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INSTRUCTIONAL PACKAGE

PTH 240

Therapeutic Exercise and Applications

Effective Term Spring/2015

Revised 7/14/14

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INSTRUCTIONAL PACKAGE

Effective Term: 201420

COURSE PREFIX: PTH 240 COURSE TITLE: Therapeutic Exercises and Applications

CONTACT HOURS: 12 /week CREDIT HOURS: 5

RATIONALE FOR THE COURSE: Physical Therapist Assistants contribute to the health, wellbeing, and rehabilitation of patient/clients with normal and pathological conditions through the use of therapeutic exercise. This course enables the student to give instruction on how to implement and or modify a treatment plan established by a Physical Therapist, develop and perform therapeutic exercise programs and procedures for selected patient populations and identify precautions, indications and contraindications. COURSE DESCRIPTION: This course provides the practical application of therapeutic exercise as a treatment intervention for a variety of pathologies and body segments.

PREREQUISITES: Received a grade of C or better in BIO 211, SPC 205, CPT 101, ENG 102, PTH 101, PTH 205, PTH and 221

REQUIRED MATERIALS:

(1) Kisner, Carolyn and Colby, Lynn Allen. Therapeutic Exercise Foundations and Techniques 6th Ed. 2012 F.A. Davis Company

(2) Fairchild, Sheryl. Principles & Techniques of Patient Care 5th Ed. 2013 Elsevier Inc.(3) Roy, Serge H., Wolf, Steven L., and Scalzitti, David A. The Rehabilitation Specialist’s

Handbook 4th Ed. 2013 F. A. Davis Company(4) VHI Exercise Ideas Book Series (Set of Five)(5) First Hand Student Kit American Physical Therapy Association(6) Lab Coat

ADDITIONAL REQUIREMENTS:Watch with a second- hand or stop watch.

TECHNICAL REQUIREMENTS:None.

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PROGRAM LEARNING OUTCOMES

After successful completion of the Horry-Georgetown Technical College Physical Therapist Assistant Program the graduate will be able to achieve the program learning outcomes. The student is advised to view the program learning outcomes in the student clinical handbook. Reviewing the outcomes will assist the student in understanding how the terminal course objectives achieve the program learning outcomes.

STUDENT TERMINAL LEARNING OUTCOMESAfter successful completion of this course, the student will be able to meet the following terminal behavior outcomes:

1. Communicate an understanding of the plan of care developed by the Physical Therapist to achieve short and long term goals and intended outcomes with the use of therapeutic exercise.

2. Demonstrate competency in implementing, supervising and modifying selected components of therapeutic exercise interventions identified in the plan of care established by the physical therapist.

3. Demonstrate competency in performing components of data collection skills for carrying out the plan of care to assist the physical therapist in monitoring the effects of therapeutic exercise interventions.

4. Demonstrate proficiency in educating and teaching different populations a home exercise or self-care program for therapeutic exercise and prevention strategies to achieve patient outcomes based on the physical therapist plan of care.

5. Recognize activities, positioning and postures that aggravate or relieve pain. 6. Apply knowledge of a specific pathological condition to develop and implement a

comprehensive rehabilitation program with a patient, given a mock PT evaluation and short and long term goals.

7. Identify indications, contraindications and precautions for certain therapeutic exercises and procedures.

8. Gather subjective information in order to determine a patient’s response to therapeutic exercises and procedures.

9. Identify techniques and strategies to improve and progress patients through safe exercises with a variety of pathologies.

10. Participate in the discharge planning and follow up care in patient treatment as recommended by the Physical Therapist.

11. Communicate adequately and appropriately, both verbally and non-verbally, in a manner that fosters confidence, and reflects an understanding of socioeconomic, cultural, and psychological differences during data collection procedures or therapeutic exercise procedures on a mock patient scenario.

12. Demonstrate a commitment to meeting the needs of patients by recognizing a patient’s goals for physical therapy.

13. Comply with policy and procedures, safety and risk management strategies for self, patient, and facility.

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14. Demonstrate compliance with the scope of practice of a Physical Therapist Assistant in both legal and ethical dimensions, by demonstrating professional behaviors by behaving honestly, tactfully, dependably, enthusiastically, cooperatively and industriously.

15. Accurately and timely documents components of data collection in SOAP note format, including specific treatment parameters, application techniques, and treatment outcomes with correct billing for reimbursement.

16. Be proficient in CPR and emergency response, and recognize the need for referral for other emotional and psychological conditions beyond the scope of practice of physical therapy.

STUDENT UNIT LEARNING OUTCOMESAfter successful completion of the classroom activity, the student will be able to meet the following instructional objectives:

Unit 1. Chapters 1 and 2 Kisner and Colby and Chapter 3 Pierson and FairchildChapter 1: Kisner and Colby Therapeutic Exercise Lecture Objectives:

1. Define therapeutic exercise and explain the role of the physical therapist assistant in physical therapy practice.

2. Explain the role of the physical therapist assistant to educate physical therapist assistant students in the progression of therapeutic exercise within the parameters of the plan of care.

