Physical Wellness
Registration Process
To learn more about our registration process, click on the "View details" button when viewing a course on Stanford Navigate, scroll down, and read the "Notes" section.
Swim and Golf Class Information
Students interested in registering for a PHYSWELL golf or swimming course, will need to register on the waitlist and attend the first week of the quarter to complete a golf or swimming assessment. After completing the assessment, a permission code will be given for the appropriate level.
View Physical Wellness course offerings
We're Hiring!
The Department of Athletics, Physical Education, and Recreation at Stanford University is accepting applications for a Teaching Specialist to teach an array of lifetime physical activitycourses (e.g., swimming, pickleball, badminton, golf).
To Apply: Please send a resume and cover letter detailing your interest to tlillie@stanford.edu
Physical Wellness
Physical wellness consists of recognizing the need for physical activity, healthy food, sleep, stress management, social interaction, illness and injury prevention, and management of chronic health conditions. Physical wellness allows individuals to engage in daily activities without undue fatigue or physical stress.
Purpose
We educate, motivate and support Stanford students to live a healthy, active lifestyle that supports belonging and wellbeing.
Goals
Being active, relieving stress, creating socially interactive environments, and having fun are the primary goals of the Physical Wellness program. We offer opportunities to learn new skills and concepts through a variety of lifetime physical activity courses including yoga, Pilates, aquatics, fitness, racquet sports, golf, and martial arts. These courses are tailored to help students stay active, manage stress, meet others with common interests, have fun, and create a positive attitude toward well-being and physical activity.
Our Framework
Learn – To learn new lifetime physical activities
Apply – Apply these skills, insights, and learnings into your own daily life.
Transform – Transform the way you live your life and impact the people around you.
Learning Outcomes
Stanford's Physical Wellness program offers courses that focus on proper mechanics of human movement and their applications to exercise and lifetime physical activities that incorporate wellness into a healthy and balanced lifestyle. Learning outcomes among Stanford’s physical wellness course offerings include:
- Proper execution of skills associated with the activity level (beginner, intermediate, advanced) to improve performance and decrease the risk of injuries.
- Demonstrate body awareness and biomechanics of skills and movements associated with activity.
- Identify health-related components of fitness (cardiovascular endurance, muscular strength and endurance, and flexibility) as it relates to a specific activity and various health issues and chronic disease.
- Recognize the need for physical activity, nutritious foods, and the importance of sleep on our overall wellbeing.
- Implement intelligent choices that contribute to a healthy, active lifestyle
Lecturers
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Tia Lynn Lillie
Director, DAPER Academic Programs PHYSWELL
Teaching Specialists
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Laura Gross, MS.
Teaching Specialist -
Sara Elizabeth Ivanhoe, M.A., Ph.D
Teaching Specialist -
Alexandra Kalayta, PT, DPT
Teaching Specialist -
Jon Keeling, M.A.
Teaching Specialist -
Stephen Lee, DPT
Teaching Specialist -
Dr. Laurel Mines, PT, DPT, OCS
Teaching Specialist -
Ying Mitchell, M.A.
Teaching Specialist -
Miwa Natsuki, M.A.
Teaching Specialist -
Erick Schlimmer , M.A.
Teaching Specialist -
Leonardo Schneiderman M.A.
Teaching Specialist -
Laam Wong, M.S
Teaching Specialist -
Terri Yamamoto, Ph.D.
Teaching Specialist
Students find balance, connect with classmates with in-person classes
“In-person class offerings during winter quarter have allowed students living on campus to connect with classmates and explore content areas that are not compatible with an online format… Even if a class is not drastically improved by the in-person teaching presence, students said they benefited from the variation in their schedule and ability to interact with peers.”