1. The document discusses concepts related to therapeutic exercise instruction including clinical decision making, evidence-based practice, motor learning, types of motor tasks, stages of motor learning, types of practice, and feedback.
2. Key requirements for clinical decision making include knowledge, skills, experience, critical thinking abilities, and understanding patient values.
3. Evidence-based practice involves identifying a patient problem, searching literature, critically analyzing evidence, integrating evidence with expertise and patient factors, and assessing outcomes.
This document provides an overview of therapeutic exercise and its impact on physical function. It defines therapeutic exercise as planned bodily movements, postures, or physical activities intended to remediate or prevent impairments, improve physical function, prevent health risks, and optimize overall health. It discusses components of physical function like balance, coordination, flexibility, and muscle performance. It also covers models of disablement including the Nagi model, ICIDH model, and ICF model. Finally, it discusses common physical impairments, risk factors for disability, and types of prevention through rehabilitation.
The document discusses disablement, its process, and common models used to describe it. It defines disablement and outlines Nagi, ICIDH, and ICF models of the disablement process. These models progress from pathology and impairment at the tissue/organ level to functional limitation and disability at the personal level to participation restrictions at the societal level. The document also discusses how therapeutic exercise can impact different levels of the disablement process by reducing impairments and improving function. Common physical therapy impairments, limitations, activity categories, and risk factors are also outlined.
This document discusses clinical decision making in physical therapy. It covers evaluating a patient through examination, determining a diagnosis, establishing a prognosis and plan of care, implementing interventions, and assessing outcomes. Key parts of the examination process are gathering a health history, performing systems reviews, and using specific tests and measures. The evaluation involves analyzing collected data to interpret a patient's condition. Evidence-based practice and a patient management model guide clinical decisions. Motor learning principles also inform effective exercise instruction and functional training.
This document outlines foundational concepts of therapeutic exercise, including definitions, types of exercises, and safety considerations. It defines therapeutic exercise as planned bodily movements intended to remediate or prevent impairments, improve function, reduce health risks, and optimize health. The document discusses key aspects of physical function such as balance, flexibility, mobility and muscle performance. It also describes different types of therapeutic exercises and emphasizes patient and therapist safety.
Therapeutic exercise is planned physical activity intended to improve function and health. It includes aerobic conditioning, strength training, stretching, neuromuscular control exercises, balance training, and functional tasks. Common physical impairments addressed include muscle weakness, limited range of motion, balance issues, incoordination, and decreased endurance. Impairments can be primary from a health condition or secondary from preexisting issues. The goal of therapeutic exercise is to improve impairments and functional abilities.
Stretching for impaired mobility chap 4 lec 1KhazimaAsif
Stretching involves applying a sustained or intermittent force to elongate shortened soft tissues like muscles and connective tissues. This improves flexibility and range of motion. Contractures occur when tissues adaptively shorten, limiting movement. Stretching can help reverse contractures by elongating tissues, though some contractures like fibrosis may not fully reverse. The response of tissues to stretching depends on their mechanical properties like elasticity, viscoelasticity, and plasticity. Slow, prolonged stretching is preferred to minimize muscle tension from reflexive resistance to lengthening.
This document provides an analysis of posture including definitions, types of posture, and the key body structures and forces involved in maintaining posture. It discusses static and dynamic posture and defines the concepts of center of gravity, base of support, and line of gravity. It describes the various systems that contribute to postural control and different postural responses to perturbations. Finally, it analyzes posture in the sagittal plane and the forces acting on the ankle, knee, hip, and lumbosacral joint regions.
This document provides an overview of therapeutic exercise and its impact on physical function. It defines therapeutic exercise as planned bodily movements, postures, or physical activities intended to remediate or prevent impairments, improve physical function, prevent health risks, and optimize overall health. It discusses components of physical function like balance, coordination, flexibility, and muscle performance. It also covers models of disablement including the Nagi model, ICIDH model, and ICF model. Finally, it discusses common physical impairments, risk factors for disability, and types of prevention through rehabilitation.
The document discusses disablement, its process, and common models used to describe it. It defines disablement and outlines Nagi, ICIDH, and ICF models of the disablement process. These models progress from pathology and impairment at the tissue/organ level to functional limitation and disability at the personal level to participation restrictions at the societal level. The document also discusses how therapeutic exercise can impact different levels of the disablement process by reducing impairments and improving function. Common physical therapy impairments, limitations, activity categories, and risk factors are also outlined.
This document discusses clinical decision making in physical therapy. It covers evaluating a patient through examination, determining a diagnosis, establishing a prognosis and plan of care, implementing interventions, and assessing outcomes. Key parts of the examination process are gathering a health history, performing systems reviews, and using specific tests and measures. The evaluation involves analyzing collected data to interpret a patient's condition. Evidence-based practice and a patient management model guide clinical decisions. Motor learning principles also inform effective exercise instruction and functional training.
This document outlines foundational concepts of therapeutic exercise, including definitions, types of exercises, and safety considerations. It defines therapeutic exercise as planned bodily movements intended to remediate or prevent impairments, improve function, reduce health risks, and optimize health. The document discusses key aspects of physical function such as balance, flexibility, mobility and muscle performance. It also describes different types of therapeutic exercises and emphasizes patient and therapist safety.
Therapeutic exercise is planned physical activity intended to improve function and health. It includes aerobic conditioning, strength training, stretching, neuromuscular control exercises, balance training, and functional tasks. Common physical impairments addressed include muscle weakness, limited range of motion, balance issues, incoordination, and decreased endurance. Impairments can be primary from a health condition or secondary from preexisting issues. The goal of therapeutic exercise is to improve impairments and functional abilities.
