Physical Education/Health Education Accelerated Degree Program

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This accelerated/combined degree program enables students to complete both their bachelor’s degree in Physical Education and master’s degree in Health Education in as little as five years. Qualified Brockport undergraduate physical education majors admitted to this program may take up to 12 credits of graduate coursework in health education (all completed online) while simultaneously completing their undergraduate physical education requirements. Tuition for these graduate credits are billed at the undergraduate tuition rate. These credits may apply to undergraduate and graduate degree requirements simultaneously. Upon the successful completion of all undergraduate degree requirements in Physical Education, students matriculate directly into the MSEd health education program.

Admission to the Program

Admission to this highly selective program is restricted to SUNY Brockport Physical Education Teacher Education who have:

  • Completed at least 60 undergraduate credits; transfer students must have completed at least 12 credits at SUNY Brockport.
  • A cumulative Brockport GPA of at least 3.25
  •  Completed both BIO 221 (or its equivalent) and a mathematical-based Statistics course (e.g. MTH 243) with a grade of “C” or better. Additionally, once admitted to the program, students must obtain a grade of a B- or higher in all graduate level courses (even if they are taken while the student is still an undergraduate).

Qualified students interested in this accelerated/combined degree program should speak with the Health Education department Graduate Director or Program Coordinator before submitting their application. Applications must be submitted byOctober 1 for consideration for spring admission and by March 1 for summer admission.

Application Process

All applicants must complete the multi-step process managed by the Center for Graduate Studies.

  1. Determine your applicant type (Combined/Accelerated Degree)
  2. Submit the online Part 1
    1. Log into the application system using your Banner ID
    2. Select Combined/Accelerated Programs from the dropdown menu
    3. Complete required sections and submit
  3. Email initial certification to once they have been received

Program Requirements

Taking Graduate Classes as an Accelerated/Combined Degree Program Student

Once admitted to this accelerated/combined degree program, undergraduate students can take up to 12 graduate credits of coursework in health education at the undergraduate tuition rate. These 12 credits can fulfill requirements for their Master of Education in Health Education once they matriculate into that program.

When accelerated degree students have fulfilled all requirements for their undergraduate major and their undergraduate degree, they may no longer take graduate courses at the undergraduate tuition rate. Furthermore, no more than 12 graduate credits taken as undergraduates at Brockport can transfer into their graduate degree program and fulfill its course requirements.

Maintaining Good Academic Standing in the Program

Accelerated degree students must maintain a minimum overall 3.25 GPA while enrolled in the accelerated/combined degree program to remain in good academic standing in the program.

Students who are dismissed or who choose to de-matriculate from the program can complete outstanding requirements for the undergraduate major and degree. If such a student subsequently applies for the graduate program, any completed graduate credits may be transferred to fulfill graduate degree requirements.

Matriculation into the Graduate Program

When undergraduate students in good academic standing in this accelerated/combined degree program graduate from Brockport, they automatically matriculate into the Master of Education in Health Education program. All Brockport graduate academic policies will then apply.

Student Learning Outcomes

Upon completion of the following programs, students will be able to do the following.

Physical Teacher Education Program

  1. Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program.
  2. Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness.
  3. Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America's National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students.
  4. Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills. They use communication, feedback, technology, and instructional and managerial skills to enhance student learning.
  5. Physical education candidates select and implement appropriate assessments to monitor students' progress and guide decision making related to instruction and learning.
  6. Physical education candidates demonstrate behaviors essential to becoming effective professionals. They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals.

School Health Education MSEd

Upon completion of the program, students will be able to:

  1. Possess functional health education knowledge about effective curricula, health behavior theories, health education standards, the whole child approach, risk and protective factors, ways to prevent chronic and communicable diseases, and the multidimensionality of health plus the literacy skills of an informed consumer that helps them create meaningful learning experiences.
  2. Assess needs and assets of learners, learning, and the learning community in order to inform their practice. 
  3. Use needs assessment data, health education standards, and principles of learning to plan cohesive, sequential lessons and units that include ways to accommodate students’ differing strengths and needs and that use 21st Century technology in order to support students’ acquisition of functional health knowledge, health-related skills, and health beliefs
  4. Employ a variety of research/theory-based instructional strategies in a well-managed classroom that encourages all learners regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English-language proficiency, and physical or cognitive ability to adopt healthy behaviors and to interact positively with others; candidates reflect on their practice and adapt practice in order to meet students’ and instructional needs
  5. Use multiple assessment methods that are aligned with standards and learning objectives to measure students’ achievement, document their progress and guide instructional practice. 
  6. Demonstrate professionalism and ethical practices; make the case for the value of health education to academic success as well as wellness; advocate for both programs and students’ welfare; make appropriate referrals; engage students’ families regardless of race, ethnic origin, religion, gender, gender identity, sexual orientation, family structure, English language proficiency and physical or cognitive ability; engage colleagues within the school and community as well as the community at large using a variety of media including social media; and demonstrate a life-long learner disposition.