Physical Education and Sports Pedagogy

Part-time and Full-time Options
Manhattanville’s MAT in Physical Education and Sports Pedagogy was created to be convenient for those who have busy schedules. Most classes meet on Monday and Tuesday nights from 4:20 p.m. to 6:50 p.m. or 7:00 p.m. to 9:30 p.m. The program doesn’t require a thesis for graduation, though students do have to take a comprehensive exam as a capstone experience.

Students are also not required to have an undergraduate degree in physical education, making this program even more accessible. On average, the master’s program takes about two years to finish, although Manhattanville allows five years to complete the program. If you’re taking two or more classes a semester, you may be eligible for financial aid or an assistantship.

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Work Closely with Local Schools
Manhattanville College’s location provides students with the opportunity to work with a number of schools while enrolled in the Master’s in Physical Education and Sports Pedagogy program. Graduate students often attend professional development workshops and meetings that are focused on new teaching standards, content, and techniques. Many students also volunteer at local elementary schools to help with field day events.

Program Outcomes
Graduate students in Manhattanville’s Physical Education and Sports Pedagogy program are given professional assistance in finding job opportunities. Our Career Center follows job fairs each semester and the Placement Center works with the program to provide current employment opportunities. Along with being given a list of resources for finding employment as a Physical Education teacher, students are also given information about coaching and teaching positions in the nearby communities. 

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MAT – Physical Education and Sports Pedagogy (All Grades)
39 credits

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Matthew Baumoel, Ed.D. (Full-time)

Rhonda Clements, Ed.D. (Adjunct)

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What if I do not have an undergraduate degree in physical education?
You will fit right in! The greatest percentage of our students have undergraduate degrees in Elementary and Secondary Education, Business and Marketing, Journalism and Communication, Sociology and Psychology, Criminal Justice, Exercise and Athletic Training, and the Health and Medical fields.

How many pre-requisites should I expect to take?
The following information identifies the program pre-requisites for certification, as well as the graduate coursework required for individuals who do not have an undergraduate degree in physical education. The actual number of these pre/co-requisites varies from individual to individual depending on a person’s previous course work.  An accurate number of courses are obtained by meeting with the Program Director, and then having the candidate’s undergraduate transcript(s) reviewed by the Graduate Advisement Office.

MAT — Physical Education and Sport Pedagogy
Program and Certification Requirements
To be completed (at the college level) during the first 18 credits of the program:
30 credits in a single or multidisciplinary liberal arts area

The following prerequisite courses or their equivalents:

• Foundations of Education
• Child or Adolescent Development
• Nutrition or MPE 5546 Sports Nutrition
• Two of the following: Human Anatomy, Physiology or Kinesiology (MPE 5542 – Applied Kinesiology, MPE 5545 – Applied Ex. Physio.)
   

Can I afford to change careers at this time?
Almost all of our students seek and secure financial aid in the form of loans while they are in the program. The student needs to be taking two classes to secure financial aid. The Program Director will assist your efforts regarding financial aid during the introductory meeting.

How long does it take for the application process?
The process begins with an interview with the Program Director (914.323.5327). This is usually an afternoon or evening meeting after 6:00 pm to allow for those candidates that have a long commute to Manhattanville College. Following this introductory meeting, each candidate speaks to the Graduate Admissions Office to receive the assistance of a Graduate Admission’s Counselor. After you have officially applied to the College through the Graduate Admissions office and have completed the Graduate Application, your undergraduate transcript will be reviewed to identify the number of credits needed for your successful completion of the MAT degree and the teacher certification. Approximately two weeks later, you will receive a letter indicating your acceptance status. Upon admission, students can begin graduate level coursework while also completing their liberal arts and sciences deficiencies by taking undergraduate or graduate courses that fulfill the requirement. The entire process usually takes three weeks, and you will find yourself taking classes at the beginning of the Fall, Spring, or during the Summer terms!

Can I take classes as a non-matriculated student?
Individuals can complete a non-matriculated form (one page) and pay $100 in order to take up to 9 credits of classes before enrolling in the program. These individuals, should however, meet or call the Program Director for assistance in selecting the best classes to meet the individual’s need. Visiting students from other universities are also encouraged to call the Program Director for this information.
 
When are your classes offered?
With the exception of our field experience in MPE 5537 (Analyzing and Assessing Teaching Practices in Physical Education) and MPE 5541 (Student Teaching/Supervised Teaching and Seminar in Physical Education), we are an evening program. All of our graduate classes meet on either a Monday or a Tuesday evening with classes beginning at 4:20 p.m. to 6:50 p.m., or 7:00 p.m. to 9:30 p.m.

