Similarities And Differences Between Sport And Fitness Physical Education Essay

Similarities And Differences Between Sport And Fitness Physical Education Essay Throughout this essay I will identify the definition for both sport and physical education, implementing my own interpretation. I will also explain the differences and similarities between them. My research will be based largely on the affect physical activity has on school children. I aim to concentrate my research on the method of teaching PE and sports, introducing both linear and non-linear pedagogy. Finally, I will conclude with my own understanding of my findings and where I feel research should be continued in order to ensure both PE and sports is an active part of every childs life, especially after leaving school. Sport v PE Classifying the definition of sport is not as simple as it seems. Research states, an athletic activity requiring skill or physical prowess and often of a competitive nature, as racing, baseball, tennis, golf, bowling, wrestling, boxing, hunting, fishing, etc. (http://dictionary.reference.com/browse/sport). This is true, however, there is a lot more to it that just skill and competition. Although rules are a major part of sport, making it sound more serious, it can also be fun and entertaining. Physical skill is a key advantage in playing sport, however lets not forget that most sports also require mental skill for strategic planning. The most important aspect of sport is having fun with the added bonus of maintaining a good fitness level. The term sport comes from the old French desport which means leisure. http://en.wikipedia.org/wiki/Sport. Physical Education is Training in the development of and care for the human body; stresses athletics; includes hygiene. http://www.wordwebonline.com/en/PHYSICALEDUCATION. It is a taught course taken during primary and secondary education that encourages psychomotor learning in a play or movement exploration setting. http://en.wikipedia.org/wiki/Physical_education. In the UK, Physical Education classes are compulsory in school until approximately age 16. As well as learning basic sporting skills, the curriculum also pays attention to health and fitness. My first recollection of PE at School was playing pirates in the school gym which involved running around on sporting apparatus being chased. PE is not always being taught the obvious sporting game such as football, hockey, etc. Its aim is to enhance an individuals progress through a variety of activities, which will boost their confidence level; hence my pirate game vastly improved my agility skills. As the student progresses, leaders hip skills are incorporated into the programme as well as being encouraged to be player independent in their decision-making. The most obvious similarity between sport and PE is that they both involve physical activity. Physical health benefits are gained by taking part in regular physical activity, whether that is during school hours (PE lessons), an extra-curriculum activity, or playing for a local club. Research shows that children who participate frequently in physical activity will reduce their chances of acquiring certain ailments such as diabetes and obesity, therefore improving their quality of life. However, other benefits such as affective and social are also gained. Research suggests that affective development is now evident with children. One of the main signs of this is a childs self-esteem that grows stronger when partaking in physical activity. Research show that stress, anxiety and depression, can also be significantly reduced with regular exercise. Probably the most important aspect of both sport and PE is social benefit. Whether you are playing football with a few friends or in a controlle d PE lesson, it is evident that this is a major part of a childs social learning skills. Anti-social behaviour is frowned upon and, to fit in, children tend to conform to the norm. Also, for an introvert child, communication though activity can help dramatically improve their interaction with other children outside of sports and PE and this has a knock-on affect with their affective skills also (Bailey, 2006). However, there may be implications. For example, we are assuming that pupils are enjoying the physical activity and are good at it. What if a child suffers with ability and/or may be teased by other school children for their lack of coordination? This may cause the child to become introvert and depression and anxiety could occur. Although PE has a positive effect for most, this concern needs to be considered carefully when planning PE lessons at school. However, sport is more about being competitive and winning medals and trophies. Although PE can be competitive, teachers introduce fair play; ensuring teams are equally balanced, whether that is by age, sex, and/or ability. However, in sports, the best players are selected for the clubs first team and those with less skill will be placed in a lower performing side. Sport is voluntary and the number of participants can vary from club to club, but the size of group/team can be adapted to suit the requirements of a match. However, PE is compulsory in schools and classes can be vast, this can cause problems for the teacher when applying rules and instructions, especially given that a proportion of children do not want to partake and