3. Identify interrelated components of physical function. 4. Describe the types of therapeutic exercise used in physical therapy practice. 5. Describe the rationale for including vital sign measures in the patient examination.6. Describe the models of functioning and disability and compare the terminology. 7. Explain the use of the disablement models in current practice and research. 8. Explain the use of clinical decision-making in the diagnostic process and the purpose of

clinical prediction rules. 9. Explain how evidence based practice is used in physical therapy for patient management. 10. Explain the patient management model and describe the five basic components. 11. Explain how outcomes are used in physical therapy and how they are assessed. 12. Describe effective exercise instruction strategies used in physical therapy and the

foundation of motor learning.

Chapter 2: Kisner and Colby Prevention, Health and WellnessLecture Objectives:

1. Explain primary, secondary, and tertiary prevention as it relates to Healthy People 2020. 2. Explain the purpose of identifying risk factors prior to performing physical activity. 3. Identify the steps to develop and implement prevention, health, wellness and fitness

programs.

Chapter 3: Fairchild, Assessment of Vital SignsLecture Objectives:

1. Provide the rationale and need to measure, monitor and record a patient’s vital signs. 2. Describe the effect of exercise on vital signs.

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3. Describe the expected normal and abnormal changes in blood pressure, heart rate, and respiration rate resulting from exercise and other factors.

4. Explain to a patient or family member the significance of measuring and monitoring vital signs.

5. Describe pulmonary auscultation, breath sounds, and adventitious breath sounds. 6. Describe the importance of monitoring a patient’s pain during therapeutic exercise.

Lab 1: Objectives1. Locate and palpate your lab partner’s arterial pulse at various sites. 2. Accurately measure and record your lab partner’s blood pressure, pulse, heart rate,

respiration rate and body temperature at rest and during exercise. 3. Perform auscultation of the lungs and be able to describe the lung sounds. 4. Teach your lab partner breathing techniques and coughing techniques for comprehensive

management of impairments related to acute or chronic pulmonary disorders. 5. Calculate BMI on your lab partner. 6. Review and acknowledge the HGTC PTA laboratory policy and procedures. 7. Review and acknowledge HGTC Campus Safety Policy and Procedure.

Unit 2: Chapter 3: Kisner and ColbyLecture Objectives: Range of Motion

1. Discuss the structures that are affected when performing range of motion (ROM) activities and explain how it is measured.

2. Define functional excursion. 3. Describe principles of active and passive insufficiency when performing range of motion

techniques. 4. Identify the types of ROM exercises. 5. Discuss the indications, goals and limitations of passive, active-assistive and active

ROM. 6. Identify precautions and contraindications to ROM exercises. 7. Identify extrinsic and intrinsic factors affecting the available range of motion (ROM) at a

synovial joint. 8. Identify key-factors affecting the application and performance of passive, active assistive,

and active ROM techniques. 9. Discuss the application and use of Continuous Passive Motion (CPM) to move a joint

through a controlled ROM. 10. Discuss the implications of mobility and flexibility in the pediatric and geriatric

populations.

Lab 2: Objectives1. Apply appropriate techniques for passive, active-assistive, and active osteokinematic

movements of the extremities and spine performed in anatomic body planes on your lab partner.

2. Apply mechanical continuous passive motion to the knee joint on your lab partner following the general guidelines according to Kisner and Colby.

3. Explain the purpose and results of ROM procedures to your lab partner effectively in a clear and understandable manner.

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4. Accurately documents the interventions in a SOAP note.

Unit 3: Chapter 4: Kisner and Colby: Stretching for Impaired MobilityLecture Objectives:

1. Define muscle flexibility and state the benefits of muscle flexibility. 2. Contrast dynamic and passive flexibility. 3. Explain how hypomobility will impair mobility. 4. Define contracture and explain the effects on ROM. 5. Explain how tenodesis action relates to selective stretching techniques. 6. Explain the effects of overstretching and hypermobility. 7. Compare and contrast the interventions that are used to increase mobility of soft tissues. 8. Identify the indications, contraindications and outcomes of stretching techniques. 9. Define elasticity, viscoelasticity, and plasticity and explain the effects on tissue

elongation. 10. Identify the contractile and noncontractile connective tissue of muscle and explain the

response of each to stretch and immobilization. 11. Explain the response of the muscle spindle and golgi tendon organ to stretch. 12. Define stress and strain and explain how the Stress-Strain Curve is used to interpret what

is happening to connective tissue under stress loads. 13. Identify the determinants of stretching interventions and explain how each can be

manipulated to meet the goals of the patient. 14. Explain autogenic and reciprocal inhibition and the neurophysiologic properties each uses

for effectiveness with stretching. 15. Explain how to integrate function into stretching. 16. Outline the procedural guidelines for application of stretching interventions. 17. Identify adjuncts to stretching interventions such as modalities and discuss the rationale

for its use.