Stretching for impaired mobility chap 4 lec 1KhazimaAsif
Stretching involves applying a sustained or intermittent force to elongate shortened soft tissues like muscles and connective tissues. This improves flexibility and range of motion. Contractures occur when tissues adaptively shorten, limiting movement. Stretching can help reverse contractures by elongating tissues, though some contractures like fibrosis may not fully reverse. The response of tissues to stretching depends on their mechanical properties like elasticity, viscoelasticity, and plasticity. Slow, prolonged stretching is preferred to minimize muscle tension from reflexive resistance to lengthening.
This document provides an analysis of posture including definitions, types of posture, and the key body structures and forces involved in maintaining posture. It discusses static and dynamic posture and defines the concepts of center of gravity, base of support, and line of gravity. It describes the various systems that contribute to postural control and different postural responses to perturbations. Finally, it analyzes posture in the sagittal plane and the forces acting on the ankle, knee, hip, and lumbosacral joint regions.
This document discusses posture and postural alignment. It defines posture and describes the development of spinal curvature from birth. Good posture is defined as a position with stability, balance and minimal effort. Poor posture results from deviations from good alignment. Factors like muscles, nerves, reflexes and the central nervous system contribute to postural control. Techniques for assessing and correcting posture include exercises, stretching, strengthening, taping and myofascial release. Maintaining mobility, muscle balance and retraining awareness can help improve poor posture.
Stretching for impaired mobility by Sayed MurtazaFakhryDon
The students should be able to know Impaired mobility stretching, and they also understand contractures, types of contractures, defining the mobility, flexibility, and hypo-mobility. THANK YOU
This document discusses the mechanical properties of noncontractile soft tissue and different stretching techniques. It begins by describing the composition of connective tissue, including collagen, elastin, and ground substance. It then explains how the mechanical behavior of tissue is determined by the proportion of fibers and their orientation. The stress-strain curve is examined, outlining regions like the toe region, elastic range, and plastic range. Different types of stretching techniques are defined, such as static, cyclic, ballistic, and proprioceptive neuromuscular facilitation stretching. PNF techniques like hold-relax, agonist contraction, and hold-relax with agonist contraction are explained in detail.
Resisted exercise involves opposing mechanical or manual resistance to muscle action in order to strengthen muscles. As muscles contract against increasing resistance, they hypertrophy and gain power and endurance. Progressive resisted exercise (PRE) systematically increases weight over time to continually challenge muscles. PRE techniques like DeLorme-Watkins use repetitions with increasing percentages of 10 repetition maximum weight to improve strength, while Oxford technique decreases weight in small increments each set to enhance endurance. Resisted exercise strengthens muscles and increases blood flow, with benefits including restored muscle power and maintenance of strength.
This document discusses joint mobility and range of motion exercises. It defines types of range of motion including active, passive, and active-assisted. It describes causes of limited mobility like injury, immobilization, or lifestyle. The principles, preparation, and techniques for range of motion exercises are outlined, including positioning, monitoring the patient's response, and moving joints smoothly through their pain-free range. Guidelines are provided for applying range of motion exercises to individual joints. The goals are to maintain joint mobility and function while avoiding further injury.
RESISTANCE EXERCISE FOR MUSCLE IMPAIRED PERFORMANCEAqsa Mushtaq
The document discusses muscle performance and resistance training. It defines resistance training and notes it involves controlled muscle contractions against an external force. The key elements of muscle performance are strength, power, and endurance. Resistance training can enhance muscle performance in these areas and provide functional benefits like improved balance and physical performance. The principles of overload and specificity are also summarized.
Range of motion (ROM) refers to the extent of movement possible at a joint and is influenced by the muscles that cross that joint. There are three types of ROM: passive ROM, which is movement produced by an external force with no voluntary muscle contraction; active ROM, which involves active muscle contraction; and active-assistive ROM, which combines active contraction with external assistance. Passive ROM is used when a patient cannot actively move and aims to maintain joint mobility and flexibility. Active ROM is used when a patient can contract muscles to move and helps build coordination, circulation, and strength. The type of ROM used depends on a patient's abilities and healing status.
This document provides an overview of physiotherapy and rehabilitation techniques. It discusses the roles of a physiotherapist in examination, intervention, prevention, consultation, education and research. It then describes different types of therapeutic exercises including strength, mobility, balance, flexibility and coordination exercises. Various techniques for assessing and improving muscle strength, endurance, power, flexibility and movement are outlined.
Passive movement involves moving a body part without active muscle contraction. There are several types: relaxed passive movements where a therapist smoothly moves a joint within its pain-free range; accessory movements which are small rotational or gliding motions in a joint; and passive manual techniques like joint mobilizations and manipulations. Controlled stretching can also be applied to tight muscles and tissues. Passive movements help maintain range of motion, prevent adhesions, reduce swelling, and stretch contracted structures. They are important for patients who cannot actively move due to injury or condition.
A basic stretching to perform also needs perfect guidance because of presence of various types of stretching techniques. It is very important treatment or preventive measure also performed as warm up or cool down before any game.
The document discusses aquatic exercise and its benefits. Some key points:
- Aquatic exercise uses water to facilitate stretching, strengthening, and other therapeutic interventions while minimizing injury risk.
- It allows for weight-bearing activities and cardiovascular exercise while buoyancy reduces stress on joints.
- Various equipment like belts, vests, bars, gloves and boots can be used in the water to increase resistance.
- Water properties like temperature, viscosity and pressure impact exercise effects and safety precautions should be followed.