may be unruly. Within sports there are leagues and competitions, involving officials and a fixture secretary and each club concentrates on one particular sport. However, the chosen activity for a particular PE lesson is usually decided by the teacher and can vary from lesson to lesson. This decision can also depend on the environmental conditions and equipment available to that school. For example, it is difficult for a school in the centre of London to partake in an outdoor adventure activity, as there are no local amenities to support this and some inner city schools dont have the funds to purchase expensive equipment. Linear and non-linear pedagogy The basic skills of PE are learned during a childs school years. This is normally taught using linear pedagogy, a more traditional method. Once the basics are learnt, a pupil may wish to expand on this skill and join a particular sport they excel in. This is where further, more advanced coaching, takes place and in my experience, a more non-linear pedagogy approach is implemented. Linear pedagogy is teacher centred, instructional, technique-based and practiced method. This style is more advantageous in schools than clubs, where, due to enormous class sizes, it is easier for the teacher to maintain control of the class. However, there are problems with this approach. For example, in my school-day experience, in order for skills to be learned, the teacher would use drills to demonstrate a technique and it was a luxury to play a game. This was a disappointment to my peers and me. Tactics were rarely mentioned therefore my decision-making was poor. Non-linear pedagogy leans more towards the Teaching Games for Understanding (TGfU) way of teaching where it is player centred, involving engaging an individual in being encouraged to think for themselves in both tactical and technical aspects (Thorpe and Bunker 1989). Its major advantage it that it is designed to guide players to become independent in their decision-making. For example, a typical training session may involve a short modified game to identify the teams failings. Drill sessions would then take place to strengthen these weaknesses. After the drills, another game would be played to implement the new skill, using their own thoughts. The coach encourages player independence by applying strategies to match an individual players game, therefore improving their decision-making throughout a game (Light, 2006). The main problem with linear pedagogy is that it can be strict and disciplined, almost military style, therefore enjoyment, which should be a major factor, is low on the list of achievements and participating in both PE and sport should definitely achieve this. Lessons become predictable and children tend to pay less attention due to boredom, therefore not much learning will take place. Also, too much structure wont allow those with less ability to achieve the aimed outcome and, instead, may become stressed at their inability to master the skill. This could also damage their confidence. By not allowing children to think for themselves, it reduces their scope of learning and their tactical skills will be limited. Non-linear pedagogy is not without its faults. At school level, it may lack adequate theoretical teaching from a motors learning perspective. Receiving little instruction from the teacher can result in the child not being able to make the correct decision. It is very difficult to measure whether or not the children are learning anything and it can look a lot like chaos (Mack, et al, 2000). Conclusion Taking into consideration the research and my own interpretation, it is encouraging to see that both PE and sports has a positive affect on majority of children. However, my findings highlight the need for schools to reconsider their method of teaching PE. Other less traditional styles should be implemented to enhance the enjoyment of the lesson, which may encourage children to continue their interest in extra-curriculum sporting activities and perhaps join sporting clubs upon leaving school. This will then increase the number of potential elite athletes. Further research needs to be undertaken to investigate the effects of social behaviour in children. For example, how does participating in PE and sports help reduce crime rate? What can the government do to ensure people from deprived areas are given more opportunities to partake in sport? Overall, any type of physical activity should be a part of everyones lifestyle. Although playing sport is more of an individual choice, it is vital that PE remains a compulsory part of the curriculum at schools as this is the grass roots encouragement they require to continue in their enjoyment and progress to playing sport after leaving school. Reference list: http://dictionary.reference.com/browse/sport http://dictionary.reference.com/browse/Physical+education Ones I have not used yet: http://www.tgfu.org/taskforce/index.htm http://www.citejournal.org/vol1/iss1/currentissues/english/article1.htm http://www.suite101.com/content/teaching-breathing-exercises-for-singing-a146136 http://www.questia.com/googleScholar.qst?docId=5002249790 http://www.bmj.com/content/327/7415/592.full

The Scientific Method

