting on knowledge in the school setting, and faculty in this area teach in this setting every other year.

The Health Education degree program is structured so students can choose to specialize in a variety of topics and settings. Additionally, Health Education offers an "endorsement" which allows students graduating with other teaching certificates to also be certified to teach in the area of health. The endorsement is an 11 course, 30-hour program. PETE majors already take 5 of the 11 required courses. The Health Education program is in a growing mode. Currently (Fall 1998), there are 15 undergraduate majors and 4 masters-level graduate students. At present, 2.5 faculty lines have been dedicated for this major (both undergraduate and graduate).

The Exercise and Sport Science (ESS) program contains the largest number of majors in the School, and has increased in numbers from 40 students some 15 years ago to its current numbers of 170 students. This track allows students to specialize in the areas of Exercise Physiology, Exercise and Sport Psychology, Motor Behavior, Athletic Training, and Fitness across the Lifespan. Approximately 50% of graduating majors in this track are employed in their discipline area, many of them at the location where they complete their final internship. Several of the ESS students take exams for national certification as Exercise Leaders (American College of Sports Medicine), or as athletic trainers (National Athletic Training Association). Many students in this same track also go on to graduate and health-related professional schools (OT, PT, Physicians Assistant, Dentistry, Medicine, etc.).

At the graduate level, all areas (ESS, HE, and PETE) currently have graduate students enrolled. More than 75% of our MS degree recipients go on to pursue doctoral degrees at such prestigious universities as Berkeley, Penn State, University of Vermont, University of Colorado-Denver, University of North Carolina at Greensboro, and University of Georgia to mention a few. Graduate students have received national awards to help support their post-baccalaureate education (e.g. American Heart Association student fellowships). Each year on average, over the past five years, nine students have graduated with the MS degree. Most of these MS degree recipients have been successful in finding jobs relevant to their discipline . Another indicator of the overall quality of the SPHE graduate program is that faculty have received national funding from the National Institutes of Health (NIH), the American Heart Association, the American Federation for Aging Research, and the United States Olympic Committee (USOC) in the past five years. Over this same period of time the School has received state-level funding every year from the Centers for Disease Control (CDC) administered by the Wyoming Department of Education. During the period 1995-98 the faculty published 30 refereed scientific articles, 32 refereed abstracts, 12 book chapters, conference proceedings or technical reports, and obtained 11 externally-funded and 2 internally-funded grants (Appendix 1).

The SPHE interacts with many other UW academic and support units across campus in the areas of teaching, research and service activities. On campus these collaborations take place both within and outside the College of Health Sciences. The School also has extensive off-campus activities in these areas. The School has several interdisciplinary course offerings across campus; these include Human Anatomy, Human Physiology and Physiology of Exercise. Two of these same courses, Human Anatomy (S2) and Physiology of Exercise (M3), also meet University Study requirements, as does the Fitness and Physical Activity course (P1).

On May 7, 1997 a sub-committee of the University Studies Committee was charged with establishing criteria for a new requirement in physical activity and health. The committee was comprised of faculty and staff representatives from each of the Colleges at UW, AD-SAAC, University Studies, and Student Affairs. SPHE assumed a leadership role in establishing a category title, rationale for the category, and criteria by which the requirements would be evaluated. Representatives from SPHE met with ASUW senators to discuss the proposed changes; articulated the new University Studies requirement with community college representatives; and engaged in dialogue with other faculty, staff, and students regarding the proposed changes. SPHE initiated a research study where students enrolled in the spring Physical Education-Activity (PEAC) program were surveyed to determine their perspectives on current course delivery and their recommendations for changes. Results from this study will be used in modifying the PEAC curriculum to satisfy University Studies criteria.

Health Education faculty, along with faculty from Social Work, Nursing, Family and Consumer Science, Psychology, Sociology, Women’s Studies and Zoology, are currently involved in the development of an interdisciplinary minor in Human Sexuality. This 18-credit hour minor will use existing resources and courses organized into a structured undergraduate minor. This minor will be housed and directed from SPHE. By offering an interdisciplinary minor in Human Sexuality, UW will join 20 other colleges and universities across the nation having sexuality studies programs. This minor will definitely fill a gap in the region and could lead to status as a research and continuing education center for the area.

Once approved as a new course, Teaching Sensitive Issues (HLED 4025/5025) will be a requirement for Child and Family majors in Family and Consumer Science as well as HE students. Plans are also underway to cross-list and share teaching responsibility for Sociology of Human Sexuality (SOC 2200) with HLED. This course is, and will continue to be a University Studies C1.

Physical and Health Education faculty are heavily involved with service initiatives and legislative mandates associated with the Wyoming State Departments of Health and Education. They serve on school, college, university, community, and state boards and committees related to Physical and Health Education and research. Faculty are also involved in contractual agreements with these agencies that generate extramural funds for the University.

SPHE faculty members have, in past years, been Teaching Fellows for the Summer High School Institute on campus conducting an outreach and recruitment program for high-ability high school sophomores. Health & Physical Education faculty and graduate students have been, and are currently involved in providing the service courses of First Aid (HLED 1221) and Wellness (PEAC 2000), as well as other PEAC activity courses which fulfill University Studies requirements and requirements for other majors.

More than 25 service courses in the areas of Physical and Health Education are offered by the SPHE each year via the School of Extended Studies and Public Service (generating over 300 credit hours per year). Each summer, the SPHE and the Wyoming Coaches Association work together to deliver a series of 10 courses specific to coaches' education. This program of studies benefits the teachers/coaches in Wyoming as well as the university (generating over 125 credit hours per summer). This program serves not only students in the SPHE seeking coaching certification, but increasingly students from the College of Education.