Neuromuscular coordination allows the nervous system and muscles to work together to enable body movement. It functions on two levels: intra-muscular coordination which controls individual muscle fiber activation, and inter-muscular coordination which coordinates muscle groups. Neuromuscular coordination depends on factors like rate coding of motor unit firing, recruitment of more motor units through resistance training, and synchronization of motor unit discharge. Strength training exercises can improve neuromuscular coordination by increasing rate coding, recruitment, and synchronization.
In physics, a force is any interaction that, when unopposed, will change the motion of an object. A force can cause an object with mass to change its velocity, i.e., to accelerate. Force can also be described intuitively as a push or a pull. A force has both magnitude and direction, making it a vector quantity.
Watch other topics in http://bit.ly/2PIOIQM
The document discusses the range of motion of muscle work, specifically focusing on the quadriceps and hamstrings muscles. It defines the full range of motion as the muscle changing from full stretch to maximal shortening. This full range is divided into the outer, middle, and inner ranges. It then provides details on the specific ranges of motion for the quadriceps and hamstrings muscles, and how weaknesses in certain ranges can impact functions like stair climbing or cause pain. Physiotherapy exercises often target strengthening the quadriceps muscle throughout its full range of motion.
The document defines and describes various aspects of resistance exercises. It discusses types of muscle contractions like isotonic, isometric and eccentric. It explains principles of resistance training like overload and specificity. It describes adaptations to resistance training including neural, muscular and bone changes. Determinants of resistance training programs are outlined including intensity, time, volume and periodization. Guidelines for progressive resistance exercises and precautions are provided.
PNF is an approach to therapeutic exercise that combines diagonal movement patterns with techniques to improve neuromuscular control and function. It uses manual contacts by the therapist during movement to provide resistance and cues. Patterns involve multi-joint movements of the extremities and trunk. Techniques include stretches, contractions against resistance, and variations in speed and direction to strengthen muscles. Mechanical resistance can also be used to improve strength through varied exercises targeting major muscle groups. Guidelines recommend moderate intensity resistance training 2-3 times per week that gradually increases in difficulty.
- Active or free exercise refers to voluntary movements performed without external resistance beyond gravity.
- Free exercises are classified as localized exercises targeting specific joints or muscle groups or general exercises involving many joints and muscles.
- The main benefits of free exercises include maintaining joint mobility, muscle power and tone, improving neuromuscular coordination, building confidence, and encouraging circulatory and respiratory cooperation. When performed correctly, free exercises can help rehabilitate muscles without external assistance.
The document discusses electrotherapy and faradic current. Faradic current is a type of pulsed current used in electrotherapy, with pulse durations between 0.1-1 msec and frequencies of 50-100 Hz. It stimulates motor nerves, causing contraction of muscles supplied by the nerve. Faradic current is used to facilitate muscle contraction inhibited by pain, for muscle re-education after injury or disuse, and to prevent or loosen adhesions after injury. The document outlines the physiological effects and proper application of faradic current, including identifying motor points and using small electrodes over muscles.
The document discusses the principles and techniques of resisted exercise. It describes the overload principle which challenges muscles to perform at a greater level by applying loads that exceed their metabolic capacity. The SAID (specific adaptation to imposed demand) principle states that the body adapts to the specific stresses placed upon it. Resistance can be applied through different ranges of motion including full, inner, outer, and middle ranges. Progressive resistance exercises gradually increase the load over time to continue challenging muscles. Resisted exercises provide benefits like increased strength, endurance, weight management, improved mobility and reduced disease risk.
Motor learning involves acquiring and retaining skilled movements through practice. It modifies how sensory information is processed and motor actions are produced. There are three types of motor tasks: discrete tasks with clear beginnings and ends; serial tasks involving sequences of discrete movements; and continuous repetitive tasks without clear starts or stops. Motor learning progresses through cognitive, associative, and autonomous stages. The cognitive stage involves learning what and how to do a task through conscious effort. In the associative stage, movements are fine-tuned and errors decrease through practice. The autonomous stage is when movements become automatic without conscious effort.
Miriam Cho, a 35-year-old systems analyst, experiences pain and loss of mobility in her forearm, wrist, and fingers. She is undergoing occupational therapy to prevent symptoms from recurring, including taking breaks every hour, limiting keyboard work to 4 hours per day, using wrist splints and supports, and ensuring proper body alignment. Occupational therapists use systematic instruction based on applied behavior analysis to help clients acquire skills for their occupational goals, drawing on various levels of theory to guide evaluation and intervention selection in a way that integrates theory and practice.
This document discusses posture and postural alignment. It defines posture and describes the development of spinal curvature from birth. Good posture is defined as a position with stability, balance and minimal effort. Poor posture results from deviations from good alignment. Factors like muscles, nerves, reflexes and the central nervous system contribute to postural control. Techniques for assessing and correcting posture include exercises, stretching, strengthening, taping and myofascial release. Maintaining mobility, muscle balance and retraining awareness can help improve poor posture.
Stretching for impaired mobility by Sayed MurtazaFakhryDon
The students should be able to know Impaired mobility stretching, and they also understand contractures, types of contractures, defining the mobility, flexibility, and hypo-mobility. THANK YOU
This document discusses the mechanical properties of noncontractile soft tissue and different stretching techniques. It begins by describing the composition of connective tissue, including collagen, elastin, and ground substance. It then explains how the mechanical behavior of tissue is determined by the proportion of fibers and their orientation. The stress-strain curve is examined, outlining regions like the toe region, elastic range, and plastic range. Different types of stretching techniques are defined, such as static, cyclic, ballistic, and proprioceptive neuromuscular facilitation stretching. PNF techniques like hold-relax, agonist contraction, and hold-relax with agonist contraction are explained in detail.
