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~EGULAR SESSION - University of Oregon

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HEALTH, PHYSICAL EDUCATION, RECREATION 305<br />

A program for the satisfaction <strong>of</strong> these requirements may be arranged with<br />

advisers in the School <strong>of</strong> Health, Physical Education, and Recreation.<br />

Physical Education<br />

THE BASIC UNDERGRADUATE CURRICULUM in physical education,<br />

leading to the Bachelor <strong>of</strong> Science or Bachelor <strong>of</strong> Physical Education degree, provides<br />

a strong program <strong>of</strong> pr<strong>of</strong>essional work. During his freshman and sophomore<br />

years, the student obtains a sound foundation in the liberal arts and in the sciences<br />

basic to pr<strong>of</strong>essional studies, supplemented by introductory instruction in physicaleducation<br />

theory and activities. The upper-division program is devoted principally<br />

to pr<strong>of</strong>essional studies.<br />

The basic program is planned to satisfy the usual needs <strong>of</strong> the student planning<br />

to teach physical education in the public schools; it includes sufficient work in<br />

health education to enable him to qualify for positions which require the teaching<br />

<strong>of</strong> both physical education and health education. Modifications <strong>of</strong> this program<br />

may be arranged for students with special interests in such fields as the dance,<br />

social studies, and physical therapy.<br />

Superior students who are interested in preparing for careers in the scientific<br />

and research aspects <strong>of</strong> physical education may arrange a program in which<br />

greater concentration in biology, physiology, chemistry, and mathematics is<br />

substituted for certain courses directly related to preparation for secondary-school<br />

teaching.<br />

Lower Division<br />

General Biology (Bi 101, 102, 103) .<br />

Elementary Chemistry (Ch 101, 102, 103)<br />

Nl1trition (HEc 225) . .<br />

General Psychology (Psy 201, 202) .<br />

Psych. <strong>of</strong> Adjustment (Psy 204) or Applied Psych. (Psy 205)<br />

Introduction to Health & Physical Education (PE 131) .<br />

First Aid (HE 252) .. .<br />

Pr<strong>of</strong>essional activities __ .. . __ . .<br />

Term Hours<br />

12<br />

12<br />

Upper Division<br />

Human Anatomy (Bi 391, 392). . .<br />

Human Physiology (Bi 312, 313) ..<br />

Prine. & Practices <strong>of</strong> Physical Education (PE 341) .<br />

Class Techniques in Physical Education (PE 342) .<br />

Organ. & Admin. <strong>of</strong> Physical Education (PE 343) .<br />

Tests & Measurements in Physical Educ. (PE 446) .<br />

School Program (PE 445) ..<br />

Corrective Physical Education (PE 444) ..<br />

Kinesiology (PE 472), Physiology <strong>of</strong> Exercise (PE 473) .<br />

Personal Health Problems (HE 361), Community Health Problems (HE 362),<br />

Communicable & Noncommunicable Diseases (HE 363) 9<br />

Health Instruction (HE 464), School Health Service (HE 465). 6<br />

Pr<strong>of</strong>essional activities 12<br />

Social Science Option. Majors in physical education who wish to place an<br />

emphasis on the social sciences in their studies in the liberal arts may, with the<br />

approval <strong>of</strong> the dean <strong>of</strong> the School <strong>of</strong> Health, Physical Education, and Recreation,<br />

substitute selected social science courses f01' a portion <strong>of</strong> the science requirement<br />

in the basic undergraduate curriculum.<br />

Dance Option. The dance option combines pr<strong>of</strong>essional work in physical education<br />

with special instruction in dance and related arts. There are excellent vocational<br />

opportunities in the fields <strong>of</strong> physical education and recreation for persons<br />

whose pr<strong>of</strong>essional training includes this instruction. In addition to the dance<br />

option, the School <strong>of</strong> Health, Physical Education, and Recreation <strong>of</strong>fers a major<br />

curriculum in the dance as a contemporary art form (see pages 311-313).<br />

2<br />

6<br />

3<br />

2<br />

3<br />

12

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