In the areas of graduate education and research, graduate students from disciplines as far ranging as Psychology, Education, Nursing, Zoology, Animal Science, and Molecular Biology, enroll in the School's graduate program offerings. Faculty in SPHE collaborate with faculty from these same academic units as well as others on campus including faculty from Engineering, Pharmacy, and Dance. The SPHE has also been successful in obtaining intramural and extramural funding (e.g. American Heart Association) through these inter-departmental collaborations. Faculty in the School are also collaborating off-campus with faculty at universities in Alabama, Colorado, Florida, Georgia, Idaho, New York, Texas, Utah, and West Virginia as well as overseas in Australia, Canada, Finland, and the UK.

In the future, core programs of study for graduate students in Physical Education Teacher Education will be delivered around Wyoming and the Rocky Mountain region via internet, teleconferencing and videotape. Two courses have now been developed, and four more are planned for development over the next two years.

1. centrality to the UW mission

SPHE believes that its "niche" at the University of Wyoming is encompassed in its own mission statement (see Appendix 2). This statement revolves around the concept of health, both mental and physical, being improved by including moderate amounts of physical activity throughout life from early childhood to old age. The expanding and strengthening research evidence of the relationship between physical activity and health (see Appendix 3) provides the driving force behind the School's academic programs. This mission will be accomplished by providing teaching, research and outreach/service programs that compare favorably with programs at the leading land grant research universities in the nation. This relationship between physical fitness and health is a common thread found running through all aspects of the School's programs, and a thread which also makes them unique on campus, such that a requirement for physical activity with its health benefits has been an all-university requirement since 1921.

The newly revised PEAC program provides students instructional experiences that are based on research findings reported in the Surgeon General's Report on Physical Activity and Health (1996). The new program compares favorably with those at other land grant institutions. Its empirical foundation, coupled with a thematic approach to wellness, puts the new program on the cutting edge of basic physical activity instruction curriculum. Students will be exposed to theory and science related to wellness through two mediums: lecture or electronic modules, and lifelong physical activities. Unlike the present course offerings where students may only choose one activity in which to engage, the new program will group activities together so that students will be exposed to a variety of experiences which can lead to improved cardiovascular health. A minimum of one of those activities will be a lifetime activity in which students may engage for the remainder of their lives. Activities especially designed for the older student, students with disabilities, and nontraditional students will also be provided.

SPHE professional degree programs provide a unique service to the State of Wyoming and to additional teacher-preparation programs on the University campus by providing Health Teaching and Adapted Physical Education certification. The Health Education certification is required of Wyoming secondary teachers who teach health education content and skills. Currently, approximately 30 prospective and in-service teachers from across the state participate in the health certification program annually. This program is offered through both on -campus and some distance education (Internet-based) courses. Additionally the Masters programs allow teachers throughout the state to obtain continuing education while working toward a graduate degree. The offering of both the certificate and graduate level classes relates to the University Mission of providing superior outreach and extension activities throughout the State of Wyoming.

The undergraduate degree programs in Physical and Health Education are designed to equip students with a wide range of skills and competencies that are applicable in a variety of health-related professions and school settings. Students learn communication, resource identification, and program planning, implementation, and evaluation skills. Majors also learn to assess the needs of individuals and communities, and express these needs to target populations and agencies. Majors are trained in content areas and are taught to use scientific methods, as well as problem-solving skills. The undergraduate degree programs prepare students to move directly into a professional career. Due to a strong foundation in the behavioral and biological sciences, the programs can also be tailored to prepare undergraduates for a variety of graduate and professional programs. The Health Education degree program also prepares undergraduate and graduate students to pass a national certification exam for health education specialists (CHES).

The masters-level degree program prepares students for administrative and practitioner positions in Physical and Health Education, as well as for entrance into doctoral-level educational programs. The masters program is focused more heavily on research, program planning, and evaluation skills. The Health Education program has a heavy emphasis on health promotion theories and their application to research. Graduates from this degree program have gone on to hold positions in Wyoming school systems, the WDE and WDH, and in public health and higher education settings in Wyoming and other states across the nation.

2. need, demand for program, including employment prospects

The University of Wyoming is the only institution in the state of Wyoming that grants degrees in Physical Education (Teaching and non-Teaching) and Health Education-Teaching. The demand for health-related employment positions is increasing. Over the past three years 83% of those students in Physical Education Teacher Education area were hired as teachers or in teacher-related areas. In the Exercise and Sport Science area, student demand to get into the program was so high that faculty in this area adopted higher admission standards, raising the minimum grade point average entry requirements into the professional program (junior and senior years) to 2.5. However, the number of majors in this track continues to hold steady. Upon graduation, these students seek positions in clinical, commercial or sport-related settings. They prescribe exercise in hospitals, at large industrial corporations such as IBM or Xerox, or in athletic clubs and organizations.

In the future, Health Education graduates will likely be in greater demand across the state, due to their uniquely broad skills, and content-based degree and lack of similar programs in Colorado and Montana. Wyoming teachers are expressing interest in both the Health Endorsement and Masters programs. Access to these opportunities is becoming better for teachers as more of the courses are adapted for Internet delivery or offered in the summer. With the Wyoming State Department of Education's focus on Standards-Based education in all subject areas, and the new requirement that public school teachers teach to these standards, it is essential that pre-service teachers receive training on how to meet this requirement which will be implemented in 2000-01 (see Appendix 4). Both the Health Education Teaching Endorsement and the undergraduate programs in Physical Education-Teaching Education and Health Education prepare prospective and in-service teachers to meet this updated state requirement.

The graduate program receives applicants from all across the USA as well as from around the world, giving some indication of the quality of the program. Currently the program receives more qualified applicants than the School can accept. This situation is due, in part, to the apparent disparity in the awarding of assistantships to the College of Health Sciences, and consequently to SPHE, compared to other Colleges on campus, particular the College of Arts and Science. Although this inequity was recognized by a recent evaluating committee, it has not been redressed. Currently the School is able to offer only half assistantships to prospective graduate students for a workload that equates to a full assistantship in many other units. Despite this fact, graduates from the School have been very successful in gaining employment and pursuing advanced degrees.