Lab 3: Objectives1. Apply common static stretching activities for the muscles of the upper and lower

extremities on your lab partner. 2. Apply common static stretching activities for the cervical and lumbar spine on your lab

partner. 3. Demonstrate autogenic inhibition on your lab partner. 4. Demonstrate reciprocal inhibition on your lab partner. 5. Accurately documents the interventions in a SOAP note.

Unit 4: The Rehabilitation Specialist’s Handbook page 319: Reflex TestingLecture Objectives:

1. Define deep tendon reflex and identify the segmental level of the spinal cord that is being tested for the upper and lower extremities.

2. State the scale used to grade the deep tendon reflex. 3. Define superficial reflex and provide examples of commonly tested reflexes. 4. Define pathological reflex and provide examples of commonly tested reflexes.

Lab 4 Objectives:

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1. Perform deep tendon reflexes and superficial reflexes on your lab partner following demonstration by the instructor.

2. Perform the tests for pathological reflexes and explain the findings for a normal and abnormal response.

3. Accurately documents the interventions in a SOAP note.

Unit 5: Chapter 6: Kisner and Colby Resistance Exercise for Impaired Muscle PerformanceLecture Objectives:

1. Explain how therapeutic exercise improves strength, power and endurance. 2. Identify principle elements of exercise training and identify how each element of muscle

training affects adaptation of the body. 3. Identify factors that influence tension generation of skeletal muscle. 4. Explain physiological adaptations to resistance exercise and how changes are created in

muscle performance. 5. Identify the determinants of a resistance exercise program and explain how each is used

to implement a safe, effective and appropriate exercise program. 6. Explain the purpose of integrating function into a resistance exercise program. 7. Explain the different types of resistance exercise and discuss how selection is performed

to meet the goals of a physical therapist plan of care. 8. Employ the use of open-chain and closed-chain exercises into an exercise program based

upon the goals of the physical therapist evaluation. 9. Explain the general principles of resistance training in implementing an exercise program

to meet the stated goals of a physical therapist evaluation. 10. Identify precautions for resistance exercise. 11. Explain why the valsalva maneuver should be avoided during resistance exercise. 12. Explain why substitute motions may occur during resistance exercise. 13. Identify symptoms of overtraining and overwork and discuss appropriate methods to

alleviate the effects. 14. Discuss eccentric muscle contractions in delayed-onset-muscle soreness (DOMS). 15. Relate osteoporosis and pathological fracture when implementing a resistance exercise

program. 16. Identify contraindications to resistance exercise. 17. Discuss the advantages and disadvantages of manual and mechanical resistance exercise. 18. Explain the principles of proprioceptive neuromuscular facilitation in resistance exercise

programs. 19. Discuss considerations that need to be taken into account when developing a strength

program for a pediatric patient and a geriatric patient. 20. Contrast the three regimens of resistance exercise training. 21. Compare the DeLorme and Oxford regimen for resistance training. 22. Explain how the different types of equipment are used to implement a resistance exercise

program.

Lab 5 and 6 Objectives:1. Perform manual and isometric resistance exercise with your lab partner for the upper and

lower extremities. 2. Perform dynamic resistance exercise with your lab partner for the upper and lower

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extremities. Include concentric, eccentric, open-chain and closed-chain exercise as part of the dynamic activities. Include a variety of exercise equipment in performance of the dynamic activities.

3. Develop a resistance exercise program provided a mock physical therapist evaluation to meet the stated goals on the plan of care.

4. Reviews a mock physical therapist plan of care and acknowledge a mock patient’s goals. 5. Appropriately respond to a mock patient’s concerns related to therapeutic exercise by

utilizing active listening skills during the mock scenario. 6. Recognize when a therapeutic exercise intervention is not further indicated with

assistance from the instructor. 7. Accurately documents the interventions in a SOAP note.

Unit 6: Chapter 7: Kisner and Colby Principles of Aerobic ExerciseLecture Objectives:

1. Explain the role of aerobic exercise and conditioning. 2. Define key terms and concepts related to aerobic exercise. 3. Discuss the basic physiology of aerobic exercise. 4. Explain the physiological responses to aerobic exercise. 5. Identify field tests used to measure physical fitness. 6. Define multi-stage testing and explain how it is used to measure physical fitness. 7. Identify the determinants of an aerobic exercise program. 8. Describe the three components of an aerobic exercise program. 9. Describe the physiological changes that occur with aerobic training. 10. Describe the continuum of cardiac rehabilitation, including exercise programming and

patient progression through cardiac rehabilitation. 11. Discuss the breadth and scope and purpose of cardiac rehabilitation. 12. Discuss the effects of aerobic training for deconditioned and chronically ill patients. 13. Discuss how age differences affect development of an aerobic training program.