How long will it take me to finish the program?
The length of time that it takes for an individual to complete the program depends on three basic factors. First, the individual should determine how many co-requisite courses are needed in addition to the 39 cr. graduate program. Secondly, individuals must ask themselves if they want to pursue the program part-time (e.g., two classes a semester) or take up to four classes a semester. Since we offer classes in the Fall, Spring, and Summer, students can move through the program very quickly. The average time period is two years, although students have five years to complete the program.
 
Where are your students from?
The greatest majority of the graduate students live in Westchester County and New York City. We also have students living in Connecticut, New Jersey, and Long Island. We offer 7:00 p.m. to 9:30 p.m. classes to accommodate those students with lengthy commutes.

What can you tell me about your alumni?
Manhattanville College’s School of Education firmly believes that our alumni are some of the finest teachers throughout the country. Our alumni are dedicated to curriculum development, implementation, and assessment, and a large percentage hold leadership roles in their schools. We also see our alumni at local conferences in the role of presenters, participants, or in their leadership roles in professional associations. 
 
What can I expect to do in my classes?
Learning should be a dynamic process that combines theory and concepts with practical teaching experience. This is possible when content reflecting physical education is introduced in the classroom, and then practiced in the gymnasium so that students can implement their new understanding. This is one of the major strengths of the MAT program in Physical Education and Sport Pedagogy since students are frequently given the opportunity to discuss the theory in mind-provoking classroom discussions, followed by peer-teaching demonstrations in the Kennedy gymnasium or in one of three teaching gym-like settings called the East rooms.

 

Can I transfer graduate credits from other institutions?
Individuals may transfer up to 6 cr. of graduate credits during their first semester in the program if the classes reflect the content of courses in the MAT in Physical Education and Sport Pedagogy program. Please see the Program Director to complete the necessary paperwork.

Will I get a job?
The Master of Art in Physical Education and Sport Pedagogy program has a commitment to assisting future alumni in entering the work force upon immediate completion of the program. To increase the likelihood that all students will secure employment upon completion in public, private, independent, charter, or parochial schools the following procedures are implemented:

• The Program Director apprizes students of job opportunities in the surrounding communities as well as those in neighboring states identified on the Internet.
• Current and on-going teaching positions are posted, as well as upcoming teacher employment fairs and group interview gatherings.
• Local school administrators volunteer for mock interviews in student teaching seminars.
• The MAT faculty convey job announcements to graduate students having special areas of expertise as stated in the job announcements. We also have an amazing alumni network that sends out full and part time positions on a weekly basis.
• Sample resumes are available from the Program Director to assist students in composing their own. Graduate students are also encouraged to meet with the Program Director and other faculty members, to have their resumes assessed to insure a proper format and accurate general information.
• Special efforts are made to introduce students to job searching methods on the Internet.
• Manhattanville College’s Placement Center works closely with all Graduate Programs to distribute current employment opportunities.
• Coaching and teaching positions in the surrounding communities are distributed.
• All students are given a list of state and national websites that are aimed at assisting new teachers in Physical Education in securing employment. The State Association in Physical Education also has a website to assist new and experienced teachers.
• Manhattanville’s Career Center  works diligently to follow job fairs each semester. 

What about the local schools?
One of the program’s greatest strengths is to work closely with a large number of schools in Westchester, New York City, and neighboring boroughs. The following activities/events are just a sample of our strong relationship with local schools:

• Graduate students have the opportunity to acquire adventure education skills at a state of the art Adventure Education program located in the Port Chester School District less than 10 minutes from the College. They also have an outstanding professor from the White Plains School District that offers our workshop every fall and spring semester.
• Graduate students are encouraged to volunteer to help conduct yearly large scale cooperative movement experiences, and field day events at local elementary schools.
• Graduate students are invited to attend meetings aimed at introducing new teaching standards, content, or assessment techniques. These meetings are usually of a training nature and involve local teachers and school administrators.
• The program encourages all graduate students having special expertise in coaching a specific sport to become involved in Manhattanville’s Athletic Department and assist in ways that benefit the Graduate Student in learning more about Collegiate Sports.
• The Program Director has established an on-going relationship with 3 elementary schools that are located above 125^th street in New York City. The schools have ample space, equipment, and gymnasiums.