3. adverse effects caused by modification/elimination of each program

Elimination of any of the Masters, Bachelors or certification programs, the only ones offered in the state of Wyoming, would have adverse effects throughout the state. Elimination of the PETE program would seriously compromise the choice that many Wyoming high school students make to come to UW. Without such a program, students who wanted to obtain a teaching degree and certificate to teach physical and health education in the state of Wyoming would be forced to leave the state in search of an alternative institution of higher learning. If this should occur, the likelihood of the student returning to Wyoming upon completion of the degree may be reduced. The Wyoming State Department of Education currently requires health education at all levels, K-12. Unfortunately, no specific health education training for elementary teachers exists at the University, despite Wyoming Department of Education recommendations. This gap needs to be filled. Elimination of the ESS program, the most popular track in the School, would reduce the number of students in SPHE by approximately two-thirds.

Graduate programs play an important role in driving faculty research. The research conducted by School faculty and graduate students from within and across units in turn impacts the quality of university course instruction and service that is provided across the state and beyond. Thus the graduate program is a crucial aspect of the academic quality and integrity of the undergraduate programs. A graduate program of high visibility attracts students from different disciplines on campus (e.g. Education, Psychology, Nursing, Nutrition, Zoology) and from around the country. Faculty members who are active researchers, require and attract quality graduate students to their programs. Elimination of the SPHE graduate program would severely impact the research funding and productivity of the unit, and the quality of all of the undergraduate programs. The School would no longer be able to attract the same quality of faculty to the University of Wyoming. The Masters program in Physical and Health Education also provides the School with graduate teaching assistantships. Graduate students on assistantships deliver a significant portion of the professional course laboratories and activity classes in the School, including several that meet University Studies requirements. Elimination of the graduate program would prevent the School from offering courses that meet the University Studies P1 requirement, a requirement that every university student must meet. Although SPHE will not hold the monopoly on P1 course delivery, it is likely that at least 600 to 1000 students per semester will continue taking courses in SPHE to meet that requirement.

3. Planning Goals, and Objectives

Over the next five to ten years SPHE's mission in the areas of teaching, research and service can broadly be defined as follows:

1. To provide our students with the best undergraduate and graduate education possible in the disciplines of physical education-teacher education, exercise and sport science, and health education founded on the theme "physical activity, health, and wellness" outlined above under 2c (i).
2. To provide our students with the knowledge and skills to educate and engage individuals of all age from kindergarten through old age in lifetime physical activity, health enhancement, and physical activity for preventative health and psychological well-being.
3. To contribute to the scientific body of knowledge related to physical activity, health , and wellness through research and scholarly/creative contributions.
4. To contribute to service both on and off campus by offering undergraduate physical activity, health education, and university study courses, and off-campus/extension courses respectively.

The School will continue to maintain, and improve the quality of undergraduate and graduate degree programs in all areas. Firstly, this will be achieved by maintaining our admission standards in order to recruit highly qualified students. Secondly, this will be achieved by continuous revision and updating of existing curricula (curricula in all areas have been recently updated). The School will continue to maintain enrollment in the areas of Physical Education Teacher Education (85 majors) and Exercise and Sport Science (170 majors) and increase undergraduate majors in Health Education to a target of 40 majors commensurate with the increased career opportunities in this field. This will be achieved by several means. Firstly, by active recruitment both on and off campus; secondly by targeting those students and other individuals needing particular physical and health education content to fulfill specific degree or endorsement requirements; and thirdly, by obtaining national accreditation for the health education program. Accreditation will be achieved by making the necessary curriculum adjustments (these are minor) and by incorporating content and skills covered in the certification examination for health education specialists (CHES).

Teaching

Over the next decade, faculty in all areas (PETE, ESS, HE) will offer more and more classes via distance learning (e.g. Internet, teleconferencing, etc.) where possible or appropriate. In this way individuals throughout the state and beyond will be able to register for our courses, and will be able to take advantage of our degree and certification programs. The effectiveness of all programs will be evaluated by a number of means. Firstly, by feedback from individuals supervising our students in their school or internship setting. Secondly by recognizing teaching excellence both on (CTE) and off-campus (state or regional organizations for Health, Physical Education, Recreation and Dance, WAHPERD), and finally by employment statistics on our graduating majors.

A unique goal, proposed by faculty in the Health Education program as outlined above under 2b, is the development of an Interdisciplinary Minor in Human Sexuality which will be offered after assessment of its need both regionally and nationally. The objective here is to garner support from affected faculty and administration, obtain trustee approval, and publicize and offer this minor to interested undergraduate students.

Research.

Our goal is to continue to conduct both independent and collaborative research, to obtain internal and external grants to support this research, and to disseminate the results of this research in the form of presentations and scholarly publications. Collaboration will involve not only faculty from within and outside the College of Health Sciences but also our undergraduate and graduate students. We will involve students in all aspects including the planning, executing, and publishing of research. The School will continue to conduct physical activity-related research with special populations including children and older individuals within the local community. A new proposal, which will involve a recently hired faculty member, is to pursue research with the Wind River Indian Reservation in collaboration with the High Plains American Indian Institute on campus.

In order to meet these research goals it will be necessary to continue research facility improvement and maximize utilization of equipment. This will be accomplished by continued procurement of outside funding sources. Ultimately research productivity will be evaluated by grantsmanship and by documentation of publications in the form of textbooks, scientific peer- refereed journal articles, and technical reports related to funding.

Service.