Lab 7 Objectives:

1. Attend CCU pulmonary lab and participate in performing a pulmonary function test (PFT).

2. Explain the results of the PFT with knowledge of pulmonary disease. 3. Perform portable spirometry testing with your lab partner and explain the results. 4. Integrate knowledge of pulmonary disorders to implement therapeutic exercise for a

patient with pulmonary dysfunction provided a mock physical therapist evaluation. 5. Appropriately respond to a mock patient’s concerns related to therapeutic exercise by

utilizing active listening skills during the mock scenario. 6. Reviews a mock physical therapist plan of care and acknowledge a mock patient’s goals. 7. Recognize when a therapeutic exercise intervention is not further indicated with


Lab 8 Objectives:1. Perform field tests for measuring physical fitness including a step test, 6 minute walk test,

and a submaximal treadmill test.

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2. Appropriately respond to a mock patient’s concerns related to therapeutic exercise by utilizing active listening skills during the mock scenario.

3. Reviews a mock physical therapist plan of care and acknowledge a mock patient’s goals. 4. Recognize when a therapeutic exercise intervention is not further indicated with


Unit 7: Chapter 8: Kisner and Colby Exercise for Impaired BalanceLecture Objectives:

1. Identify the major gross motor milestones of the first 12-18 months to develop postural control.

2. Describe the roles of base of support, limits of stability, and center of gravity in static and dynamic balance.

3. Demonstrate how the ground reaction force and center of pressure changes in response to location of the center of gravity.

4. Identify sensory systems vital to the maintenance of balance. 5. Discuss appropriate clinical tools used to measure each sensory system input. 6. Identify and describe the types of balance control including static, dynamic and automatic

postural reaction strategies. 7. Discuss how and when each postural reaction strategy is used by the muscular system to

prevent falls and maintain balance during locomotion. 8. Apply proper techniques to improve ankle strategies, hip strategies, and stepping

strategies within the established plan of care. 9. Contrast the different types of balance tests to measure stability. 10. Provide balance exercises to improve each of the different types of balance. 11. Identify what disorders have common balance components to them and strategies to

correct them.

Lab 9 and 10 Objectives:1. Perform automatic postural reactions with your lab partner to maintain balance. 2. Perform the Clinical Test for Sensory Interaction and Balance (foam and dome) to test

balance stability with your lab partner. 3. Perform static balance tests, dynamic balance tests, anticipatory postural control tests,

reactive postural control tests and functional tests of balance with your lab partner. 4. Develop a therapeutic exercise program to improve balance provided a mock physical

therapist evaluation with your lab partner to meet the stated goals for the patient. Incorporate the use of a variety of equipment and techniques to improve balance.




Lab 11 Objectives:Mid-term Competency Exam

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Unit 8: Chapter 14: Kisner and Colby The Spine: Structure, Function and Posture (Pages 429-435); Chapter 16: Kisner and Colby The Spine: Exercise and Manipulation Interventions (Pages 485-493 & 507-536)Lecture Objectives Chapter 14:

1. Explain how to incorporate verbal, tactile and visual reinforcement in posture training exercises.

2. Explain how impaired posture causes pain and limited functional mobility. 3. Identify muscle flexibility impairments typically seen with impaired posture. 4. Explain how stretch weakness impairs muscle performance. 5. Explain the role of good body mechanics and ergonomics for pain relief and decrease of

postural pain syndromes. 6. Provide the rationale for stress management and relaxation to relieve postural stress. 7. Discuss the importance of healthy exercise habits for good posture and functional

performance.

Lecture Objectives Chapter 16:1. Identify the fundamental exercise interventions for spinal rehabilitation. 2. Explain the role of education in patient management. 3. Identify the general exercise guidelines for management of impairments in the spinal

region. 4. Describe how to perform kinesthetic training and awareness in the spine. 5. Describe therapeutic exercise interventions to improve mobility/flexibility in the spine. 6. Describe therapeutic exercise interventions to improve muscle performance in the spine. 7. Describe therapeutic exercise interventions to improve cardiopulmonary endurance for

spinal impairments. 8. Describe how to progress functional activities for spinal impairments. 9. Justify selection of a lifting technique using principles of body mechanics. 10. Explain the importance of environmental adaptations for management of spinal

impairments.

Lab 12 Objectives:1. Perform appropriate postural correction techniques for a mock patient scenario with your

lab partner to meet the stated short and long term goals. 2. Demonstrate good observation skills and education techniques for implementing body

mechanics training with your lab partner. 3. Perform fundamental exercise training for spinal impairments including kinesthetic

awareness, spinal stabilization and fundamental body mechanics for a mock patient scenario with your lab partner.

4. Use tactile and verbal cues in an appropriate manner to facilitate the desired movements or muscle contractions.

5. Perform dynamic spinal exercise training for a mock patient scenario utilizing different equipment with your lab partner to meet the stated short and long term goals.

