Terapeuttinen harjoittelu III (3 cr)

Evaluation scale

0-5

Objective

Student knows how to utilise the principles of motor learning/instruction and has a command of physiotherapy exercise methods that prevent, repair or compensate for an individual's functional limitations, as well as maintain and/or improve remaining functioning in order to make it possible for the client to be active and participate.

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.

Materials

Hall,Carrie & Brody.2010. Therapeutic Exercise: Moving toward function.O´Sullivan.2014. Physical RehabilitationRose,D.J. 2010. FallProof. A Comprehensive Balance and Mobility Training Program.Sandström M.- Ahonen J. 2011. Liikkuva ihminen.

Completion alternatives

Face-to-face and Distance learning: Active participation in contact teaching (Teamwork), guidance assignments and practical exam

Student workload

81h

Assessment criteria, satisfactory (1)

Excellent (5) The student demonstrates an extremely broad knowledge and skills how to treat customers 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 manual work, 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 written 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 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 manual work, 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 written 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 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 written 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 works constructively as part of a team. The student’s knowledge how to treat customers activities and participation consists of fragmented details that are subject-related. The student demonstrates uncertainty in guidance and manual work. 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 works constructively as part of a team. The student’s knowledge how to treat customers activities and participation consists of fragmented details that are subject-related. The student demonstrates uncertainty in guidance and manual work. 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.

Qualifications

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