Curricula

Objectives

LEARNING OBJECTIVES: You are able to apply a variety of guidance and teaching methods (manual, verbal, visual and digital) in a goal-oriented manner to maintain and promote the health of individuals and groups, in particular in the area of performance and participation (ICF). You are able to plan and implement therapeutic exercises for people of varying ages, utilising knowledge of biomechanics, neurophysiology and psychology and the principles of motoric learning. You are able to utilise virtual environments and gamification to support mobility, functioning, physical activity and learning.

Competences:
Assessment of Functioning competence
Therapy competence
Technology and accessibility competence

Content

CONTENT: Exercising of gross motor skills (body control, transitions and moving) as well as fine motor skills with people of different ages. Exercising of daily activities, ability to concentrate, attentiveness and observation functions, assessment and guidance of children’s playing. Use of various kinds of exercising tools (e.g. virtual and console games) in therapeutic exercise. The main principles of neurotherapeutic methods.

Learning materials and recommended literature

Brody, L., Hall, C. 2017. Therapeutic exercise: moving toward function.
Kauranen.K. 2011. Motoriikan säätely ja motorinen oppiminen

Teaching methods

The most of this course contains practical training
- Lectures and pre-recorded lectures
- Working in pair and in a small groups
- Dialog with in a group
- Case assignment as one own or in a small groups of 2-4 people and presentation
- Active participation to contacts are crucial
- Assesment: Practical exam and case assignment

Student workload

Contact teaching (lectures, practical skills, small group presentations) 1 cr
Independent study (assignments, pre recorded lectures, preparation for exams) 2 cr

The presentation of the assignments will take place from mid-term onwards.
Practical tests in the last week of contacts.

Compulsory attendance at contact classes

Further information for students

The assessment is based on competence objectives, qualitative, criterion -based and self-assessment is important. Teacher and peer assessment. Students have an opportunity to effect the targets of assessment at the beginning of course.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Adequate (1) Your knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF), consist of isolated, although relevant, details. Your guidance involves uncertainties and there are shortcomings in ergnomics, you have difficulties with drawing conclusions. You evaluate yourself and your fellow students. You have completed the agreed-upon assignments. Your assignments only shows few connections between the matters presented, the discussion remains sparse. However, literature in the field has been summarized and references have been marked.
Satisfactory (2) Your knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF), consist of isolated, although relevant, details. In your guidance, you understand the importance of conclusions and ergonomics, but you involve uncertainty, difficulties and shortcomings. You evaluate yourself and your fellow students. You have completed the agreed-upon assignments. Your assignments only show few connections between the matters presented, the discussion remains sparse. However, literature in the field has been summarized and references have been marked.

Evaluation criteria, good (3-4)

Good (3) You possesses good knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You substantiate your actions and seeks to combine and apply your knowledge and skills. Their guidance is fluent, the conclusions made are correct and you take ergonomics into account in your activities. You are capable of self-evaluation and peer review. In your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena by making varied and proper use of evidence-based sources.
Very good (4) You possesses extensive knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You analyze and substantiate your actions and solutions. The guidance is skillful and the conclusions made are well-reasoned. You take ergonomics into account and are capable of constructive self-evaluation and peer review. Your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena in a critical manner by way of personal reflection and by making varied and proper use of evidence-based sources.

Evaluation criteria, excellent (5)

Excellent (5) You possesses very extensive knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You analyze and substantiate your action and create new solutions. The guidance and the techniques used are varied and skillful, and the conclusions made are well-reasoned. You take ergonomics into account and you are capable of constructive self-evaluation and peer review. In your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena in a critical manner by way of personal reflection, making varied and proper use of evidence-based sources.

Prerequisites

Basics of anatomy and physiology, Assessment of functioning and childs development and motor learning and guiding

Objectives

LEARNING OBJECTIVES: You are able to apply a variety of guidance and teaching methods (manual, verbal, visual and digital) in a goal-oriented manner to maintain and promote the health of individuals and groups, in particular in the area of performance and participation (ICF). You are able to plan and implement therapeutic exercises for people of varying ages, utilising knowledge of biomechanics, neurophysiology and psychology and the principles of motoric learning. You are able to utilise virtual environments and gamification to support mobility, functioning, physical activity and learning.

Competences:
Assessment of Functioning competence
Therapy competence
Technology and accessibility competence

Content

CONTENT: Exercising of gross motor skills (body control, transitions and moving) as well as fine motor skills with people of different ages. Exercising of daily activities, ability to concentrate, attentiveness and observation functions, assessment and guidance of children’s playing. Use of various kinds of exercising tools (e.g. virtual and console games) in therapeutic exercise. The main principles of neurotherapeutic methods.

Learning materials and recommended literature

Brody, L., Hall, C. 2017. Therapeutic exercise: moving toward function.
Kauranen.K. 2011. Motoriikan säätely ja motorinen oppiminen.