Resisted exercise involves opposing mechanical or manual resistance to muscle action in order to strengthen muscles. As muscles contract against increasing resistance, they hypertrophy and gain power and endurance. Progressive resisted exercise (PRE) systematically increases weight over time to continually challenge muscles. PRE techniques like DeLorme-Watkins use repetitions with increasing percentages of 10 repetition maximum weight to improve strength, while Oxford technique decreases weight in small increments each set to enhance endurance. Resisted exercise strengthens muscles and increases blood flow, with benefits including restored muscle power and maintenance of strength.
This document discusses joint mobility and range of motion exercises. It defines types of range of motion including active, passive, and active-assisted. It describes causes of limited mobility like injury, immobilization, or lifestyle. The principles, preparation, and techniques for range of motion exercises are outlined, including positioning, monitoring the patient's response, and moving joints smoothly through their pain-free range. Guidelines are provided for applying range of motion exercises to individual joints. The goals are to maintain joint mobility and function while avoiding further injury.
RESISTANCE EXERCISE FOR MUSCLE IMPAIRED PERFORMANCEAqsa Mushtaq
The document discusses muscle performance and resistance training. It defines resistance training and notes it involves controlled muscle contractions against an external force. The key elements of muscle performance are strength, power, and endurance. Resistance training can enhance muscle performance in these areas and provide functional benefits like improved balance and physical performance. The principles of overload and specificity are also summarized.
Range of motion (ROM) refers to the extent of movement possible at a joint and is influenced by the muscles that cross that joint. There are three types of ROM: passive ROM, which is movement produced by an external force with no voluntary muscle contraction; active ROM, which involves active muscle contraction; and active-assistive ROM, which combines active contraction with external assistance. Passive ROM is used when a patient cannot actively move and aims to maintain joint mobility and flexibility. Active ROM is used when a patient can contract muscles to move and helps build coordination, circulation, and strength. The type of ROM used depends on a patient's abilities and healing status.
This document provides an overview of physiotherapy and rehabilitation techniques. It discusses the roles of a physiotherapist in examination, intervention, prevention, consultation, education and research. It then describes different types of therapeutic exercises including strength, mobility, balance, flexibility and coordination exercises. Various techniques for assessing and improving muscle strength, endurance, power, flexibility and movement are outlined.
Passive movement involves moving a body part without active muscle contraction. There are several types: relaxed passive movements where a therapist smoothly moves a joint within its pain-free range; accessory movements which are small rotational or gliding motions in a joint; and passive manual techniques like joint mobilizations and manipulations. Controlled stretching can also be applied to tight muscles and tissues. Passive movements help maintain range of motion, prevent adhesions, reduce swelling, and stretch contracted structures. They are important for patients who cannot actively move due to injury or condition.
A basic stretching to perform also needs perfect guidance because of presence of various types of stretching techniques. It is very important treatment or preventive measure also performed as warm up or cool down before any game.
The document discusses aquatic exercise and its benefits. Some key points:
- Aquatic exercise uses water to facilitate stretching, strengthening, and other therapeutic interventions while minimizing injury risk.
- It allows for weight-bearing activities and cardiovascular exercise while buoyancy reduces stress on joints.
- Various equipment like belts, vests, bars, gloves and boots can be used in the water to increase resistance.
- Water properties like temperature, viscosity and pressure impact exercise effects and safety precautions should be followed.
Neuromuscular coordination allows the nervous system and muscles to work together to enable body movement. It functions on two levels: intra-muscular coordination which controls individual muscle fiber activation, and inter-muscular coordination which coordinates muscle groups. Neuromuscular coordination depends on factors like rate coding of motor unit firing, recruitment of more motor units through resistance training, and synchronization of motor unit discharge. Strength training exercises can improve neuromuscular coordination by increasing rate coding, recruitment, and synchronization.
In physics, a force is any interaction that, when unopposed, will change the motion of an object. A force can cause an object with mass to change its velocity, i.e., to accelerate. Force can also be described intuitively as a push or a pull. A force has both magnitude and direction, making it a vector quantity.
Watch other topics in http://bit.ly/2PIOIQM
The document discusses the range of motion of muscle work, specifically focusing on the quadriceps and hamstrings muscles. It defines the full range of motion as the muscle changing from full stretch to maximal shortening. This full range is divided into the outer, middle, and inner ranges. It then provides details on the specific ranges of motion for the quadriceps and hamstrings muscles, and how weaknesses in certain ranges can impact functions like stair climbing or cause pain. Physiotherapy exercises often target strengthening the quadriceps muscle throughout its full range of motion.
The document defines and describes various aspects of resistance exercises. It discusses types of muscle contractions like isotonic, isometric and eccentric. It explains principles of resistance training like overload and specificity. It describes adaptations to resistance training including neural, muscular and bone changes. Determinants of resistance training programs are outlined including intensity, time, volume and periodization. Guidelines for progressive resistance exercises and precautions are provided.
PNF is an approach to therapeutic exercise that combines diagonal movement patterns with techniques to improve neuromuscular control and function. It uses manual contacts by the therapist during movement to provide resistance and cues. Patterns involve multi-joint movements of the extremities and trunk. Techniques include stretches, contractions against resistance, and variations in speed and direction to strengthen muscles. Mechanical resistance can also be used to improve strength through varied exercises targeting major muscle groups. Guidelines recommend moderate intensity resistance training 2-3 times per week that gradually increases in difficulty.
- Active or free exercise refers to voluntary movements performed without external resistance beyond gravity.
- Free exercises are classified as localized exercises targeting specific joints or muscle groups or general exercises involving many joints and muscles.
- The main benefits of free exercises include maintaining joint mobility, muscle power and tone, improving neuromuscular coordination, building confidence, and encouraging circulatory and respiratory cooperation. When performed correctly, free exercises can help rehabilitate muscles without external assistance.