At the community level we will continue to provide service to various populations through use of our facilities. On campus these include our teaching and research laboratories and our fitness/wellness and cardiac rehabilitation programs. The teaching laboratories provide developmentally appropriate movement experiences for young children while these same laboratories afford a physical education program for elementary school children at the Christian School and St. Laurence Elementary School. The Human Energy Research Laboratory (HERL) will continue to provide exercise stress-testing, pulmonary function and body composition testing to a variety of populations on campus, including student athletes and physical plant staff. Our new exercise and sport psychology laboratory will provide information about the mood benefits of exercise and exercise adoption and adherence.

Off-campus our majors will continue to provide service through completion of their practicums in schools or internships in clinical settings such as at Ivinson Memorial Hospital and at other health and fitness settings in Laramie and around the State. The faculty will continue to provide in-service instruction to Physical Education and to Health Education teachers and to provide fitness/stress testing to State employees (e. g. State Highway Patrol) as we do for university students/employees.

SPHE has been identified by the WDE to establish a clearinghouse to assist forty-eight Wyoming School Districts in establishing knowledge and skill standards for physical and health education K-12. In addition, SPHE is to provide consultation on issues related to physical and health education curriculum and instruction.

Also at the State level, faculty will continue to provide professional service to appropriate organizations such as WAHPERD, the Rocky Mountain Chapter of the American College of Sports Medicine (RMACSM) and the Colorado/Wyoming Chapter of the American Heart Association (AHA). In the past several members of our faculty have served as President of WAHPERD and RMACSM, and also have served on Research and Advisory Committees of the local AHA chapter. A faculty member also currently serves as President of the Wyoming Community Coalition for Health Education (WCCHE). We will continue to provide invited presentations to these organizations.

SPHE faculty will continue to provide professional service at national and international levels as befits our reputation in this area. This will be achieved by continuing to serve on national research and advisory committees, and funding agencies in our discipline area. Faculty members will continue to provide editorial service to scholarly research-based journals in the field, and serve on various committees at the national level for the professional organizations associated with the discipline (e.g. American Association for the Advancement of Applied Sport Psychology, Alliance for Health , Physical Education, Recreation and Dance, American College of Sports Medicine, American Educational Research Association, American Physiological Society, American Psychological Association). Faculty will also continue to make invited presentations both nationally and internationally.

3. Proposed Actions

1. Obtain national accreditation for the Health Education program.
2. Obtain trustee approval for the Sexuality Minor.
3. Increase distance learning opportunities, especially at the graduate level. Can teachers and other professionals in the state obtain a Masters Degree without being on campus for an extended period of time?
4. Better define the Academic Professional's role to alleviate some of the teaching/service responsibilities that constrain the research productivity of research-oriented faculty.
5. Examine the possibility of reducing teaching load of research-productive faculty on a rotational basis to enhance research productivity (a recommendation to the School from the College of Health Sciences review committee was to increase research productivity). Most faculty have fairly heavy teaching loads compared to some units, teaching 2, 3, or 4 courses per semester.

vi) Examine alternative ways to deliver the undergraduate curriculum, particularly during the summer months. Thanks in part to a Professor Emeritus' generosity, the School possesses a state-of-the-art computer laboratory which serves a number of courses offered through the School. This laboratory has the potential for accommodating classes in a wide variety of disciplines offered by the School.

7. Enhance cross-campus collaboration in each of the three discipline areas (College of Health Sciences review committee recommendation).
8. A Master of Occupational Therapy (MOT) program proposal was developed and approved by the faculty of SPHE in 1993-94. This proposal was forwarded to the Dean, College of Health Sciences, and to the Office of Academic Affairs in 1994 for consideration and action. That action is still pending.

3. Evaluation and Use of Evaluation Results

The School has utilized several means of assessing the overall effectiveness of our programs including our student outcomes assessment plan. Curriculum committees for each of the three undergraduate specializations and the graduate faculty meet on a regular basis to appraise the role of courses in a given program and to change and strengthen program requirements. An example of recent curricular changes that have taken place as a result of these committee meetings is the shift in the PETE curriculum to move away from traditional "skill" themes into so-called "movement core" themes in both theory and practical courses for the teaching majors. Student evaluations are additional means the School uses to further strengthen and alter specific courses.

At the end of their sophomore year, students apply to get into one of the three professional tracks offered and must meet entry requirements of a 2.5 GPA and the completion of specific courses applying to their area of specialization. During their junior and senior years the School obtains additional feedback in the form of assessment from both our ESS and PETE students following their laboratory and practicum experiences, both on campus and in school, clinical or other health-related settings. Additionally we attempt to keep a track of employment statistics of our majors.

The Wyoming State legislature has established a mandate that by the year 2004, every high school student must meet minimum standards testing in all areas (see Appendix 4) in order to graduate. These evolving standards will have implications for program development in the areas of both Physical Education and Health Education in our School. Our faculty will play an integral role in the development of these state-wide standards. Finally our PETE program is required to meet national certification standards, and the same will apply to the Health Education program when it becomes fully accredited. All of these feedback mechanisms will allow us to improve administrative and educational services in the future.

1. REFEREED JOURNAL ARTICLES

Benham-Deal, T. (1995). Rural school adapted physical education: Are we breaking the law? Rural Special Education Quarterly. 14: 145-152.

Benham-Deal, T., & Byra, M. (1995). Elementary and secondary school physical education practices in a rural state. The Rural Educator. 16: 7-11.

Berger, B. G. (1996) Psychological benefits of an active lifestyle: what we know and what we need to know. Quest, 48, 330-353.

Berger, B. G., Grove, J. R., Prapavessis, H., & Butki, B. (1997). Relationship of swimming distance, expectancy, and performance to mood states of competitive athletes. Perceptual and Motor Skills, 84. 1199-1210.

Berger, B. G., Owen, D. R., Motl, R. W., & Parks, L. (1998). Relationship between expectancy of psychological benefits and mood alteration. International Journal of Sport Psychology, 29. 1-16.

Berger, B.G., & Owen, D. R. (1998). Relationship of low and moderate intensity exercise with acute mood changes in college joggers. Perceptual and Motor Skills, 87. 611-621.