6. Create a therapeutic exercise program for a mock patient scenario with spinal impairments with your lab partner with an appropriate progression.

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Unit 9: Chapter 17: Kisner and Colby The Shoulder and Shoulder Girdle & Chapter 18: Kisner and Colby The Elbow and Forearm ComplexLecture Objectives Chapter 17:

1. Explain the structure and function of the shoulder and shoulder girdle with regards to anatomy, motions, and articulations.

2. Describe therapeutic exercise techniques for the shoulder during acute and early subacute stages of tissue healing.

3. Describe therapeutic exercise techniques for the shoulder to increase flexibility and range of motion.

4. Describe therapeutic exercise techniques for the shoulder to increase muscle performance and functional control.

Lecture Objectives Chapter 18: 1. Explain the structure and function of the elbow and forearm complex with regards to

anatomy, motions and articulations. 2. Describe therapeutic exercise techniques for the elbow and forearm complex to increase

flexibility and range of motion. 3. Describe therapeutic exercise techniques for the elbow and forearm complex to increase

muscle performance and functional control.

Lab 13 Objectives:1. Perform passive range of motion (PROM), active assistive range of motion (AAROM),

and active range of motion (AROM) activities for the shoulder and scapula with your lab partner.

2. Perform isometric, concentric, and eccentric therapeutic exercise for the shoulder and scapula with your lab partner.

3. Perform stretching exercises for the shoulder and scapula with your lab partner. 4. Create a therapeutic exercise program for the shoulder and shoulder girdle for a mock

patient scenario to meet the stated short and long term goals with your lab partner with appropriate progression.

5. Perform passive range of motion (PROM), active assistive range of motion (AAROM), and active range of motion (AROM) activities for the elbow and forearm with your lab partner.

6. Perform isometric, concentric, and eccentric therapeutic exercise for the elbow and forearm with your lab partner.

7. Perform stretching exercises for the elbow and forearm with your lab partner. 8. Create a therapeutic exercise program for the elbow and forearm for a mock patient

scenario to meet the stated short and long term goals with your lab partner with appropriate progression.

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Unit 10: Chapter 19: Kisner and Colby The Wrist and Hand & Chapter 20 Kisner and Colby The HipLecture Objectives Chapter 19:

1. Explain the structure and function of the wrist and hand with regards to anatomy, motions and articulations.

2. Describe therapeutic exercise techniques for the wrist and hand to increase musculotendinous mobility.

3. Describe therapeutic exercise techniques for the wrist and hand to increase flexibility and range of motion.

4. Describe therapeutic exercise techniques for the wrist and hand to increase muscle performance, neuromuscular control and coordinated movement.

Lecture Objectives Chapter 20: 1. Explain the structure and function of the hip with regards to anatomy, motions and

articulations. 2. Explain the functional relationships in the hip region. 3. Describe the muscle function of the hip during gait. 4. Describe therapeutic exercise techniques for the hip to increase flexibility and range of

motion. 5. Describe therapeutic exercise techniques for the hip to develop and improve muscle

performance and functional control.

Lab 14 Objectives: 1. Perform passive range of motion (PROM), active assistive range of motion (AAROM),

and active range of motion (AROM) activities for the wrist and hand with your lab partner.

2. Perform isometric, concentric, and eccentric therapeutic exercise for the wrist and hand with your lab partner.

3. Perform stretching exercises for the wrist and hand with your lab partner. 4. Create a therapeutic exercise program for the wrist and hand for a mock patient scenario

to meet the stated short and long term goals with your lab partner with appropriate progression.

5. Perform passive range of motion (PROM), active assistive range of motion (AAROM), and active range of motion (AROM) activities for the hip with your lab partner.

6. Perform isometric, concentric, and eccentric therapeutic exercise for the hip with your lab partner.

7. Perform stretching exercises for the hip with your lab partner. 8. Create a therapeutic exercise program for the hip for a mock patient scenario to meet the

stated short and long term goals with your lab partner with appropriate progression.

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Lab 15 Objectives:Open Lab Practice

Unit 11: Chapter 21: Kisner and Colby The Knee & Chapter 22 Kisner and Colby The Ankle and FootLecture Objectives Chapter 21:

1. Explain the structure and function of the knee with regards to anatomy, motions and articulations.

2. Describe the muscle control of the knee during gait. 3. Describe therapeutic exercise techniques for the knee to increase flexibility and range of

motion. 4. Describe therapeutic exercise techniques for the knee to develop and improve muscle


Lecture Objectives Chapter 22:1. Explain the structure and function of the ankle with regards to anatomy, motions and

articulations. 2. Describe the function and muscle control of the ankle and foot during gait. 3. Describe therapeutic exercise techniques for the ankle and foot to increase flexibility and

range of motion. 4. Describe therapeutic exercise techniques for the ankle and foot to improve muscle


Lab 16 Objectives:1. Perform passive range of motion (PROM), active assistive range of motion (AAROM),

and active range of motion (AROM) activities for the knee with your lab partner. 2. Perform isometric, concentric, and eccentric therapeutic exercise for the knee with your

lab partner. 3. Perform stretching exercises for the knee with your lab partner. 4. Create a therapeutic exercise program for the knee for a mock patient scenario to meet

the stated short and long term goals with your lab partner with appropriate progression. 5. Perform passive range of motion (PROM), active assistive range of motion (AAROM),

and active range of motion (AROM) activities for the ankle and foot with your lab partner.