The document discusses electrotherapy and faradic current. Faradic current is a type of pulsed current used in electrotherapy, with pulse durations between 0.1-1 msec and frequencies of 50-100 Hz. It stimulates motor nerves, causing contraction of muscles supplied by the nerve. Faradic current is used to facilitate muscle contraction inhibited by pain, for muscle re-education after injury or disuse, and to prevent or loosen adhesions after injury. The document outlines the physiological effects and proper application of faradic current, including identifying motor points and using small electrodes over muscles.
The document discusses the principles and techniques of resisted exercise. It describes the overload principle which challenges muscles to perform at a greater level by applying loads that exceed their metabolic capacity. The SAID (specific adaptation to imposed demand) principle states that the body adapts to the specific stresses placed upon it. Resistance can be applied through different ranges of motion including full, inner, outer, and middle ranges. Progressive resistance exercises gradually increase the load over time to continue challenging muscles. Resisted exercises provide benefits like increased strength, endurance, weight management, improved mobility and reduced disease risk.
Motor learning involves acquiring and retaining skilled movements through practice. It modifies how sensory information is processed and motor actions are produced. There are three types of motor tasks: discrete tasks with clear beginnings and ends; serial tasks involving sequences of discrete movements; and continuous repetitive tasks without clear starts or stops. Motor learning progresses through cognitive, associative, and autonomous stages. The cognitive stage involves learning what and how to do a task through conscious effort. In the associative stage, movements are fine-tuned and errors decrease through practice. The autonomous stage is when movements become automatic without conscious effort.
Miriam Cho, a 35-year-old systems analyst, experiences pain and loss of mobility in her forearm, wrist, and fingers. She is undergoing occupational therapy to prevent symptoms from recurring, including taking breaks every hour, limiting keyboard work to 4 hours per day, using wrist splints and supports, and ensuring proper body alignment. Occupational therapists use systematic instruction based on applied behavior analysis to help clients acquire skills for their occupational goals, drawing on various levels of theory to guide evaluation and intervention selection in a way that integrates theory and practice.
It is a technique developed by Janet H Carr and Roberta B Shepherd which provides physiotherapists and occupational therapists with an approach to stroke rehabilitation that is clear, relevant, and effective, building on the research-based model created by the authors
Neural plasticity refers to the brain's ability to change and adapt in response to experience. It involves changes in synaptic connections from short-term changes in efficiency to long-term structural changes. There is a continuum from short-term to long-term learning and neural changes that underpins recovery from injury. Principles of neuroplasticity that guide clinical practice include repetition, intensity, salience, age appropriateness, patient expectation, transference, interference, fun, feedback, and environment to facilitate optimal learning and recovery through experience-driven plastic changes in the brain.
motor learning exercise therapy physiotherapy.pptxRexSenior
Motor learning involves improving motor skills through practice and experience. It can be seen in childhood development and is affected by neurological conditions. There are fine and gross motor skills, and motor performance can be quantitatively or qualitatively assessed. Motor control involves coordination between the brain, muscles, and environment to execute movements. Several theories describe motor control and learning processes. Motor learning principles are applied in sports training and rehabilitation to optimize performance and regain function. An effective learning environment includes feedback, varied tasks, and motivation. Learning a skill progresses through cognitive, associative, and autonomous stages. Instruction, practice, and feedback influence motor learning.
This is explanation about the motor relearning technique, which is one of the approach used to treat patient in rehabilitation with neurological conditions.
Definition:
Kimble
“Any relatively permanent change in behaviour or behavioral potential produced by experience”.
Crow & Crow
“learning is the acquisition of habits, knowledge and attitudes”.
Henry .P. smith
“learning is the acquisition of new behaviour or the strengthening or weakening of old behaviour as the result of experience”.
This document discusses various topics related to learning including definitions of learning, characteristics of learning, factors affecting learning, Thorndike's laws of learning, paradigms of learning such as classical and operant conditioning, motor learning and its stages, characteristics of skill performance, learning curves, and transfer of training. It provides definitions of learning from various authors and outlines characteristics such as learning being a process, leading to behavioral changes, and being continuous. It also lists factors influencing learning and Thorndike's primary and secondary laws of learning.
Individual differences play a role in learning rates, with factors like age, physical maturation, fitness level, and motivation impacting how quickly one acquires skills. The difficulty of the task being learned and the quality of coaching or teaching also influence learning rates, as environments that are supportive tend to facilitate faster progress. Physical and cognitive development over time can likewise affect learning curves for individuals.
This document outlines the motor relearning program (MRP) for patients recovering from stroke. The MRP has 7 components - upper limb function, oro-facial function, sitting up, balanced sitting, standing, balanced standing, and walking. It follows 4 steps - analysis of the task, practice of missing components, practice of the full task, and transference of training to daily life. Each step involves observation, identification of problems, and activities to improve specific skills like joint movement, posture, and coordination required for the component. The goal is to help patients relearn motions through structured practice and regaining independence in everyday activities.
Learning involves acquiring knowledge or skills through study, experience, or being taught. It results in changed performance related to experience rather than maturation alone. Learning in organizations allows people to understand workplace behaviors, manage diversity, adapt to new technologies, facilitate organizational change, and achieve goals like total quality management. Several theories help explain learning, including reinforcement theory, classical conditioning, cognitive theory, and social learning theory. Behavioral modification applies reinforcement theory to modify behaviors in work settings through identifying behaviors, measuring frequencies, analyzing contingencies, developing intervention strategies, applying strategies, maintaining desired behaviors, and evaluating results. Non-sampling errors in surveys can be minimized by checking processes, preparing questionnaires carefully, conducting pilot tests, establishing procedures, using qualified staff, providing
The document discusses educational objectives and taxonomy of learning. It defines educational objectives as bringing about desirable changes in learner behavior through acquiring knowledge, skills, and attitudes. Objectives should be specific, measurable, achievable, relevant and time-bound. Bloom's taxonomy categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves thinking skills and has levels from knowledge to evaluation. The affective domain involves attitudes and has levels from receiving to characterization. The psychomotor domain involves physical skills and has levels from perception to origination. Well-formulated objectives are essential for effective teaching and evaluation.