Teaching methods

- Lectures and pre-recorded lectures
- Working in pair and in a small groups
- Dialog with in a group
- Case assignment as one own or in a small groups of 2-4 people and presentation
- Active participation to contacts are crucial
- Assesment: Practical exam and case assignment using flipped learning

Exam dates and retake possibilities

In the end of period

Student workload

Contact study (lectures and exercises) 1.5 cr
Independent and team study (material-base case assignment and preparation for skills test on examination) 1.5 cr

Further information for students

The assessment is based on competence objectives, qualitative, criterion -based and self-assessment is important. Teacher and peer assessment.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Adequate (1) Your knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF), consist of isolated, although relevant, details. Your guidance involves uncertainties and there are shortcomings in ergnomics, you have difficulties with drawing conclusions. You evaluate yourself and your fellow students. You have completed the agreed-upon assignments. Your assignments only shows few connections between the matters presented, the discussion remains sparse. However, literature in the field has been summarized and references have been marked.
Satisfactory (2) Your knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF), consist of isolated, although relevant, details. In your guidance, you understand the importance of conclusions and ergonomics, but you involve uncertainty, difficulties and shortcomings. You evaluate yourself and your fellow students. You have completed the agreed-upon assignments. Your assignments only show few connections between the matters presented, the discussion remains sparse. However, literature in the field has been summarized and references have been marked.

Evaluation criteria, good (3-4)

Good (3) You possesses good knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You substantiate your actions and seeks to combine and apply your knowledge and skills. Their guidance is fluent, the conclusions made are correct and you take ergonomics into account in your activities. You are capable of self-evaluation and peer review. In your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena by making varied and proper use of evidence-based sources.
Very good (4) You possesses extensive knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You analyze and substantiate your actions and solutions. The guidance is skillful and the conclusions made are well-reasoned. You take ergonomics into account and are capable of constructive self-evaluation and peer review. Your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena in a critical manner by way of personal reflection and by making varied and proper use of evidence-based sources.

Evaluation criteria, excellent (5)

Excellent (5) You possesses very extensive knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You analyze and substantiate your action and create new solutions. The guidance and the techniques used are varied and skillful, and the conclusions made are well-reasoned. You take ergonomics into account and you are capable of constructive self-evaluation and peer review. In your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena in a critical manner by way of personal reflection, making varied and proper use of evidence-based sources.

Prerequisites

Basics of anatomy and physiology, Assessment of functioning and childs development and motor learning and guiding

Objectives

LEARNING OBJECTIVES: You are able to apply a variety of guidance and teaching methods (manual, verbal, visual and digital) in a goal-oriented manner to maintain and promote the health of individuals and groups, in particular in the area of performance and participation (ICF). You are able to plan and implement therapeutic exercises for people of varying ages, utilising knowledge of biomechanics, neurophysiology and psychology and the principles of motoric learning. You are able to utilise virtual environments and gamification to support mobility, functioning, physical activity and learning.

Competences:
Assessment of Functioning competence
Therapy competence
Technology and accessibility competence

Content

CONTENT: Exercising of gross motor skills (body control, transitions and moving) as well as fine motor skills with people of different ages. Exercising of daily activities, ability to concentrate, attentiveness and observation functions, assessment and guidance of children’s playing. Use of various kinds of exercising tools (e.g. virtual and console games) in therapeutic exercise. The main principles of neurotherapeutic methods.

Learning materials and recommended literature

Brody, L., Hall, C. 2017. Therapeutic exercise: moving toward function.
Kauranen.K. 2011. Motoriikan säätely ja motorinen oppiminen

Teaching methods

Lectures and pre-recorded lectures
- Working in pair and in a small groups
- Dialog with in a group
- Case assignment as one own or in a small groups of 2-4 people and presentation
- Active participation to contacts are crucial
- Assesment: Practical exam and case assignment

Student workload

Contact study (lectures and exercises) 1.5 cr
Independent and team study (material-base case assignment and preparation for skills test on examination) 1.5 cr

Further information for students

The assessment is based on competence objectives, qualitative, criterion -based and self-assessment is important. Teacher and peer assessment.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Adequate (1) Your knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF), consist of isolated, although relevant, details. Your guidance involves uncertainties and there are shortcomings in ergnomics, you have difficulties with drawing conclusions. You evaluate yourself and your fellow students. You have completed the agreed-upon assignments. Your assignments only shows few connections between the matters presented, the discussion remains sparse. However, literature in the field has been summarized and references have been marked.
Satisfactory (2) Your knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF), consist of isolated, although relevant, details. In your guidance, you understand the importance of conclusions and ergonomics, but you involve uncertainty, difficulties and shortcomings. You evaluate yourself and your fellow students. You have completed the agreed-upon assignments. Your assignments only show few connections between the matters presented, the discussion remains sparse. However, literature in the field has been summarized and references have been marked.