Dianna Baldwin SCI 230 The Scientific Method The first step in the scientific method is to observe. When you are observing you are discovering what is going on around you. The second step in the scientific method is question. To question one must make an attempt to explain the observation that was made. The next step in the scientific method is making a hypothesis. A hypothesis is made to predict a solution and an outcome. The fourth step in the scientific method is making a prediction. When making a prediction you are indicating the outcome. Next is the conclusion.The conclusion details the findings of the testing. This then leads to the final step which is the results. The results are whether your findings based on the hypothesis are supported or refuted. In the activity I applied the steps of the scientific method by observing what was said in the captions and what was happening in the picture. I then had to question what was going on with my observation. I then made a hypothesis and tested the hypothesis and made a prediction. Then based on the outcome of the testing I found the conclusion and gathered the results.A real – life situation that I have used the scientific method would be when I flipped the light switch the light did not come on. I observed the light did not come on when I turned it on. I then questioned what may be the problem. Is it a burnt out bulb or something more complex. I then made a hypothesis on what I thought the problem was. My best guess was the light bulb was burnt out. I predicted that if I change the light bulb and put in a new one it would work just fine. I changed the light bulb and it was indeed burnt out. My hypothesis was supported. The Scientific Method The scientific method is a hypothesis-driven process of inquiry. The goal is to ask and answer scientific questions by making observations and doing experiments. This week we were asked to complete the scientific method activity on the student website. I participated in both experiments, but I found the car experiment to be a bit more of a challenge. I had to apply the steps of the scientific method several times before I finally arrived at a resolution. The Car Experiment. The car experiment began with an observation; something is wrong with the vehicle because it will not start. In an effort to explain my observation I ask the question; â€Å"Why won’t the vehicle start? † There could be a number of reasons why the vehicle will not start, so the next step is to hypothesize the solution and outcome. The website provided us with the following 3 hypotheses: 1. The car needs fluids. 2. The car battery is not working. 3. There are electrical problems. The next step is to make a prediction. I predicted that the vehicle must have an issue with the battery. I chose this hypothesis first, because it is not uncommon for someone to leave a dome light on and accidently drain their battery. While it is not uncommon to run out of fuel, I did not select this answer because in this day and age most vehicle owners keep an eye on their fuel levels to ensure that they have an adequate amount for the next day. The conclusion details the findings of your prediction. In this case the vehicle’s battery was fine. The results tie back into my hypothesis. The result was refuted, and I must now begin the process from the top to find the correct scientific method to remedy the problem. I had to repeat the scientific method 3 times until I found the solution to my problem. The vehicle had faulty electrical issues, and once the fuses were replaced it started right up. A real-life problem that I could use the scientific method to solve is a problem I have been having recently with my new vacuum. It is less than 3 months old and it has been acting strangely. I can use it one day for an hour without any problems, and two days later I can turn it on but it will only work for 3 or 4 minutes before shutting off. The steps that I would take to solve the problem are: 1. Make an Observation 2. Question: â€Å"Why is my vacuum not working properly? † 3. Thesis: Develop a hypothesis about why the vacuum may be acting strangely. It has electrical problems. It is clogged. It is faulty and I should contact the manufacturer. 4. Prediction 5. Conclusion 6. Results The Scientific Method The Scientific Method Hands-On Labs, Inc. Version 42-0130-00-01 Lab Report Assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Observations Data Table 1: Scientific Method Data Unknown Sample Number #1 #2 #3 #4 #5 #6 Hypothesis:Coffee Potting soilBrown sugarBaby powderFlowerBaking powderColor:Dark brown Old copper(sepia, maroon)Light BrownWhiteWhiteWhite Texture:It’s coarse& fragile particleVery coarse and grittyThe particle is sticky and a bit grittyVery Soft particle &silkyVery softVery soft Shape:In general, it’s coarse-grainedNot regularCoarse-grainedVery fine. It’s difficult to look in detailCoarse-grainedC oarse-grained Smell:It’s totally coffeeNo smell or a faint scant Sweet tasteVery nice. It’s just delicate baby smellNo smellNo smell Soluble:SolubleInsolubleSolubleSolubleSolubleSoluble Density:The dense is less than baby powder(0. 182 g/cm3)Little dense/it’s similar as #6(0. g/cm3)Low dense (0. 467 g/cm3)High dense (0. 867 g/cm3)It’s similar as #6 (0. 454 g/cm3)It’s similar as #5 (0. 5 g/cm3) Conclusion:CoffeePotting soilBrown sugarBaby powderFlowerBaking powder Data Table 2: Calculating Density of Unknown Samples U nk no wn S a m p l e Number Mass of full vial & bag (g) Mass of empty vial & bag (g) Mass of unknown sample (g) Volume (cm3) Density (g/cm3) #12. 