This document discusses a student project assessing coordination. It begins with an introduction on balance and coordination, describing how they depend on multiple body systems interacting. It then discusses various causes of coordination impairments like flaccidity and spasticity. The purpose section notes that coordination examinations can determine muscle activity characteristics during movement and ability to work together. They also assess skill, movement initiation/control/termination, and timing/sequencing/accuracy. Examination data helps establish diagnoses and goals to remediate impairments.
This document discusses a student project assessing coordination. It begins with an introduction on balance and coordination, describing how they depend on multiple body systems interacting. The purpose section states that coordination examinations determine muscle activity characteristics during movement, ability of muscles to work together, movement skill/efficacy, and ability to initiate, control and terminate movement. Coordination is then assessed through various physical tests like walking in a straight line or standing on one foot. The results help identify causes of dizziness/falling and inform treatment by establishing diagnoses and goals. Causes of incoordination discussed include flaccidity from lower motor lesions cutting off nerve impulses to muscles.
This document discusses key concepts in learning and motor learning. It defines learning as a relatively permanent change in behavior due to experience. Learning is affected by factors like health, abilities, motivation and the learning environment. Thorndike's laws of learning include readiness, effect, and exercise. Paradigms of learning include conditioning and observational learning. Motor learning progresses through cognitive, refinement, and autonomous stages. Transfer of training refers to applying skills from one area to another and can be positive, negative, or zero. Methods to maximize positive transfer include suitable curriculum, instruction methods, learner preparedness, and developing attitudes.
This document summarizes key concepts related to individual behavior and learning theories. It discusses biographical characteristics, abilities, intelligence, physical abilities, and learning. It then covers classical conditioning, operant conditioning, and social learning theory. Reinforcement schedules and behavior modification techniques are also summarized. Behavior modification uses concepts of reinforcement to change behaviors in work settings through methods like rewarding attendance or improving training programs.
This document discusses various theories of learning including:
- Thorndike's theory of trial and error learning and laws of learning.
- Pavlov's classical conditioning theory.
- Skinner's operant conditioning theory and principles of reinforcement.
- Gestalt psychology's theory of insightful learning and the importance of seeing the whole.
- Bandura's social learning theory of observational learning.
Theories of transfer of learning and factors affecting learning are also presented. The document emphasizes applying learning theories to maximize positive learning experiences.
The transfer or generalizability of learning관수 박관수
The document discusses the transfer of learning and its application in therapy. It defines transfer of learning as the influence of experience with one task on another subsequent task, which can be positive, negative, or neutral. Therapists aim to facilitate positive transfer and avoid negative transfer. Theories of transfer include identical elements theory and transfer-appropriate processing. Methods to apply transfer principles in practice include adaptive training, part-task training, making practice difficult, varying practice, and reducing feedback. Organizing practice sessions with short, high-quality sessions can foster effective learning.
This 4-day lesson plan teaches 10th-12th grade learning support physical education students about stretching and creating their own stretching routines. On day 1, students will research stretches and take photos in the computer lab and gym. On day 2, students will finish taking photos in the gym and computer lab. On day 3, students will create slideshows in the computer lab. On day 4, students will present their slideshows. The lesson objectives are for students to describe principles of exercise by creating a stretching routine, identify positive and negative group interactions while working with a partner, analyze age-appropriate physical activities by creating individualized routines, and analyze benefits of physical activity by recording stretching benefits. Student understanding will be assessed through teacher observations
LGBTQ+ Adults: Unique Opportunities and Inclusive Approaches to CareVITASAuthor
This webinar helps clinicians understand the unique healthcare needs of the LGBTQ+ community, primarily in relation to end-of-life care. Topics include social and cultural background and challenges, healthcare disparities, advanced care planning, and strategies for reaching the community and improving quality of care.
Healthy Eating Habits:
Understanding Nutrition Labels: Teaches how to read and interpret food labels, focusing on serving sizes, calorie intake, and nutrients to limit or include.
Tips for Healthy Eating: Offers practical advice such as incorporating a variety of foods, practicing moderation, staying hydrated, and eating mindfully.
Benefits of Regular Exercise:
Physical Benefits: Discusses how exercise aids in weight management, muscle and bone health, cardiovascular health, and flexibility.
Mental Benefits: Explains the psychological advantages, including stress reduction, improved mood, and better sleep.
Tips for Staying Active:
Encourages consistency, variety in exercises, setting realistic goals, and finding enjoyable activities to maintain motivation.
Maintaining a Balanced Lifestyle:
Integrating Nutrition and Exercise: Suggests meal planning and incorporating physical activity into daily routines.
Monitoring Progress: Recommends tracking food intake and exercise, regular health check-ups, and provides tips for achieving balance, such as getting sufficient sleep, managing stress, and staying socially active.
The best massage spa Ajman is Chandrima Spa Ajman, which was founded in 2023 and is exclusively for men 24 hours a day. As of right now, our parent firm has been providing massage services to over 50,000+ clients in Ajman for the past 10 years. It has about 8+ branches. This demonstrates that Chandrima Spa Ajman is among the most reasonably priced spas in Ajman and the ideal place to unwind and rejuvenate. We provide a wide range of Spa massage treatments, including Indian, Pakistani, Kerala, Malayali, and body-to-body massages. Numerous massage techniques are available, including deep tissue, Swedish, Thai, Russian, and hot stone massages. Our massage therapists produce genuinely unique treatments that generate a revitalized sense of inner serenely by fusing modern techniques, the cleanest natural substances, and traditional holistic therapists.