Brawdy, P. J., & Byra, M. (1995). Supervision of an early field teaching experience: The effect of two supervisory models. The Physical Educator, 52. 147-159.

Byra, M. (1996). Post-lesson conferencing strategies and preservice teachers' reflective practices. Journal of Teaching in Physical Education, 16. 48-65.

Byra, M., & GocKarp, G. (in press). Data collection techniques in qualitative studies in physical education teacher education. Journal of Teaching in Physical Education.

Byra, M., & Jenkins, J. (1998). The thoughts and behaviors of learners in the inclusion style of teaching. Journal of Teaching in Physical Education, 18. 1-17.

Coulon, S. C., & Byra, M. (1995). Improving the student teaching experience through the development of a statewide communication network. Journal of Physical Education, Recreation, and Dance, 66. 51-55.

Coulon, S. C., & Byra, M. (1997). Investigating the post-lesson dialogue of cooperating and student teachers with student teachers. The Physical Educator, 54. 1-10.

 

Conklin. S. C. (1995) Sexuality education of clergy in seminaries and theological schools: Recommended readings and texts. Journal of Sex Education and Therapy, 21. 22-35.

Conklin, S. C. (1997). Sexuality education in seminaries and theological schools: Perceptions of faculty advocates regarding curriculum and approaches. Journal of Psychology and Human Sexuality, 9. 143-174.

Conklin, S. C. (1997). Faculty perceptions of support for professional sexuality education of clergy. SIECUS Report, 25. 13-16.

Coulon, S. C. (1995). The similarities between perceptions of first year undergraduate majors' instructional success and nonsuccess and a PETE program's expectations. College Student Journal, 29. 518-526.

Coulon, S. C., & Byra, M. (1995). Improve student teaching experiences: Develop a statewide communication network. The Journal of Physical Education, Recreation, and Dance, 66. 51-55.

Coulon, S. C., & Byra, M. (1997). Investigating post-lesson dialogue of cooperating and student teachers. The Physical Educator, 54. 2-10.

Ernst, M., & Byra, M. (1998). What does the reciprocal style of teaching hold for junior high school learners? The Physical Educator, 55. 24-37

Fahlberg, L. L. (1995). Freedom and health promotion. American Journal of Health Promotion, 14. 7-8.

Gosselin, L. E., C. Adams, T. A. Cotter, R. J. McCormick, and D. P. Thomas. (1998). Effect of exercise on passive stiffness in locomotor skeletal muscle: role of extracellular matrix. J. Appl. Physiol., 85. 1011-1016.

McCormick, R. J. & D. P. Thomas. (1998). Collagen crosslinking in the heart: relationship to development and function. Basic and Applied Myology, 8. 143-150.

Rose, B., Larkin, D., & Berger, B. G. (1997). Coordination and gender influences on the perceived competence of children. Adapted Physical Activity Quarterly, 14. 210-221.

Rose, B. A., Larkin, D., & Berger, B. G. (1997). Motivational orientations in poorly and well coordinated children. Adapted Physical Activity Quarterly, 14. 210-221.

Rose, B. A., Larkin, D., & Berger, B. G. (In press). Motivational orientations in poorly and well coordinated children. Adapted Physical Activity Quarterly.

Rule, D. C., M. K. Andersen, J. W. Bailey, L. Swain, S. J. Ficek, and D. P. Thomas. (1996). Frozen storage of ovine, and rat tissues adversely affects lipoprotein lipase activity. J. Nutr. Biochem., 7 577-581.

Thomas, D. P., O. Hudlicka, M. D. Brown, and D. Deveci. (1998) Alterations in small arterioles precede changes in limb skeletal muscle following myocardial infarction. Am. J. Physiol: Heart Circ. Physiol., 275. H1032-H1039.

Waldo, M. J., B. A. Ide, and D. P. Thomas. (1995). Postcardiac-event elderly: effect of exercise on cardiopulmonary function. J. Gerontol. Nursing, 21. 12-19.

 

 

 

2. REFEREED ABSTRACTS

Benham-Deal, T. (1995). Young children's habitual physical activity patterns. Medicine & Science in Sport and Exercise, 27. S165.

Berger, B. G., Brook. K., Leuschen, P. S., & Owen, D. (1998). Winning and losing: Does it affect mood after a competitive event? Journal of Applied Sport Psychology, [Supplement] 10, 123.

Berger, B. G., Motl, R. W., & Leuschen, P. S. (1998). Enjoyment of recreational swimming: Possible moderating influences of age and gender. Journal of Applied Sport Psychology, [Supplement] 10, 141.

Berger, B. G., Butki, B. D., & Berwind, J. S. (1995). Goal orientation and participation motivation for exercisers and for competitive sport participants. Journal of Applied Sport Psychology, [Supplement] 7, 40.

Berger, B. G., Butki, B. D., & Berwind, J. S. (1995). Mood changes associated with competitive and non-competitive physical activities. Journal of Applied Sport Psychology, [Supplement] 7, 41.

Berger, B.G. (1996). Psychological benefits of an active lifestyle: What we know and what we need to know. Quest, 48. 330-353.

Burgess, M. L., L. Terracio, S. Kaufman, V. Kovanen, and D. P. Thomas. (1996). Role of matrix in muscle development and adaptation. Med. Sci. Sports Exerc., 28. S81.

Butki, B. D., Berger, B. G., & Motl, R. W. (1995). Effect of high-intensity interval training on mood in competitive cyclists. Journal of Applied Sport Psychology, [Supplement] 7, 47.

Byra, M. (1998). Researchers as teachers - putting theory into practice: Teacher effectiveness and student learning. Research Quarterly for Exercise and Sport Supplement, 69. 78.

Chumley, M. J., D. T. Martin, D. S. Golich, E. J. Phillips, T. A. Harris, D. D. Isaak, and J. G. Wilkinson. (1995). Enhanced cycling performance despite training-induced suppression following successive days of intense training. Med. Sci. Sport Exerc., 27. S175.