6. Perform isometric, concentric, and eccentric therapeutic exercise for the ankle and foot with your lab partner.

7. Perform stretching exercises for the ankle and foot with your lab partner. 8. Create a therapeutic exercise program for the ankle and foot for a mock patient scenario

to meet the stated short and long term goals with your lab partner with appropriate

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progression. 9. Appropriately respond to a mock patient’s concerns related to therapeutic exercise by



Unit 12: Chapter 23 Kisner and Colby Advanced Functional TrainingLecture Objectives:

1. Discuss parameters for progressing balance exercises and advanced stabilization. 2. Describe advanced strengthening exercises for the upper extremities and lower

extremities. 3. Define plyometric training and discuss characteristics. 4. Describe the neurological and biomechanical influences of plyometric training. 5. Describe the effects of plyometric training. 6. Describe the application and progression of plyometric exercises.

Lab 17 Objectives: 1. Perform advanced stabilization and balance exercises with appropriate progression from

sitting to kneeling to standing with your lab partner following demonstration by the instructor.

2. Perform advanced strengthening exercises for the upper and lower extremities with your lab partner following demonstration by the instructor.

3. Create an advanced strengthening therapeutic exercise program for a mock patient scenario to meet the stated short and long term goals with your lab partner.




Unit 13: Chapter 9 Kisner and Colby Aquatic ExerciseLecture Objectives:

1. Discuss the effect of the physical properties of water on the body and its movements in the water.

2. Discuss the influence of each of the fluid dynamic properties on the performance of therapeutic exercise in the water.

3. Discuss the indications, precautions and contraindications to aquatic therapy in clinical practice.

Lab 18 Objectives:1. Perform aquatic therapeutic exercise techniques with your lab partner following

demonstration from the instructor for a variety of impairments and diagnoses. 2. Develop an aquatic therapeutic exercise program for a mock patient scenario to meet the

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stated short and long term goals with your lab partner. 3. Appropriately respond to a mock patient’s concerns related to therapeutic exercise by



SCHEDULEDate Tuesday

LectureThursdayLecture

Tuesday Lab ThursdayLab

Week 1 January 14/January 16

Unit 1: Chapter 1 and 2 Kisner/ColbyChapter 3 Fairchild

Unit 2: Chapter 3 Kisner/Colby

Lab 1Vitals,BMI,Pulse Oximetry, Breathing TechniquesLung sounds;Motor Learning

Lab 2ROM techniques


Unit 3:Chapter 4 Kisner/Colby

Unit 4:Rehab Handbook Reflexes

Lab 3Stretching

Lab 4Stretching/ReflexesSkill Assessment #1 Breathing techniques and ROM including CPM


Test 1 Chapters 1, 2, 3, 3 & 4Start Unit 5: Chapter 6 Kisner/Colby


Lab 5Isometric, Concentric,Eccentric, Isokinetic Exercise

Lab 6Open and Closed Chain Exercise, Manual Resisted Exercise, PNFSkill Assessment #2 Stretching/Reflexes

Week 4 February 4/February 6



Lab 7CCUPFT’s

Lab 8Aerobic Field TestsSkill Assessment #3 Neuromuscular Re-ed (PNF) diagnonals

Week 5 February 11February 13

Unit 7:Chapter 8Kisner/Colby


Lab 9Balance

Lab 10BalanceSkill Assessment #4 Aerobic Field

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TestsWeek 6 February

18February 20

Test 2 Chapters 6, 7, 8

Unit 8:Chapter 14 Kisner/Colby Pgs 429-435 & Chapter 16 Kisner/Colby pgs 485-493 & 507-536

Lab 11Mid Term Lab Comps

Lab 12Spine Exercise ProgressionSkill Assessment #5 Balance and Coordination

Week 7 February 25February 27

Unit 9:Chapter 17 Kisner/ColbyPgs 539-545 & 588-611Chapter 18 Kisner/ColbyPgs 618-622 & 640-648


Lab 13Shoulder Exercise Progression & Elbow/Forearm Exercise Progression

Lab 14Wrist/Hand Exercise ProgressionHip Exercise ProgressionSkill Assessment #6 Spine Exercise and Shoulder Exercise