MBC Support Group for Black Women – Insights in Genetic Testing.pdfbkling
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This particular slides consist of- what is Pneumothorax,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is a summary of Pneumothorax:
Pneumothorax, also known as a collapsed lung, is a condition that occurs when air leaks into the space between the lung and chest wall. This air buildup puts pressure on the lung, preventing it from expanding fully when you breathe. A pneumothorax can cause a complete or partial collapse of the lung.
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This particular slides consist of- what is hypotension,what are it's causes and it's effect on body, risk factors, symptoms,complications, diagnosis and role of physiotherapy in it.
This slide is very helpful for physiotherapy students and also for other medical and healthcare students.
Here is the summary of hypotension:
Hypotension, or low blood pressure, is when the pressure of blood circulating in the body is lower than normal or expected. It's only a problem if it negatively impacts the body and causes symptoms. Normal blood pressure is usually between 90/60 mmHg and 120/80 mmHg, but pressures below 90/60 are generally considered hypotensive.
2. Patient Management and
Clinical Decision-Making:
An Interactive Relationship
Clinical Decision-Making:
Clinical decision-making refers
to a dynamic, complex process of
reasoning and analytical
(critical) thinking that involves
making judgments and
determinations in the context of
patient care.
2
3. Requirements for Skilled Clinical
Decision-Making During Patient
Management
◍ Knowledge of pertinent information about the problem(s) based on the
ability to collect relevant data by means of effective examination strategies.
◍ Cognitive and psychomotor skills to obtain necessary knowledge of an
unfamiliar problem.
◍ Use of an efficient information-gathering and information processing style.
◍ Prior clinical experience with the same or similar problems.
◍ Ability to recall relevant information.
◍ Ability to integrate new and prior knowledge.
◍ Ability to obtain, analyze, and apply high-quality evidence from the
literature.
◍ Ability to critically organize, categorize, prioritize, and synthesize
information.
◍ Ability to recognize clinical patterns
3
4. 4
• Ability to form working hypotheses about
presenting problems and how they might be solved.
• Understanding of the patient’s values and goals.
• Ability to determine options and make strategic
plans.
• Application of reflective thinking and self-
monitoring strategies to make necessary
adjustments.
6. The process of evidence-based practice involves the
following steps:
1. Identify a patient problem and convert it into a specific question.
2. Search the literature and collect clinically relevant, scientific studies that
contain evidence related to the question.
3. Critically analyze the pertinent evidence found during the literature
search and make reflective judgments about the quality of the research
and the applicability of the information to the identified patient problem.
4. Integrate the appraisal of the evidence with clinical expertise and
experience and the patient’s unique circumstances and values to make
decisions.
5. Incorporate the findings and decisions into patient management.
6. Assess the outcomes of interventions and ask another
question if necessary.
6
8. 1. Select a non distracting
environment for exercise
instruction.
2. Initially teach exercises that
replicate movement patterns of
simple functional tasks.
3. Demonstrate proper performance of
an exercise (safe vs. unsafe
movements; correct vs. incorrect
movements). Then have the patient
model your movements.
4. If appropriate or feasible, initially
guide the patient through the
desired movement.
Strategies for effective exercise and task
specific instruction
5.Use clear and concise verbal and written
directions.
6. Complement written instructions for a
home exercise program with illustrations
(sketches) of the exercise.
7.Have the patient demonstrate an exercise to
you as you supervise and provide feedback.
8.Provide specific, action-related feedback
rather than general, non descriptive feedback.
For example, explain why the exercise was
performed correctly or incorrectly.
9.Teach an entire exercise program in small
increments to allow time for a patient to
practice and learn components of the program
over several visits
8
9. Concepts of Motor Learning:
A Foundation for Exercise
and Task-Specific Instruction
Motor learning is a
complex set of internal
processes that involves
the acquisition and
relatively permanent
retention of a skilled
movement or task
through practice.
In the motor-learning
literature a distinction is
made between motor
performance and motor
learning
Performance involves
acquisition of the ability to
carry out a skill, whereas
learning involves both
acquisition and retention.
9
10. Types of Motor Tasks
There are three basic types of motor tasks: discrete, serial, and
continuous.
◍ Discrete task. A discrete task involves an action or
movement with a recognizable beginning and end. Isolating
and contracting a specific muscle group (as in a quadriceps
setting exercise), grasping an object, doing a push-up,
locking a wheelchair, and kicking a ball are examples of
discrete motor tasks. Almost all exercises, such as lifting and
lowering a weight or performing a self-stretching maneuver,
can be categorized as discrete motor tasks.
10
11. Types of Motor Tasks
◍ Serial task. A serial task is composed
of a series of discrete movements that
are combined in a particular sequence.
For example, to eat with a fork, a
person must be able to grasp the fork,
hold it in the correct position, pierce
or scoop up the food, and lift the fork
to the mouth.
11
12. Types of Motor Tasks
◍ Continuous task. A continuous task
involves repetitive, uninterrupted
movements that have no distinct
beginning and ending. Examples include
walking, ascending and descending
stairs, and cycling.
12
14. Conditions and Progression of Motor
Tasks
14
There are four main task dimensions
addressed in the taxonomy:
(1) the environment in which the task is
performed;
(2) the inter-trial variability of the
environment that is imposed on a task.
(3) the need for a person’s body to remain
stationary or to move during the task.
