Master of Education Child & Family Studies General Information HEALTH, PHYSICAL EDUCATION AND RECREATION (PE) ■kiji PE 601 Leadership in Physical Education (3) Designed to provide graduate students with an understanding of both theoretical and practical aspects of leadership in their respective fields of study. The ultimate goal of the course is to encourage daily application of leadership concepts in the personal and professional lives of the students. PE 610 Current Trends in Health and Physical Education (3) This is a new course for which we need a description. USU currently has a course in Current Trends in Health Education, but we want to add to it Current Trends in Physical Education. PE 630 Advanced Biomechanics (3) Designed to expose the grraduate student to appropriate research in sports biomechanics and to be involved in the analysis of movement based on selected mechanical principles such as balance, buoyancy, leverage, force, angles of rebound, projection and motion. PE 636 Physiological Aspects of Human Performance in Athletics (3) Designed to provide coaches and teachers of sports activities with the latest knowledge and trends in conditioning practices for improving sport performance. General preparation of fitness for participation in sports and specificity of training for sports both in-season and off-season programs will be covered. A broad range of ideas will be generated to help coaches construct training and conditioning programs that will be more successful and lead to greater individual and team performance. PE 637 Physical Fitness Evaluation and Individualized Exercise Prescription (3) Designed to prepare the student to evaluate the physical fitness of individuals and prescribe exercise and conditioning programs. Three major areas of study will be emphasized: 1) Delineation of the concept of physcial fitness and discussion of the ramifications and benefits associated with physical fitness activities; 2) discussion and selection of methods and procedures for evaluation of physical fitness indicants; 3) Prescription and implementation of individualized physical fitness programs. PE 640 Advanced Exercise Physiology (3) Understanding the physiological changes associated with exercise and training and the reasons for change are the paramount directives of this course. Concurrent with the lecture component is the practicum laboratory experience of equipment operation and individual assessment of physiological parameters. PE 642 Curriculum in Physical Education (3) Designed to provide an understanding of the role and importance of physical education in today's society, steps involved in curriculum planning, trends and issues in curriculum and to orient the student to various ideas in curriculum design. PE 652 Improving Physical Education (3) Designed for elementary classroom teachers to provide an opportunity for the teacher to further develop teaching skills, personal performance skills, knowledge and competencies. A major goal of this course will be to help the classroom teacher gain additional confidence in teaching physical education activities. PE 653 Nutrition for Fitness and Sport (3) Designed to provide coaches, teachers, fitness center consultants, trainers, diet counselors, sports medicine enthusiasts, physically active people and competitors with the most recent and factual information on sound nutrition. The physiological basis of essential nutrients, fuel efficiency, food preparation and meal selection for competition will be covered, as well as exercise and a total fitness program. PE 655 Psychosocial Aspects of Human Performance in Athletics (3) Designed to provide necessary skills and udnerstanding to adequately deal with psychological and social aspects of athletic coaching. The student will be expected to attend classes and participate in the lecture- discussion sessions, write a selected research paper, and through research reading, develop an oral report on a specified problem relating to the psychosocial dimensions of athletics. PE 683 Motor Learning (3) An in-depth study of the psychomotor domain of development. Special emphasis is given to skilled performance, learning theory, motor abilities, individual differences, developmental considerations, isntructional and training procedures. Secondary school and athletic populations are considered regarding these topics. ENGLISH (ENGL) m 611. Writing for Teachers (3) The theory and practice of writing for teachers in the M.Ed. English program. Course content may vary with each offering. Course may be repeated for credit. Instructor's approval required for non-M.Ed, students. 