WorldWideScience

Sample records for educate physical therapists

  1. Differences between physical therapists in attention paid to patient education.

    NARCIS (Netherlands)

    Sluijs, E.M.; Zee, J. van der; Kok, G.J.

    1993-01-01

    This article describes differences between physical therapists in terms of the attention they pay to educating patients. The differences between therapists were identified from audiotaped treatment sessions of 1837 patients, recorded by physical therapists in non-institutional care in the

  2. Goal Development Practices of Physical Therapists Working in Educational Environments.

    Science.gov (United States)

    Wynarczuk, Kimberly D; Chiarello, Lisa A; Gohrband, Catherine L

    2017-11-01

    The aims of this study were to (1) describe the practices that school-based physical therapists use in developing student goals, and (2) identify facilitators and barriers to development of goals that are specific to participation in the context of the school setting. 46 school-based physical therapists who participated in a previous study on school-based physical therapy practice (PT COUNTS) completed a questionnaire on goal development. Frequencies and cross tabulations were generated for quantitative data. Open-ended questions were analyzed using an iterative qualitative analysis process. A majority of therapists reported that they frequently develop goals collaboratively with other educational team members. Input from teachers, related services personnel, and parents has the most influence on goal development. Qualitative analysis identified five themes that influence development of participation-based goals: (1) school-based philosophy and practice; (2) the educational environment, settings, and routines; (3) student strengths, needs, and personal characteristics; (4) support from and collaboration with members of the educational team; and (5) therapist practice and motivation. Goal development is a complex process that involves multiple members of the educational team and is influenced by many different aspects of practice, the school environment, and student characteristics.

  3. National Study of Excellence and Innovation in Physical Therapist Education: Part 2-A Call to Reform.

    Science.gov (United States)

    Jensen, Gail M; Hack, Laurita M; Nordstrom, Terrence; Gwyer, Janet; Mostrom, Elizabeth

    2017-09-01

    This perspective shares recommendations that draw from (1) the National Study of Excellence and Innovation in Physical Therapist Education research findings and a conceptual model of excellence in physical therapist education, (2) the Carnegie Foundation's Preparation for the Professions Program (PPP), and (3) research in the learning sciences. The 30 recommendations are linked to the dimensions described in the conceptual model for excellence in physical therapist education: Culture of Excellence, Praxis of Learning, and Organizational Structures and Resources. This perspective proposes a transformative call for reform framed across 3 core categories: (1) creating a culture of excellence, leadership, and partnership, (2) advancing the learning sciences and understanding and enacting the social contract, and (3) implementing organizational imperatives. Similar to the Carnegie studies, this perspective identifies action items (9) that should be initiated immediately in a strategic and systematic way by the major organizational stakeholders in physical therapist education. These recommendations and action items provide a transformative agenda for physical therapist education, and thus the profession, in meeting the changing needs of society through higher levels of excellence. © 2017 American Physical Therapy Association.

  4. Educating Students to Become Culturally Competent Physical Therapists: Issues of Teaching and Assessment

    Science.gov (United States)

    Barnes, Lisa Jayroe

    2013-01-01

    With the growing multicultural population within the United States, healthcare providers need to be prepared to care for and educate adult clients from various cultural backgrounds. The purpose of the study was to examine the teaching and assessment methods being used by faculty in the education of future physical therapists in teaching the…

  5. A system of networks and continuing education for physical therapists in rheumatology: a feasibility study

    Directory of Open Access Journals (Sweden)

    J. Verhoef

    2004-07-01

    Full Text Available Purpose: To evaluate the feasibility of regional physical therapy networks including continuing education in rheumatology. The aim of these networks was to improve care provided by primary care physical therapists by improving specific knowledge, technical and communicative skills and the collaboration with rheumatologists. Methods: In two regions in The Netherlands continuing education (CE programmes, consisting of a 5-day postgraduate training course followed by bimonthly workshops and teaching practices, were organised simultaneously. Network activities included consultations, newsletters and the development of a communication guideline. Endpoint measures included the participation rate, compliance, quality of the CE programme, teaching practices, knowledge, network activities, communication, number of patients treated and patient satisfaction. Results: Sixty-three physical therapists out of 193 practices (33% participated in the project. They all completed the education programmes and were formally registered. All evaluations of the education programmes showed positive scores. Knowledge scores increased significantly directly after the training course and at 18 months. A draft guideline on communication between physical therapists and rheumatologists was developed, and 4 newsletters were distributed. A substantial proportion of physical therapists and rheumatologists reported improved communication at 18 months. The mean number of patients treated by physical therapists participating in the networks increased significantly. Patients' satisfaction scores within the networks were significantly higher than those from outside the networks at 18 months. Conclusions: Setting up a system of networks for continuing education for physical therapists regarding the treatment of patients with rheumatic diseases is feasible. Further research will focus on the effectiveness of the system and its implementation on a larger scale.

