EDUCATION - PSYCHOLOG Y
305. HISTORY AND PHILOSOPHY OF PHYSICAL EDUCATION. (2) A historical review of the movements of activity and sports in the school; a summary of the scientific evidences and indicating the need for a proper place of physical educa tion and athletics in the space age. 308. TECHNIQUES OF TEACHING MINOR SPORTS. (2) Basic rules and nomenclature of the minor sports. 311. PHYSICAL EDUCATION METHODS. (2) Elementary school physical educa tion procedures including postural and rhythmic exercises, fundamentals of games, techniques covering the simplest primary skills through the more difficult seasonal sports, such as baseball , basketba ll. football, and volleyball. Instruction in the development of a program of physical education on the elementary school level. 400. ORGANIZATION AND ADMI ISTRATION OF PHYSICAL EDU CATION. (2) A practical course with suggestions for implementing the activity pro• gram more completely through proper: organization of classes and locker rooms, planning the curricu lum cons truction, tests and measure ments and their uses. buying and care of equipment, public relations at all levels, auxiliary activity programs offered by organizations out side the school, the place of the intramural and inter-school program, etc. 401. OBSERVATION AND PARTICIPATION. (1) Directed observation of elementary and junior high school physical education classes in operation. Some opportunity to actually teach activities at these levels. and perhaps at the co ll ege level. To be taken in conjunction with PE 400. PSYCHOLOGY Objective. All courses in psychology taught at Biola College have for their ultimate purpose the better understanding of human nature and, through this understanding, greater adequacy in dealing with its problems. There is a definite attempt to afford points of contact with biology, phil osophy, theology, history, and sociology. In other words, courses in the main are taught with cons tant reference to values broader than the strict discipline of psychology would require. The department offers two majors: one of a professional nature for those planning to do further work in the field, and the other of a non-profess ional nature primarily designed for students preparing for elemen tary school teach ing. Students majoring in the professional psychology major will find them selves with an adequate background for work in th e fi eld of counseling. It is assumed that there will be subsequent work for those who expec t to enter counseling as a profession. Pre-major requirement for both majors Psych. 206. Professional Department Major: 44 upper division units. Required collat eral courses are: Science 301. 402, 404. 48
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