0g1. 8g0. 2g1. 1 cm30. 182 #22. 5g1. 8g0. 7g1. 4 cm30. 5 #32. 5g1. 8g0. 7g1. 5 cm30. 467 #43. 0g1. 8g1. 2g1. 5 cm30. 867 #52. 3g1. 8g0. 5g1. 1 cm3 cm30. 454 #62. 5g1. 8g0. 7g1. 4 cm30. 5 The Scientific Method The Scientific Method is a complex, yet simple process. It was designed to help scientist and every day people who face problems come up with a logical and tested solution. According to authors Pruitt and Underwood (2006), The Scientific Method is defined as â€Å"the set of procedures that form the rational approach to studying the natural world. † This method can be applied to something dealing with science or something that deals with everyday life. In the below paragraphs, this writer will explain the scientific method and how it was used to achieve results in a web-based experiment as well as a real life situation. This writer would begin the web-based experiment by researching and discover why plants grow towards the light. Once the results of the search are gathered, this writer would produce a hypothesis. The possible hypothesis is; plants grow toward the light because it is a critical part of the process known as Photosynthesis. This writer’s prediction is that if a plant is placed to grow near a window, the plant will lean toward the light. For the experiment, this writer would put three plants on a table with a window to the left of them and three plants on a table with a window to the right of them. Over the course of three weeks, this writer will observe and document the plants reaction to the light coming through the window. After careful review of the information documented, this writer can safely conclude that the plants with the window to the right of them, grew bent toward the light and the plants with the window to the left of them grew bent toward the light. This information does support my hypothesis that plants grow toward the light to help with the Photosynthesis process. There were many problems that this writer could have tested, but decided to test the most important one of all. This writer’s daughter is at the stage in her life where she is taking off her pamper, but refuses to become potty trained. What is causing this? Not unlike other parents and scientists, this question came from a problem that needed a solution. Through personal experimentation as well as information compiled through secondary sources, this writer came up with effective ways to potty train their daughter properly. While observing the child, this writer noted that whenever the child needed to use the bathroom, she would cross her legs. After the child would receive some type of drink, approximately 20 minutes, she would again start to cross her legs. It became very apparent that the child was very ready to become potty trained. Through these observations, this writer produced her hypothesis. If this writer puts the child on the pot 20 minutes after she ingests any type of drink, the child will gradually become potty trained. This writer tried this method of potty training for two days. During those days, the child did successfully use the pot at the times this writer put her on it, but the child still had accidents on herself. With this information, this writer concluded that their methods were unsuccessful. This writer researched potty training techniques to construct a new hypothesis. According to the Mayo Clinic website (1998-2011), â€Å"when you notice signs that your child may need to use the toilet- such as squirming, squatting or holding the genital area- respond quickly. Once the child successfully uses the toilet, there should be some type of praise. Some people use stickers on a chart and others give special treats such as candy or an extra bedtime story (Infant and toddler health, 1998-2011). With using these techniques as well as cutting off all liquids that the child receives at eight o’ clock every day, this writer has found that the child has not had a day time potty accident in t hree days. Consistent monitoring of children while actively trying to potty train is the most important thing to do if successful results are desired. While potty training is no small feat, each parent who tackles this task knows that not every parent is the same and not all methods work for every child. This is something that will be learned on a case-by-case base. While the two experiments conducted are drastically different, they are both similar in the way that they both followed the Scientific Method. With a sound hypothesis and a thirst for knowledge, using the Scientific Method will always provide valid results backed by science. References Potty training: How to get the job done. (1998-2011). Infant and toddler health. Retrieved on March 24, 2011 from http://www. mayoclinic. com/health/potty-training/CC00060 Pruitt, N. L. , & Underwood, L. S. (2006). Bioinquiry: Making connections in biology (3rd ed. ). Hoboken, NJ: John Wiley & Sons, Inc. Stein Carter, J. (1996). The Scientific Method. Retrieved on March 24, 2011 from http://biology. clc. uc. edu/courses/bio104/sci_meth. htm The Scientific Method The Scientific Method Hands-On Labs, Inc. Version 42-0130-00-01 Lab Report Assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Observations Data Table 1: Scientific Method Data Unknown Sample Number #1 #2 #3 #4 #5 #6 Hypothesis:Coffee Potting soilBrown sugarBaby powderFlowerBaking powderColor:Dark brown Old copper(sepia, maroon)Light BrownWhiteWhiteWhite Texture:It’s coarse& fragile particleVery coarse and grittyThe particle is sticky and a bit grittyVery Soft particle &silkyVery softVery soft Shape:In general, it’s coarse-grainedNot regularCoarse-grainedVery fine. It’s difficult to look in detailCoarse-grainedC oarse-grained Smell:It’s totally coffeeNo smell or a faint scant Sweet tasteVery nice. It’s just delicate baby smellNo smellNo smell Soluble:SolubleInsolubleSolubleSolubleSolubleSoluble Density:The dense is less than baby powder(0. 