621. Literature for Teachers (3) The structure and interpretation of literature for teachers in the M.Ed. English program. Course content may vary with each offering. Course may be repeated for credit. Instructor's approval required for non-M.Ed. students. 631. Language and Linguistics for Teachers (3) The theory and practice of language and linguistics for teachers in the M.Ed. English program. Course content may vary with each offering. Course may be repeated for credit. Instructor's approval required for non-M.Ed, students. 120 DEPARTMENT OF CHILD AND FAMILY STUDIES Chair: ChloeD.Merrill Location: Education Bldg., Room 204 Telephone Contact: Joan Beck 626-7151 Associate Professors: James Bird, S. Craig Campbell, Randy S. Chatelain, Chloe D. Merrill, Brenda S. Singleton; Assistant Professors: Tom Day, Rebecca Glover, Robert E. Higginson, Joan Thompson; Instructors: Carole J. Haun. Description The Department of Child and Family Studies offers a broad personal and professional education for men and women by providing majors in the following areas: Child Development, Early Childhood Education, and Family Studies. The purpose of the Department of Child and Family Studies is to teach knowledge, life skills, and the process of learning as they pertain to self, children, and families so the student can function effectively in a changing society and be able to skillfully apply and transfer this knowledge in a personal and professional sense. Education Learning is enhanced by the Melba S. Lehner Children's School where laboratory experience is provided for realistic learning. Practical experience is built into all areas of study. Honors credit is available for students who desire greater depth. Preparation for graduate study can be pursued in any area represented in the department. PROGRAM: CHILD DEVELOPMENT MAJOR-BACHELOR DEGREE General Requirements: • Specific College Requirements (see index). • Requirements for General Education (see index). • A minor is not required. • Child development majors must have a B- or better in major courses. • An overall GPA of 2.5 is required. • 183 total hours are required for this degree. Sixty of the 183 total hours must be upper division (courses numbered 300 and above). Specific Requirements: • Courses required (58 credit hours): Chfam PD150 (5), 240 (4), 255 (3), 256 (4), 257 (3), 262 (3), 301 (5), 360 (3), 362 (4), 364 (3), 371 (3), 372 (6), 450 (3), 451 (3), 489 (5), 499A (1). Adviser Approved Emphasis Requirements: • Two specific 20 credit hour areas of emphasis -or- • One specific 20 credit hour area of emphasis plus 25 additional credits of adviser approved related courses. Emphasis Options: a. Emphasis in Early Childhood Program Administration and Early Childhood Program Coordination (to be arranged with an adviser). b. Emphasis area credit could be used in obtaining a dual major. Social Work and Business are two recommended majors. c. Other commbinations can be arranged with an adviser. PROGRAM: EARLY CHILDHOOD EDUCATION MAJOR BACHELOR DEGREE General Requirements: • Specific College Requirements (see index). • Requirements for General Education (see index). • Psych SS101 (5) and Hist SS170 (5) in Social Science area and Chfam PD150 in Personal Development area are recommended. • A minor is not required. • Early Childhood Education majors must have a B or better in major course areas. • Early Childhood Education majors must achieve an overall 2.75 GPA. • 183 total hours are required for this degree. Sixty of the 183 total hours must be upper division (courses numbered 300 and above). Specific Requirements: • One 20-credit hour content area in an adviser-approved subject matter area or two 10-credit hour content areas in adviser-approved subject matter areas. • Courses required (36 credit hours): Chfam PD 150 (5), 256 (4), 257 (3), 301 (5), 360 (3), 362 (4), 364 (3), 371 (3), 372 (6). • School of Education Certification Program requirements (45 credit hours): Educ 195 (1), 300 (2), 301 (1), 303 (3), 305 (3), 306 (6), 308 (3), 310 (3), 312 (4), 314 (3), 316 (2), 488 (15), 498 (3). • Support Course Requirement (26 credit hours): Math 201 (4) and 202 (4); a total of three hours from Engl 105 (3), Commun HU102 (3) or 307 (3) or an approved alternative; *Educ 460 (3); *Engl 330 (3); P.E. 362 (3); and a total of 6 credit hours from Art 250 (3), Music 169 (3), *Music 320 (3), Theatr HU420 (3), Educ 343 (3). • Junior or senior status recommended. Note: All students prior to applying for student teaching are required to pass a Spelling and Metric System competency test. 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