Jenkins, J., & Byra, M. (1996). An exploration of theoretical constructs associated with the spectrum of teaching styles. AISEP International Seminar Proceedings, 54.

Martin, D. T., M. J. Chumley, T. A. Harris, D. S. Golich, E. J. Phillips, R. S. Mazzeo, D. P. Thomas, and J. G. Wilkinson. (1995). Variable carbohydrate intake during interval training: effects on stress hormones and cycling performance. Med. Sci. Sports Exerc., 27. S204.

Martin, D. T., M. J. Chumley, D. S. Golich, E. J. Phillips, T. A. Harris, R. S. Mazzeo, D. P. Thomas, and J. G. Wilkinson. (1995). Variable carbohydrate intake interval training: Effects on stress hormones and cycling performance. Med. Sci. Sport Exerc., 27. S204.

Motl, R. W., & Berger, B. G. (1997). Enjoyment of rock-climbing and recreational swimming: Possible personality influences. Journal of Applied Sport Psychology, [Supplement] 9,135.

Motl, R. W., Bieber, S. L., & Berger, B. G. (1997). A multigroup invariance factor analysis of the physical activity enjoyment scale: Comparison of enjoyment among rock-climbers, swimmers, and wellness students. Journal of Applied Sport Psychology, [Supplement] 9,134.

Motl, R. W., Davis, S. L., Berger, B. G., & Wilkinson, J. G. (1997). Mood and serum cortisol responses to a maximal exercise test and one high-intensity interval training session. Journal of Applied Sport Psychology, [Supplement] 9,135.

Motl, R. W., & Berger, B. G. (1996). Environmental risk and mood states: An investigation of swimmers and rock-climbers. Journal of Applied Sport Psychology, [Supplement] 8,19.

Motl, R. W., Leuschen, P. S., & Berger, B. G. (1996). Personality traits of adult exercisers: Do they differ according to gender and age? Journal of Applied Sport Psychology, [Supplement] 8,151.

 

Motl, R. W., Berger, B. G., & Leuschen, P. S. (1996). Strong mood benefits in swimmers, but no evidence of gender and age influences. Journal of Applied Sport Psychology, [Supplement] 8,160.

Rose, B., Larkin, D., & Berger, B. G. (1996). Motivational orientation in poorly and well conditioned children. Journal of Applied Sport Psychology, [Supplement] 8,14.

Thomas, D. P., R. J. McCormick, B. C. Bergman, D. T. Martin, and T. I. Musch. (1995). Aging attenuates the left ventricular extracellular matrix response to myocardial infarction in the rat. Med. Sci. Sports Exerc. 27. S41.

Thomas, D. P., R. J. McCormick, and S. D. Zimmerman. (1995). Adaptation of collagen gene expression in striated muscle to exercise training. LIKES - Research Reports on Sport and Health, Jyvaskyla, Finland. ISBN 951-790-126-7.

Thomas, D. P. (1995) Skeletal and cardiac muscle responses to exercise: similarities and differences. LIKES - Research Reports on Sport and Health, Jyvaskyla, Finland. ISBN 951-790-126-7.

Thomas, D. P., O. Hudlicka, and M. D. Brown. (1996). Microcirculation in skeletal muscle of rats with myocardial infarction. Int. J. Microcirc., 16. 207.

Thomas, D. P., O. Hudlicka, and M. D. Brown. (1996). Skeletal muscle microcirculation and performance in rats with non-failing myocardial infarction (MI). The Physiologist, 39. A-45.

Thomas, D. P., O. Hudlicka, and M. D. Brown. (1997). Chronic electrical stimulation normalizes resting arteriolar diameter but not vasoreactivity in skeletal muscle of rats with myocardial infarction. Med. Sci. Sports Exerc., 29. S35.

Thomas, D. P., O. Hudlicka, M. D. Brown, and D. Deveci. (1997). Microcirculation, capillary density and fibre type changes in skeletal muscle of rats following myocardial infarction. Int. J. Microcirc., 17. 208.

Thomas, D. P., L. E. Gosselin, T. A. Cotter, X. Li, K. Schalk, C. A. Emter, and R. J. McCormick.. (1998). Exercise training attenuates aging-associated alterations in extracellular matrix characteristics in left but not right ventricle. Med. Sci. Sports Exerc., 30. S26.

Wilkinson, J. G., D. T. Martin, M. J. Chumley, E. J. Phillips, and E. A. Engle. (1995). Reduced iron stores following three weeks of high-intensity interval training and recovery. Med. Sci. Sport Exerc., 27. S203.

Wilkinson, J. G., D. T. Martin, and S. D. Zimmerman. (1996). Testosterone-cortisol ratio is not a good marker of overtraining. Physiologist, 39. A83.

Wilkinson, J. G., E. A. Laguardia, R. W. Motl, S. L. Davis, and J. Smith-Sonneborn. (1997). Variable expression of ubiquitin and HSP 70 following graded cycling exercise. Med. Sci. Sport Exerc., 29. S296.

Yengo, C. M., S. D. Zimmerman, R. J. McCormick, and D. P. Thomas. (1996). Influence of exercise training on collagen traits of myocardium and skeletal muscle from infarcted rates. Med. Sci. Sports Exerc., 28. S637.

 

 

 

Berger, B. G., & Pargman, D. (In contract with Fitness Information Technology). Psychological Bases of Exercise. Morgantown, WV.

Berger, B. G. (1997) (reprinted from 1984). Running away from anxiety and depression: A female as well as male race. In M. Sachs & G. Buffone (Eds.), Running as Therapy: An Integrated Approach (pp. 138-171). Northvale, NJ: Jason Aronson.