Week 8 March 4/March 6

Test 3 Chapters 14, 16, 17, 18, 19, 20


Lab 15Open Lab Practice and Skill Assessment #7 Elbow/Forearm Exercise

Lab 16Knee Exercise ProgressionAnkle/Foot Exercise ProgressionSkill Assessment #8 Wrist/Hand Exercise and Hip Exercise

Week 9 March 11/March 13



Lab 17Functional TrainingSkill Assessment #9 Knee Exercise and Ankle/Foot Exercise

Lab 18Aquatics Next Step HealthPoint

Week 10

March 18/March 20

Make-up lecture/Review

Test 4 Chapters 21, 22, 23, & 9

Open Lab to prepare for final comps

Open Lab to prepare for final comps

Week 11

March 25/March 27

Review Day for Final Exam

Final Comprehensive Exam

Final Lab Comps

Final Lab Comps

*Schedule can change per discretion of the instructor* Total points for any of the grading

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criteria can be adjusted per instructor’s discretion.

METHODS OF INSTRUCTION:

Concepts will be taught by lecture, discussion, demonstration, laboratory exercises,audio-visual materials, written and reading assignments, and computerized exercises. Memorization is no substitution for understanding and will not give you the results desired.

REQUIRED COURSE MEASURES/ARTIFACTS:

Departmental Exams and Comprehensive FinalSkill AssessmentsWritten/Oral Lab Midterm and Final Competency ExaminationHomework Assignments

Evaluation Points Assigned Percentage of Weighted Grade

Departmental Exams:Exam(s) will cover the objectives outlined in the instructional package and all lecture material.

4 Tests 100 points each

60%

Comprehensive Final:Exam will cover the objectives outlined in the instructional package and all lecture material.

100 points 20%

Skill Assessments:The skill assessment rubrics are uploaded on D2L under content. Intervention or data collection skill assessment is performed at the end of each lab unit after the instructor has provided the student with didactic material, demonstration and hands on application. The student is required to successfully complete each skill assessment below for this course prior to the final comprehensive lab competency examination. The skill assessment may be attempted up until the date of the scheduled lab competency examination. Failure to complete a skill check off will not allow the student to complete the lab competency examination, which will result in failure of the course. See schedule for skill assessment for this course bellow.

Skill Assessments 1. Breathing techniques and ROM techniques2. Stretching and Reflexes3. Neuromuscular Re-ed (PNF diagnonals)4. Field Tests for Aerobic Endurance

2 Lab Competencies at 100 points each.

15%

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5. Balance and Coordination6. Spine Exercise Progression7. Isometric and Isotonic (Dynamic) Strengthening Therapeutic Exercise (Extremities/Joint Specific)(This skill check assessment rubric is used for Shoulder, Elbow/Forearm, Wrist/Hand, Hip, Knee and Ankle/Foot Exercise Progression)

Midterm and Final Laboratory Practical ExaminationThe laboratory practical examination grading rubric is uploaded on D2L under content. A minimum of 75% and all critical elements must be achieved to pass the laboratory practical examination. Three attempts will be given for the competency. Repeat competency will be award a maximum of 75 points. Students will only be allowed to try competency check off one time per day.

Homework:Homework Assignments are uploaded on D2L.

5%

Grades earned in courses impact academic progression and financial aid status. Before withdrawing from a course, be sure to talk with your instructor and financial aid counselor about the implications of that course of action. Ds, Fs, Ws, WFs and Is also negatively impact academic progression and financial aid status.

The Add/Drop Period is the first 5 days of the semester for full term classes. Add/Drop periods are shorter for accelerated format courses. The following week of the semester is Financial Aid Attendance Verification period. You must attend at least one meeting of all of your classes during that period. If you do not, you will be dropped from the course(s) and your Financial Aid will be reduced accordingly.

The Student Success and Tutoring Center (SSTC)The SSTC offers to all students the following free resources:

1. Academic coaches for most subject areas, Writing Center Support, and college success skills 2. On-line student success and academic support resources

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Grading ScaleA 91-100B 82-90C 75-81D 69-74

F below 69%

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a. 24/7 online academic tutoring assistance (access in WaveNet)b. 24/7 Online Resource Center (ORC)c. Campus2Campus Virtual Appointmentsd. Tips and tricks for college life, studying, and learning

(Facebook: hgtcsstc)3. Other student resources and academic support

a. Resource guides to improve college success skillsb. Science models & other supplemental tools and textbooksc. Workshops on college success skills and citation styles

d. Study Skills, Test Anxiety, Time Management, etc.e. APA, MLA, and Preventing Plagiarism f. Check the EVENTS calendar in WaveNet for more information!

Visit the SSTC website: www.hgtc.edu/sstc and visit the student services tab in your WaveNet account to schedule appointments using TutorTrac. For more information, call: SSTC Conway, 349-7872; SSTC Grand Strand, 477-2113; and SSTC Georgetown, 520-1455. Room locations and Live Chat is available on the SSTC website.

