Opetussuunnitelmat

Objective

Student can apply a variety of guidance and teaching methods (manual, verbal, visual and digital) in a goal-oriented manner to maintain and promote the functioning of individuals and groups – especially area in activity and participation. He / she can plan and implement therapeutic exercise by utilising knowledge of neurophysiology and biomechanics as well as and the principles of motor learning. Student can utilise virtual environments and games to support mobility, functioning, physical activity and learning

Content

Motor skills (body control, movement and mobility exercises)and fine motor skills exercises. Assessment and guidance of children’s play, attention span, concentration and observational skills exercises. The use of different kind of training aids in therapeutic exercises. The key principles of neurotherapeutic methods.

Oppimateriaali ja suositeltava kirjallisuus

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

Teaching methods

Teaching based on Community / Teamlearning.; active participation in contact study; lectures (dialog), exercises, material-base case assignment. Performance as Case assigments and Practical exam

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

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

Evaluation scale

0-5

Arviointikriteerit, tyydyttävä (1-2)

Excellent (5) The student demonstrates an extremely broad knowledge and skills how to treat customers / groups functioning; especially activities and participation and is able to give reasons for his/her actions, as well as create new solutions. The student is proficient in guidance and his/her conclusions are well thought out. The student takes ergonomics into consideration and is able to give constructive self-assessments and peer reviews. The student’s assignments demonstrate the ability to describe and give reasons for the subject area’s phenomena through critical thinking and the diverse and proper use of evidence-based sources. The student has followed the JAMK reporting instructions for written assignments.

Very good (4) The student demonstrates a broad knowledge and skills how to treat customers / groups activities and participation and is able to give reasons for his/her actions, as well as create new solutions. The student is proficient in guidance and his/her conclusions well thought out. The student takes ergonomics into consideration and is able to give critical self-assessments and peer reviews. The student’s assignments demonstrate the ability to describe and give reasons for the subject area’s phenomena through critical thinking and the diverse and proper use of evidence-based sources. The student has followed the JAMK reporting instructions for written assignments.

Good (3) The student demonstrates knowledge and skills, how to treat customers/ groups activities and participation and is able to give reasons for his/her actions, strives to link and apply information and skills. The student is skilled in guidance and manual work, his/her conclusions are correct, and he/she takes ergonomics into consideration in his/her actions. The student is able to give self-assessments and peer reviews. The student’s assignments demonstrate the ability to describe and give reasons for the subject area’s phenomena by utilising diverse and proper evidence-based sources. The student has followed the JAMK reporting instructions for written assignments

Satisfactory (2). The student’s knowledge how to treat customers / groups activities and participation consists of fragmented details that are subject-related. The student demonstrates uncertainty in guidance. The student's ergonomics are lacking, and he/she has difficulty in drawing conclusions. The student has assessed both himself/herself and his/her course mates. The student has completed the agreed upon assignments. The student’s assignments display few connections between presented topics and very little analysis. However, the student has summarised the field's literature and listed sources. The student has followed the JAMK reporting instructions for written assignments.

Below average (1). The student’s knowledge how to treat customers / groups activities and participation consists of fragmented details that are subject-related. The student demonstrates uncertainty in guidance. The student's ergonomics are lacking, and he/she has difficulty in drawing conclusions. The student has assessed both himself/herself and his/her course mates. The student has completed the agreed upon assignments. The student’s assignments display few connections between presented topics and very little analysis. However, the student has summarised the field's literature and listed sources.
Fail (0). The student’s knowledge is lacking, and his/her actions appear illogical and uncertain. The student does not take ergonomics into consideration. The student is unable to do a self-assessment. The student’s written work shows a lack of familiarity with the subject area covered in the text, and the information presented repeats lecture material, is fragmented or not related to the subject

Qualifications

Knowledge of anatomy and physiology
Competence in functionality assessment, knowlwdge of childs develompent and motor learning.