Berger, B. G. (1997) (reprinted from 1984). Running strategies for women and men. In M. Sachs & G. Buffone (Eds.), Running as Therapy: An Integrated Approach (pp. 23-62). Northvale, NJ: Jason Aronson.

Berger, B. G. (1997) (reprinted from 1984). Running toward psychological well-being: Special considerations for the female client. In M. Sachs & G. Buffone (Eds.), Running as Therapy: An Integrated Approach (pp. 172-197). Northvale, NJ: Jason Aronson.

Berger, B. G. (1995). Exercise and Sport Psychology. In M. G. Wade & J. A. W. Baker (Eds.), Introduction to Kinesiology: The Science and Practice of Physical Activity (pp. 79-97). Dubuque, IA: Wm. C. Brown.

 

Byra, M., & Jenkins, J. (1997). Learner decision making in the inclusion style of teaching. University of Wyoming, School of Physical and Health Education. (ERIC Document Reproduction Service No. ED 407 389). Technical Report.

Conklin, S. C. (1995). Tribute to Dr. Charles Burnham: A Genetic Scientist and Beloved Neighbor. Journal of the American Chestnut Foundation, spring/Summer 1995, Vol. IX, No. 1:26-31.

Conklin, S. C., & Goodson, P. (1997). Professional sexuality education of selected seminary students. In R. T. Francoeur (Ed.), The International Encyclopedia of Sexuality. New York: Continuum.

Conklin, S. C. (1997). Sexuality education in seminaries and theological schools: Perceptions of faculty advocates regarding curriculum and approaches. In J. W. Maddock (Ed.), Sexuality Education in Postsecondary and Professional Training Settings. New York: The Haworth Press.

Gates, W. K. (1997) Results of the 1995 Wyoming Youth Risk Behavior Survey, Cheyenne, Wy: Wyoming Dept. of Education.

Jenkins, J., & Byra, M. (1997). An exploration of theoretical constructs associated with the Spectrum of Teaching Styles. In F. Carreiro da Costa (Ed.), Research on teaching and research on teacher education: What do we know about the past and what kind of future do we expect? Lisbon, Portugal: AIESEP.

Wilkinson, J. G. & Liebman, M. (1997). Carbohydrate metabolism and exercise. Nutrition in Exercise and Sport 2^nd Edition, CRC Press, Boca Raton, FL, Chapter 2, 15-47.

 

 

 

D. FUNDED GRANTS

American Heart Association, Grant-In-Aid Proposal, (Wyoming Affiliate), "Alterations in ventricular collagen fibril structure following myocardial infarction." $15,000. Awarded 7/1/95 (Co-PI) to D. Paul Thomas.

American Heart Association, Grant-In-Aid Proposal. (Wyoming Affiliate). "Extracellular modifications to left ventricular collagen post-myocardial infarction." $60,000. Awarded 7/1/98 (Co-PI) to D. Paul Thomas.

P.H.S. N.I.H. (Heart, Lung & Blood Institute) Senior Fellowship Award, "Skeletal muscle microcirculation in heart failure." $34,200. Awarded 12/5/95 to D. Paul Thomas.

UW Faculty Grant-In-Aid. "The effects of exercise training on heart connective tissue post-myocardial infarction." $5,000. Awarded 4/3/95 to D. Paul Thomas.

UW Center for Teaching Excellence, "Classroom modernization fund." $21,600. Awarded 1996 to Tami Benham-Deal.

Wyoming Department of Education, "HIV/AIDS educational program evaluation (four Wyoming pilot sites and four curriculum trainings)." $10,000. Awarded 1995 to Larry Fahlberg.

Wyoming Department of Education, "Health-risk behavior school pilot sites." $14,701. Awarded 1/1/96 to Ward K. Gates.

Wyoming Department of Education, "YRBS preparation." $6,000. Awarded 1/1/96 to Ward K. Gates.

Wyoming Department of Education, "Health-risk behavior training evaluation." $14,665. Awarded 1/1/97 to Ward K. Gates.

Wyoming Department of Education, "Youth risk behavior survey." $9,067. Awarded 1/1/97 to Ward K. Gates.

Wyoming Department of Education, "HIV/AIDS trainer evaluations." $11,473. Awarded 4/1/98 to Ward K. Gates.

Wyoming Department of Education, "YRBS preparation middle school & secondary school." $8,903. Awarded 4/1/98 to Ward K. Gates.

APPENDIX 2

 

 

 

PROPOSED MISSION STATEMENT (1998)

 

To promote an environment of excellence and achievement in physical education, health, and exercise and sport science, with emphasis on the rural needs of Wyoming. This mission will be accomplished through teaching, scholarship, research, creative activity, outreach, and university service. Paramount to the mission of the School is the preparation of professionals for a variety of educational, clinical, and business settings in a constantly changing global society. This preparation also focuses on participation in a democratic society that supports diversity of cultural values and practices. As an integral part of the University-wide mission, the School is committed to identify and provide educational experiences that promote the relationship between physical activity and health.

Supporting Documents for Physical Activity and Health

1. World Health Organization
1. Definition of Health - "Health is a state of complete physical, mental, and social well-being and not merely the absence of disease or infirmity." (http://www.who.int/aboutwho/en/definition.htm; p.1)
2. "Active Living/Physical Activity for Health constitutes one of the major components of a healthy lifestyle and general health promotion and protection. There is today strong evidence to indicate that regular Physical Activity provides people of all ages, male and female, with substantial physical, social and mental health gains and general well-being." (http://www.who.int/hpr/hep/documents/jakarta/statements/activliving.htm; p.1)
3. Scope of Active Living - "Active Living/Physical Activity refers to the entire spectrum of 'BODY MOVEMENTS' that each person can undertake in DAILY LIFE, ranging from:

- normal active living conditions

- to "intentional" moderate physical activities,

- to structured and repetitive physical exercises,

- to physical fitness and training sessions,

- to collective sport activities, especially leisure and recreational sports." (http://www.who.int/hpr/active/initiative.html; p. 1)