Student Information Center: WaveNet Central (WNC) WNC offers to all students the following free resources:

1. Getting around HGTC: General information and guidance for enrollment! 2. Use the Online Resource Center (ORC) for COMPASS support, technology education, and

online tools 3. Drop-in technology support or scheduled training in the Center or in class4. In-person workshops and online tutorials are available for:

1. D2L & WaveNet,2. Microsoft Office Word, PowerPoint and Excel,3. Basic Computer Skills,4. Budgeting your Money, and more.5. Check the EVENTS calendar or the WNC Online Resource

Center for more information!5. Additional services such as reviewing Degree Works, scheduling

tutoring, or scheduling testing center appointments, scanning and uploading documents, etc.

Visit the WNC website: www.hgtc.edu/wavenetcentral. Live Chat and Center locations are posted on the website. Or please call one of the following locations: WNC Conway, 349-5182; WNC Grand Strand, 477-2076; and WNC Georgetown, 520-1473. View tips and tricks for college life, personal development and technology learning on their Facebook page (Facebook: hgtcwnc).

“True genius resides in the capacity for evaluation of uncertain, hazardous and conflicting information.” W. Churchill

Physical Therapist Assistant Grading Policy:The grade for this course will be determined solely on the basis of the criteria outlined in this syllabus. Students will not be allowed to substitute other activities (reports, homework, etc.) to count in place of any of the stated criteria. (This means there will be NO extra credit offered.)

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http://libguides.hgtc.edu/sstc

http://www.hgtc.edu/wavenetcentral

http://libguides.hgtc.edu/wavenetcentral

http://www.hgtc.edu/sstc

Also, since the tests/exams given in this course are designed to measure the extent to which the student has mastered course materials, students should not expect there to be any “curving” of grades.

Academic DishonestyAll forms of academic dishonesty, as outlined in the Student Code in the HGTC catalog, will NOT be tolerated and will result in disciplinary action. Anyone caught cheating or committing plagiarism (Defined in the code as: “The appropriation of any other person’s work and the unacknowledged incorporation of that work in one’s own work offered for credit”) will be given a grade of a zero for that assignment. A second offense will result in charges being filed with the Chief Student Services Officer.

HGTC ATTENDANCE REQUIREMENTS:

Students are expected to attend a minimum of 80% of all classes, but a program or an instructor may make the attendance policy stricter if he/she so desires.

After the allowed number of misses, the student will be dropped automatically from the course with a W or a WF. Remember an absence is an absence, no matter if it is excused or not!

Physical Therapist Assistant Program Classroom Attendance Policy:

For a 15 week course (Fall and Spring) the allowed number of misses is as follows:

For MWF classes: 9 absences are allowed for lecture and 9 absences from lab, regardless of the reason. For MW classes:6 absences are allowed for lecture and 6 absences from lab, regardless of the reason

For TTh classes:6 absences are allowed for lecture and 6 absences from lab, regardless of the reason

For Classes meeting once a week for lecture:3 absences are allowed for lecture and 3 absences from lab, regardless of the reason.

For a 10 week course (Fall and Spring) the allowed number of misses is as follows:

For MWF classes:

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6 absences are allowed for lecture and 6 absences from lab, regardless of the reason.

For MW classes:4 absences are allowed for lecture and 4 absences from lab, regardless of the reason

For TTh classes:4 absences are allowed for lecture and 4 absences from lab, regardless of the reason

For Classes meeting once a week for lecture:2 absences are allowed for lecture and 2 absences from lab, regardless of the reason.

For a 6 week course the allowed number of misses is as follows:

MTWTH4 absences for lecture and 4 absences from lab are allowed, regardless of the reason.

MW or TTH2 absences for lecture and 2 absences from lab are allowed, regardless of the reason

After the allowed number of absences, the student will be dropped automatically from the course with a W or a WF. Remember an absence is an absence, there are no excused absences.

Classroom Tardy

A tardy is defined as missing up to 10 minutes of classroom time.

Three tardy, of ten- minutes, will be counted as one class absence.

Six tardy of less than 10 minutes will be counted as a one-class absence

An absence is defined as missing greater than 10 minutes of classroom time or leaving class early with more than 10 minutes remaining.

MAKE-UP WORK:

Missed exams may be made up at the discretion of the professor.Make up examinations will result in a 10% deduction off the grade earned.

CLASSROOM BEHAVIOR:

You are expected to treat your fellow students with respect. This means you should limit talking to your neighbor during lecture and do not start to pack up your materials before class is over. Finally, cell phones MUST be turned off or put on the vibration mode during class. NO texting during class.

During an exam all electronic devices (cell phones, pagers, etc.) must be turned off and stored in

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a purse or backpack, they may not be visible to the student. The only exception to this policy will be on-call emergency personnel. For those individuals in this situation, please contact your professor on how to handle electronic devices during exams.

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