Evaluation criteria, good (3-4)

Good (3) You possesses good knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You substantiate your actions and seeks to combine and apply your knowledge and skills. Their guidance is fluent, the conclusions made are correct and you take ergonomics into account in your activities. You are capable of self-evaluation and peer review. In your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena by making varied and proper use of evidence-based sources.
Very good (4) You possesses extensive knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You analyze and substantiate your actions and solutions. The guidance is skillful and the conclusions made are well-reasoned. You take ergonomics into account and are capable of constructive self-evaluation and peer review. Your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena in a critical manner by way of personal reflection and by making varied and proper use of evidence-based sources.

Evaluation criteria, excellent (5)

Excellent (5) You possesses very extensive knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You analyze and substantiate your action and create new solutions. The guidance and the techniques used are varied and skillful, and the conclusions made are well-reasoned. You take ergonomics into account and you are capable of constructive self-evaluation and peer review. In your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena in a critical manner by way of personal reflection, making varied and proper use of evidence-based sources.

Prerequisites

Basics of anatomy and physiology, Assessment of functioning and childs development and motor learning and guiding

Objectives

LEARNING OBJECTIVES: You are able to apply a variety of guidance and teaching methods (manual, verbal, visual and digital) in a goal-oriented manner to maintain and promote the health of individuals and groups, in particular in the area of performance and participation (ICF). You are able to plan and implement therapeutic exercises for people of varying ages, utilising knowledge of biomechanics, neurophysiology and psychology and the principles of motoric learning. You are able to utilise virtual environments and gamification to support mobility, functioning, physical activity and learning.

Competences:
Assessment of Functioning competence
Therapy competence
Technology and accessibility competence

Content

CONTENT: Exercising of gross motor skills (body control, transitions and moving) as well as fine motor skills with people of different ages. Exercising of daily activities, ability to concentrate, attentiveness and observation functions, assessment and guidance of children’s playing. Use of various kinds of exercising tools (e.g. virtual and console games) in therapeutic exercise. The main principles of neurotherapeutic methods.

Learning materials and recommended literature

Brody, L., Hall, C. 2017. Therapeutic exercise: moving toward function.
Kauranen.K. 2011. Motoriikan säätely ja motorinen oppiminen.

Teaching methods

- Lectures and pre-recorded lectures
- Working in pair and in a small groups
- Dialog with in a group
- Case assignment as one own or in a small groups of 2-4 people and presentation
- Active participation to contacts are crucial
- Assesment: Practical exam and case assignment

Student workload

Contact study (lectures and exercises) 1.5 cr
Independent and team study (material-base case assignment and preparation for skills test on examination) 1.5 cr

Further information for students

The assessment is based on competence objectives, qualitative, criterion -based and self-assessment is important. Teacher and peer assessment.

Evaluation scale

0-5

Evaluation criteria, satisfactory (1-2)

Adequate (1) Your knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF), consist of isolated, although relevant, details. Your guidance involves uncertainties and there are shortcomings in ergnomics, you have difficulties with drawing conclusions. You evaluate yourself and your fellow students. You have completed the agreed-upon assignments. Your assignments only shows few connections between the matters presented, the discussion remains sparse. However, literature in the field has been summarized and references have been marked.
Satisfactory (2) Your knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF), consist of isolated, although relevant, details. In your guidance, you understand the importance of conclusions and ergonomics, but you involve uncertainty, difficulties and shortcomings. You evaluate yourself and your fellow students. You have completed the agreed-upon assignments. Your assignments only show few connections between the matters presented, the discussion remains sparse. However, literature in the field has been summarized and references have been marked.

Evaluation criteria, good (3-4)

Good (3) You possesses good knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You substantiate your actions and seeks to combine and apply your knowledge and skills. Their guidance is fluent, the conclusions made are correct and you take ergonomics into account in your activities. You are capable of self-evaluation and peer review. In your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena by making varied and proper use of evidence-based sources.
Very good (4) You possesses extensive knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You analyze and substantiate your actions and solutions. The guidance is skillful and the conclusions made are well-reasoned. You take ergonomics into account and are capable of constructive self-evaluation and peer review. Your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena in a critical manner by way of personal reflection and by making varied and proper use of evidence-based sources.

Evaluation criteria, excellent (5)

Excellent (5) You possesses very extensive knowledge and skills in physiotherapeutic exercise methods to promote the functioning of an individual/group, in particular activities and participation (ICF). You analyze and substantiate your action and create new solutions. The guidance and the techniques used are varied and skillful, and the conclusions made are well-reasoned. You take ergonomics into account and you are capable of constructive self-evaluation and peer review. In your assignments, you demonstrate an ability to describe and substantiate various subject area phenomena in a critical manner by way of personal reflection, making varied and proper use of evidence-based sources.

Prerequisites

Basics of anatomy and physiology, Assessment of functioning and childs development and motor learning and guiding