4. Active Living/Physical Activity for Health Initiative - A WHO initiative to promote health and quality of life through physical activity by supporting the development and implementation of Active Living Policies, Strategies , and Programs. In order for countries to join the Active Living Policy Network, the following criteria must be met:
1. The identification of Active Living as a policy priority,
2. The implementation of such policy as an intersectoral initiative involving health and other appropriate government and non-government sectors, such as sport, education, culture, etc.,
3. The identification of national leadership and coordination agency or group officially authorized by the national government, and
4. The willingness of the country to actively document and share its experience and support the network directly or indirectly.
2. U. S. Department of Health and Human Services
1. Healthy People Initiative - a national prevention initiative that identifies opportunities to improve the health of all Americans. It was first published in 1979 in Healthy People: The Surgeon General's Report on Health Promotion and Disease Prevention. The primary focus was on reducing mortality among four different age groups - infants, children, adolescents and young adults, and adults, and on increasing independence among older adults.
1. Healthy People 2000 - The product of unprecedented collaboration among government, voluntary and professional organizations, businesses, and individuals. It was organized under the broad approaches of health promotion, health protection, and preventive services and had more than 300 national objectives that were organized into 22 priority areas, including Physical Activity and Fitness.
2. Healthy People 2010 - "Healthy People 2010" is the United States' contribution to the World Health Organization's Health for All strategies. These objectives will be distinguished from Healthy People 200 by the broadened prevention science base; improved surveillance and data systems; a heightened awareness and demand for preventive health services and quality health care; and changes in demographics, science, technology, and disease spread that will affect the public's health in the 21st century.
1. Overall Goals: To increase quality and years of healthy life and to eliminate health disparities
2. Objective: To promote healthy behaviors - Physical Activity and Fitness - "The adoption and maintenance of a physical active lifestyle is essential for a healthy life. " The physical activity and fitness objectives are divided into 5 categories: physical activity participation, muscular strength/endurance and flexibility, physical activity in young people, facilities/programs, and counseling.
3. Objective: To strengthen community prevention - Success in achieving Health People 2010 objectives largely depends on educational and community efforts. "These objectives should stimulate and encourage collaborative action and efficient use of resources from multiple sectors and community systems to improve individual health and create healthier communities." Objectives are divided into these categories: school setting, worksite, health care setting, community setting & special populations.
4. Higher Education objective (community prevention) - Increase to at least 12 percent the proportion of undergraduate students attending postsecondary institutions who receive information from their college or university on all six priority health risk behavior areas (behaviors that cause unintentional and intentional injuries, tobacco use, alcohol and other drug use, sexual behaviors, dietary patterns that cause disease, and inadequate physical activity). (http://web.health.gov/healthypeopl..ts/htmldisplay.cfm?chapname=educom, p. 9)
2. Surgeon General's Report on Physical Activity and Health - Provides the empirical evidence supporting the causal relationship between physical activity and health. Major conclusions include: (a) people of all ages, both male and female, benefit from regular physical activity; (b) significant health benefits can be obtained by including a moderate among of physical activity on most, if not all days of the week; (c) additional health benefits can be gained through greater amounts of physical activity, (d) physical activity reduces the risk of premature mortality in general, and of coronary heart disease, hypertension, colon cancer, and diabetes mellitus in particular; (e) more that 60 percent of American adults are not regularly active; (f) nearly half of American youths 12-21 years of age are not vigorously active on a regular basis; and (g) daily enrollment in physical education classes has declined among high school students from 42% in 1991 to 25% in 1995.
3. NIH Consensus Statement on Physical Activity and Cardiovascular Health - "All Americans should engage in regular physical activity at a level appropriate to their capacity, needs, and interests. Children and adults alike should set a goal of accumulating at least 30 minutes of moderate-inentisty physical activity on most, and preferably, all days of the week. Most Americans have little or no physical activity in their daily lives, and accumulating evidence indicates that physical inactivity is a major risk factor for cardiovascular disease. However, moderate levels of physical activity confer significant health benefits. Even those who currently meet these daily standards may derive additional health and fitness benefits by becoming more physically active or including more vigorous activity. For those with known cardiovascular disease, cardiac rehabilitation programs that combine physical activity with reduction in other risk factors should be more widely used." (NIH, 1995, p. 2.)
4. American Heart Association Position Statement on Exercise - "Regular aerobic physical activity increases exercise capacity and plays a role in both primary and secondary prevention of cardiovascular disease...Inactivity in recognized as a risk factor for coronary artery disease." (Fletcher, et al., 1992, p. 340)

References

Centers for Disease Control and Prevention (1997). Guidelines for school and community programs to promote lifelong physical activity among young people. MMWR, 46 (No. RR-6), 1-36.

Fletcher, G. F., Blair, S. N., Blumenthal, J., Caspersen, C., Chaitman, B., Epstein, S., Falls, H., Sivarajan Froelicher, e. s., Froelicher, V. F., & Pina, I. L. (1992). Statement on exercise: Benefits and recommendations for physical activity programs for all Americans. Circulation (July), 340-343.

Joint Committee on National Health Education Standards (19 ). National Health Education Standards. Association for the Advancement of Health Education and the American School Health Association.

National Association for Sport and Physical Education (1995). Moving Into the Future: National Physical Education Standards: A Guide to Content and Assessment. St. Louis, MO: Mosby.

U. S. Department of Health and Human Services (1998). Healthy People 2010. Http:/web.health.gov.

U. S. Department of Health and Human Services (1996). Physical Activity and Health: A Report of the Surgeon General. Atlanta, GA: U. S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion.

World Health Organization (1998). Statement on Physical Activity for Health. http://www.who.int/hpr/hep/documents/jakarta/statements/activliving.htm.

School of Physical and Health Education 1/15/99