(4) the presence or absence of
manipulation of objects during the task.
15. Closed or open environment
A closed environment is one in
which objects around the patient and
the surface on which the task is
performed do not move. Examples of
tasks performed in a closed
environment are drinking or eating
while sitting in a chair and maintaining
an erect trunk, standing at a sink and
washing your hands or combing your
hair, walking in an empty hallway or in
a room where furniture placement is
consistent.
Open environment: It is one in
which objects or other people are
in motion or the support surface is
unstable during the task. The
movement that occurs in the
environment is not under the
control of the patient. Tasks that
occur in open environments
include maintaining sitting or
standing balance on a movable
surface (a balance board or
BOSU®), standing on a moving
train or bus
16. Inter-trial variability in the environment:
absent or
present.
Lifting and carrying objects of different sizes and weight, climbing stairs of different
heights, or walking over varying terrain are tasks with inter-trial variability.
16
17. Stages of Motor Learning
17
◍ Cognitive Stage: When learning a skilled movement, a patient first must figure
out what to do—that is, the patient must learn the goal or purpose and the
requirements of the exercise or functional task. Then the patient must learn how
to do the motor task safely and correctly.
◍ Associative Stage: The patient makes infrequent errors and concentrates on
fine tuning the motor task during the associative stage of learning. Learning
focuses on producing the most consistent and efficient movements. The timing of
the movements and the distances moved also may be refined. The patient
explores slight variations and modifications of movement strategies while doing
the task under different environmental conditions (inter-trial variability). At this
stage, the patient requires infrequent feedback from the therapist and, instead,
begins to anticipate necessary adjustments and make corrections even before
errors occur.
18. Stages of Motor Learning
◍ Autonomous Stage: Movements are automatic in this final stage of
learning. The patient does not have to pay attention to the movements in
the task, thus making it possible to do other tasks simultaneously. Also,
the patient easily adapts to variations in task demands and environmental
conditions.
18
21. Types of Practice for Motor Learning
◍ Part versus Whole
Practice
◍ Part practice. A task is
broken down into separate
dimensions. Individual and
usually the more difficult
components of the task are
practiced. After mastery of
the individual segments,
they are combined in
sequence so the whole task
can be practiced.
◍ Whole practice. The entire
task is performed from
beginning to end and is not
practiced in separate
segments.
◍ Blocked-order practice.
The same task or series of
exercises or tasks is
performed repeatedly under
the same conditions and in
a predictable order.
◍ Random-order practice.
Slight variations of the same
task are carried out in an
unpredictable order.
◍ Random/blocked-order
practice. Variations of the
same task are performed in
random order, but each
variation of the task is
performed more than once.
◍ Physical Versus Mental
Practice
◍ Physical practice. The
movements of an
exercise or functional task
are actually performed.
◍ Mental practice. A
cognitive rehearsal of how
a motor task is to be
performed occurs prior to
actually executing the
task; the terms
visualization and motor
imagery practice are used
synonymously with
mental practice.
21
22. Feedback
◍ Feedback is sensory
information that is
received and
processed by the
learner during or after
performing or
attempting to perform
a motor skill.
◍ Intrinsic Feedback
■Sensory cues that are
inherent in the execution of a
motor task.
■ Arises directly from
performing or attempting to
perform the task.
■ May immediately follow
completion of a task or may
occur even before a task has
been completed.
■ Most often involves
proprioceptive, kinesthetic,
tactile, visual, or auditory cues.
◍ Augmented
(Extrinsic) Feedback
■ Sensory cues from an
external source that are
supplemental to intrinsic
feedback and that are not
inherent in the execution
of the task.
■ May arise from a
mechanical source or from
another person.
22
23. Feedback schedules
◍ The feedback schedules could be concurrent or post
response, Immediate, Delayed, and Summary post
response Feedback, variable or constant.
23
25. ◍ COGNITIVE
STAGE:
Characteristics of the
Learner:
Must attend only to the
task at hand; must think
about each step or
component; easily
distractible; begins to
understand the demands
of the motor task; starts
to get a “feel” for the
exercise; makes errors
and alters performance;
begins to differentiate
correct versus incorrect
and safe versus unsafe
performance.
25
Instructional Strategies:
Closed environment.
Purpose of exercise.
Modeling or demonstration.
Break complex movements into parts when
appropriate.
How far or fast to move.
Feedback
Self correction.
Initially, use blocked-order practice;
gradually introduce random-order practice.
Allow trial and error to occur within safe
limits.
26. 26
ASSOCIATIVE STAGE:
Characteristics of the Learner:
Performs movements more
consistently with fewer errors,
executes movements in a well-
organized manner; refines the
movements in the exercise or
functional task; detects and self-
corrects movement errors when
they occur; is less dependent on
augmented/extrinsic feedback from
the therapist; uses prospective
cues and anticipates errors before
they occur.
Instructional Strategies:
More practice and variety of tasks.
More complexity and vary the sequence
of exercise.
Allow the patient to practice
independently.
Feedback.
Increase the level of distraction in the
exercise environment.
Prepare the patient to carry out the
exercise program in the home or
community setting.
27. 27
AUTONOMOUS STAGE:
Characteristics of the Learner:
Performs the exercise program
or functional tasks consistently
and automatically and while
doing other tasks; applies the
learned movement strategies to
increasingly more difficult tasks
or new environmental situations;
if appropriate, performs the task
more quickly or for an extended
period of time at a lower energy
cost.
Instructional Strategies:
Set up a series of progressively more
difficult activities the learner can do
independently.
Suggest ways the learner can vary the
original exercise or task.
Provide assistance, as needed, to
integrate the learned motor skills into
fitness or sports activities.