Is the program involved with local and national professional organizations?  
The Master of Art in Physical Education and Sport Pedagogy aims to involve the program’s candidates in direct contact with physical educators and school administrators from the local community. Among others, the following efforts are implemented:

1. Graduate students are strongly encouraged to become members of the Southeastern Zone for New York State Association for Health, Physical Education, Recreation and Dance (NYS AHPERD) and to attend yearly conferences organized by this group.
2. All graduate students are also strongly encouraged to become members of the New York State Association for Health, Physical Education, Recreation, and Dance (NYS AHPERD), SHAPE America, and the American Association for the Child’s Right to Play (IPA/USA), among other professional associations. It is Manhattanville College’s believe that professional journals, newsletters, workshops and/or conferences are meaningful to the individuals’ understanding of professional growth and development. Experienced graduate students are also encouraged to present at workshop sessions at the national, state, and local level conferences. See the Program Director for more details.
3. We contact local preschools to serve as a field assignment placements so that graduate students can perform teaching assignments, curriculum implementation projects, and projects involving the schools’ parents.
4. Graduate students are responsible for conducting yearly field day cooperative experiences at local schools as part of their portfolio development.
5. A selected number of students will be asked to assist in the presentation of workshops for local teachers in Westchester County. Topics reflect increased physical activity for Preschool children through Grade Twelve.
6. The Master of Art in Physical Education and Sport Pedagogy has been allocated funding in order that the program can hold distinctive events each year of interest to local schools and graduate students. Experts in the area of physical activity, ranging in topics such as childhood obesity, strength and training, health and wellness through community resources, as well as research topics will be invited to Manhattanville College to share their expertise. Local school districts will receive invitations, and the exchange between graduate students and practicing school administrators should benefit both groups.

What are your specific program objectives?
We are very proud to convey the following program objectives:

1. Acquire a social awareness of how physical education and sport can contribute to their local community and the world around them.
2. Obtain a comprehensive understanding of the content and concepts common to basic movement, motor skills, rhythms, gymnastics and dance for elementary school children that reflect the child’s cognitive, social, and psychomotor development.
3. Create appropriate learning and practice activities for individual, dual, team, and leisure sports for older students of different learning styles and physical abilities.
4. Foster relationships between students, parents/guardians, institutions, and community agencies, through concepts of fitness education and sport conditioning techniques that span all ages.
5. Promote a safe and lawful learning environment that recognizes the importance of reducing the risk of injuries, while participating in physical education or athletics.
6. Display the ability to analyze current pedagogical practices (including ways to motivate students and classroom management) in grades preschool through twelve physical education (including high needs schools) by utilizing systematic direct observation techniques and small group discussion for shared decision making and opportunities for reflection.
7. Gain an appreciation for historical and diverse cultural perspectives reflecting play, games, and sport in the USA and throughout the world.
8. Employ advanced knowledge, tools, and resources to develop age and stage appropriate content for Preschool through Grade Six that make use of technology, appropriate teaching practices, strategies, and assessment techniques.
9. Demonstrate the ability to utilize a variety of effective teaching practices to plan progressive lessons reflecting sport skills and other content common to secondary school physical education curriculums.
10. Develop and implement individualized learning experiences for Preschool through Grade twelve students based on the student’s special health care needs, prior experiences, exceptionalities, physical limitations, and full range of disabilities.
11. Show an awareness of contemporary problems and issues confronting today’s students, and obtain an understanding of how cooperative physical activities can increase the student’s self- esteem, problem solving, group trust, and team building skills.
12. Utilize formal and informal assessment techniques to better determine individual and group lesson outcomes, and recognize the skills and value of computer programs, multimedia, and other technology for curriculum development in physical education.

The program’s philosophy, purposes and objectives strives to reflect the aim of Manhattanville College’s School of Education necessary for the preparation of candidates pursuing initial/professional teacher certification.
 
Does the program require a thesis or a comprehensive exam?
The program offers a comprehensive exam as a capstone experience in the student’s final semester in order to demonstrate that they have obtained an in-depth knowledge and a clear understanding of the primary content and pedagogical practices specific to physical education and sport. Emphasis is also placed on the implementation of the New York State Education Department Learning Standards for Physical Education and Sport. In preparation for the exam, several special study sessions will be organized in order that individuals can benefit from group study and review. Students must register for the exam with the Office of Graduate Advisement.
 
What if I want to become an Athletic Director?
Manhattanville College has a wonderful Department of Education Leadership and we are happy to assist your efforts in continuing on to receive your School District Leader certification.

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