182 g/cm3)Little dense/it’s similar as #6(0. g/cm3)Low dense (0. 467 g/cm3)High dense (0. 867 g/cm3)It’s similar as #6 (0. 454 g/cm3)It’s similar as #5 (0. 5 g/cm3) Conclusion:CoffeePotting soilBrown sugarBaby powderFlowerBaking powder Data Table 2: Calculating Density of Unknown Samples U nk no wn S a m p l e Number Mass of full vial & bag (g) Mass of empty vial & bag (g) Mass of unknown sample (g) Volume (cm3) Density (g/cm3) #12. 0g1. 8g0. 2g1. 1 cm30. 182 #22. 5g1. 8g0. 7g1. 4 cm30. 5 #32. 5g1. 8g0. 7g1. 5 cm30. 467 #43. 0g1. 8g1. 2g1. 5 cm30. 867 #52. 3g1. 8g0. 5g1. 1 cm3 cm30. 454 #62. 5g1. 8g0. 7g1. 4 cm30. 5

Welfare of economics

Advertising Is form of communication intended to persuade an audience (viewers, readers or listeners) to purchase or take some actions upon products, Ideals or services. It includes the name of a product or service and how that product or service could benefits the consumer, to persuade a target market to purchase or to could benefits the consumer, to persuade a target market to purchase or to consume that particular band.These messages are usually paid for by sponsors and viewed via various media. Advertising can also to communicate an idea to a large number of people In an attempt to convince them to take a certain action. Marketing or selling costs Marketing or selling costs include all costs necessary to secure customer orders and get the finished product into the hands of customers. These costs are often called order getting or order filling costs.Examples of marketing or selling costs include advertising costs, shipping costs, sales commission and sales salary. Administrative A dministrative costs Include all executive, organizational and clerical costs associated with general management of an organization rather than with manufacturing racketing pr selling. Examples of administrative costs include executive compensation general accounting secretarial public relations and similar costs involved in the overall general administration of the organization as whole (Thompson 1985).Non Profit organizations may rely on free modes of persuasion such as a public services announcement. Advertising, In Its non- commercial guise, is a powerful educational tool capable of reaching and motivating large audiences. â€Å"Advertising justifies its existence when used in the public interest – it is much too powerful a tool to use solely for commercial purposes.Public service advertising, non-commercial advertising, public interest advertising, cause marketing, and social marketing are different terms for (or aspects of) the use of sophisticated advertising and marke ting communications techniques (generally associated with commercial enterprise) on behalf of non-commercial, public Interest Issues and initiatives. Virtually any medium can be used for advertising.Commercial advertising media can include wall paintings, billboards, street furniture components, printed flyers and rack cards, radio, cinema and television adverts, web banners, mobile telephone screens, shopping carts, web opus, skywriting, bus stop benches, human billboards and forehead advertising, magazines, newspapers, town criers, sides of on setback tray tables or overhead storage bins, taxicab doors, roof mounts and passenger screens, musical stage shows, subway platforms and trains, elastic bands on disposable diapers, doors of bathroom stalls, stickers on apples in supermarkets, shopping cart handles (exacerbating), the opening section of streaming audio and video, posters, and the backs of event tickets and supermarket receipts. Any place an identified† sponsor pays to deliver their message through a medium is advertising.Digital Advertising Television advertising The television commercial is generally considered the most effective mass-market advertising format, as is reflected by the high prices television networks charge for commercial airtime during popular events. The annual Super Bowl football game in the United States is known as the most prominent advertising event on television. The average cost of a single thirty-second television spot during this game reached IIS$3. 5 million in 2012. Virtual advertisements may be inserted into regular arrogating through computer graphics. It is typically inserted into otherwise blank backdrops or used to replace local billboards that are not relevant to the remote broadcast audience. More controversially, virtual billboards may be inserted into the background where none exist in real-life.This technique is especially used in televised sporting events. Virtual product placement is also possible. Radio advertising Radio advertising is a form of advertising via the medium of radio. Radio advertisements are broadcast as radio waves to the air from a transmitter to an antenna and a thus to a receiving device. Airtime is purchased from a station or network in exchange for airing the commercials. While radio has the limitation of being restricted to sound, proponents of radio advertising often cite this as an advantage. Radio is an expanding medium that can be found not only on air, but also online. According to Arbitration, radio has approximately 241. Million weekly listeners, or more than 93 percent of the U. S. Population. Online advertising Online advertising is a form of promotion that uses the Internet and World Wide Web or the expressed purpose of delivering marketing messages to attract customers. Online ads are delivered by an ad server. Examples of online advertising include contextual ads that appear on search engine results pages, banner ads, in text ads, Rich Media Ads, S ocial network advertising, online classified advertising, advertising networks and e-mail marketing, including e-mail spam. Product placements Covert advertising is when a product or brand is embedded in entertainment and media.For example, in a film, the main character can use an item or other of a finite brand, as in the movie Minority Report, where Tom Cruiser's character John Anderson owns a phone with the Monika logo clearly written in the top corner, or his watch engraved with the Bulgaria logo. Another example of advertising in film is in l, Robot, where main character played by Will Smith mentions his Converse shoes several times, calling them â€Å"classics†, because the film is set far in the future. L, Robot and Spacewalks also showcase futuristic cars with the Audio and Mercedes-Benz logos clearly displayed on the front of the vehicles. Cadillac chose to advertise in the movie were used

Cal State Bakersfield Admission SAT Scores, Admit Rate

The California State University at Bakersfield (CSUB) is not overly selective despite its acceptance rate of 61 percent. Applicants will have a good chance of being admitted if they have grades in the B range or higher. SAT and ACT scores are optional for students who meet certain GPA and class rank minimums. Applicants will need to have successfully completed a core curriculum of English, math, social science, language, and art classes to be considered for admission. Admissions Data (2017) Cal State Bakersfield Acceptance Rate: 61 percentCSUB GPA, SAT and ACT Score GraphCompare Cal State SAT ScoresCompare Cal State ACT Scores Cal State Bakersfield Description Cal State Bakersfield is located on a 375-acre campus in Bakersfield, a city in the San Joaquin Valley situated midway between Fresno and Los Angeles. The university offers 31 bachelors and 17 graduate degree programs. Among undergraduates, business administration and the liberal arts and sciences are the most popular majors. Academics are supported by a less-than-ideal 27 to 1 student / faculty ratio. Most students commute to Cal State Bakersfield, but the school does have 90 student clubs and organizations. In athletics, the Roadrunners compete in the NCAA Division I  Western Athletic Conference. Bakersfield is one of the  23 Cal State schools. Enrollment (2017) Total Enrollment: 10,131  (8,814 undergraduates)Gender Breakdown: 39 percent male / 61 percent female85 percent full-time Costs (2017 - 18) Tuition and Fees: $7,147 (in-state); $19,027 (out-of-state)Books: $1,948 (why so much?)Room and Board: $13,968Other Expenses: $2,974Total Cost: $25,966 (in-state); $37,846 (out-of-state) Cal State Bakersfield Financial Aid (2016  - 17) Percentage of Students Receiving Aid: 92 percentPercentage of Students Receiving Types of AidGrants: 89 percentLoans: 32 percentAverage Amount of AidGrants: $9,913Loans: $5,280 Academic Programs Most Popular Majors:  Business Administration, Communication Studies, Criminal Justice Studies, Early Childhood Education, English, Liberal Arts and Sciences, Nursing, Psychology, Sociology Transfer, Graduation and Retention Rates First Year Student Retention (full-time students): 76 percentTransfer Out Rate: 3 percent4-Year Graduation Rate: 14 percent6-Year Graduation Rate: 41 percent Intercollegiate Athletic Programs Mens Sports:  Baseball, Swimming, Track and Field, Wrestling, Soccer, Golf, BasketballWomens Sports:  Track and Field, Water Polo, Volleyball, Basketball, Soccer, Softball, Swimming Data Source National Center for Educational Statistics If You Like Cal State Bakersfield, You May Also Like These Schools University of California - Davis: Profile | GPA-SAT-ACT GraphUniversity of California - Riverside: Profile | GPA-SAT-ACT GraphChapman University: Profile | GPA-SAT-ACT GraphMills College: Profile | GPA-SAT-ACT GraphPitzer College: Profile | GPA-SAT-ACT GraphStanford University: Profile | GPA-SAT-ACT Graph Admissions Profiles for Other Cal State Campuses Bakersfield  | Channel Islands  | Chico  | Dominquez Hills  | East Bay  | Fresno State  | Fullerton  | Humboldt  | Long Beach  | Los Angeles  | Maritime  | Monterey Bay  | Northridge  | Pomona (Cal Poly)  | Sacramento  | San Bernardino  | San Diego  | San Francisco  | San Jose State  | San Luis Obispo (Cal Poly)  | San Marcos  | Sonoma State  | Stanislaus More California Public University Information SAT Score Comparison for Cal State SchoolsACT Score Comparison for Cal State SchoolsThe University of California SystemSAT Score Comparison for the UC SystemACT Score Comparison for the UC System