  6. Going global in physical therapist education: International Service-Learning in US-based programmes.

    Science.gov (United States)

    Pechak, Celia; Thompson, Mary

    2011-12-01

     Internationalization is expanding its presence in higher education in the United States. Reflecting this trend that includes incorporating global perspectives in the curricula, physical therapist education programmes increasingly offer international opportunities such as International Service-Learning (ISL) to their students. Service-learning, a teaching strategy that integrates community service with structured learning activities, has gained broad acceptance in health professions education including physical therapy, and is therefore the focus of this paper. The specific purposes of this paper were to identify and analyse the commonalities that existed among established ISL programmes within physical therapist education programmes in terms of structures and processes, and to consider its broader implications for physical therapist education.   A descriptive, exploratory study was performed using grounded theory. Snowball and purposive, theoretical sampling yielded 14 faculty members with experience in international service, international learning or ISL in physical therapist education programmes. Faculty were interviewed by phone. Interview transcriptions and course documents were analysed applying grounded theory methodology. Data from eight programmes which met the operational definition of established ISL were used to address the purposes of this paper.   Five phases of establishing an ISL programme were identified: development, design, implementation, evaluation, and enhancement. Although no single model exists for ISL in physical therapist education; commonalities in structures and processes were identified in each phase. However, attention to service objectives and outcomes is lacking.   While analysis revealed that each programme shared commonalities and demonstrated differences in structures and processes compared with the other programmes, the study demonstrated a general lack of focus on formal community outcomes which raises ethical

  7. Find a Physical Therapist

    Science.gov (United States)

    ... our resources for healthy running. Go There » Why Physical Therapy? Avoid Opioids Benefits of Physical Therapy About PTs & PTAs Did You Know? Patient ... There are numerous benefits to treatment by a physical therapist. Go There » For Patients Choosing Your PT ...

  8. National Study of Excellence and Innovation in Physical Therapist Education: Part 1-Design, Method, and Results.

    Science.gov (United States)

    Jensen, Gail M; Nordstrom, Terrence; Mostrom, Elizabeth; Hack, Laurita M; Gwyer, Janet

    2017-09-01

    The Carnegie Foundation for the Advancement of Teaching commissioned the Preparation for the Professions Program, a qualitative study of professional education in 5 professions: medicine, nursing, law, engineering, and clergy. These studies identified curricular structures, instructional practices, assessment approaches, and environmental characteristics that support the preparation of professionals and led to educational reforms. The physical therapy profession has not had any in-depth, national investigation of physical therapist education since the Catherine Worthingham studies conducted more than 50 years ago. This research was a Carnegie-type study, investigating elements of excellence and innovation in academic and clinical physical therapist education in the United States. Five physical therapist education researchers from across the United States used a qualitative multiple-case study design. Six academic and 5 clinical programs were selected for the study. The academic institutions and clinical agencies studied were diverse in size, institutional setting, geography, and role in residency education. Qualitative case studies were generated from review of artifacts, field observations, and interviews (individual and focus group), and they provided the data for the study. A conceptual framework grounded in 3 major dimensions was generated, with 8 supporting elements: (1) culture of excellence (shared beliefs and values, leadership and vision, drive for excellence, and partnerships), (2) praxis of learning (signature pedagogy, practice-based learning, creating adaptive learners, and professional formation), and (3) organizational structures and resources. Building on the work of the Carnegie Foundation's Preparation for the Professions Program, a conceptual model was developed, representing the dimensions and elements of excellence in physical therapist education that is centered on the foundational importance of a nexus of linked and highly valued aims of

  9. Impact of Post-Professional Doctor of Physical Therapy Education on the Role of a School Based Physical Therapist: A Case Report

    Science.gov (United States)

    Moriarty, Susan; Brown, Suzanne Robben

    2010-01-01

    This case report describes the impact of the post-professional doctor of physical therapy curriculum on the role of one physical therapist employed as a special education related service provider. Physical therapists working in the public school setting play an important role in promoting success for students with physical disabilities as…

  10. Power and promise of narrative for advancing physical therapist education and practice.

    Science.gov (United States)

    Greenfield, Bruce H; Jensen, Gail M; Delany, Clare M; Mostrom, Elizabeth; Knab, Mary; Jampel, Ann

    2015-06-01

    This perspective article provides a justification for and an overview of the use of narrative as a pedagogical tool for educators to help physical therapist students, residents, and clinicians develop skills of reflection and reflexivity in clinical practice. The use of narratives is a pedagogical approach that provides a reflective and interpretive framework for analyzing and making sense of texts, stories, and other experiences within learning environments. This article describes reflection as a well-established method to support critical analysis of clinical experiences; to assist in uncovering different perspectives of patients, families, and health care professionals involved in patient care; and to broaden the epistemological basis (ie, sources of knowledge) for clinical practice. The article begins by examining how phronetic (ie, practical and contextual) knowledge and ethical knowledge are used in physical therapy to contribute to evidence-based practice. Narrative is explored as a source of phronetic and ethical knowledge that is complementary but irreducible to traditional objective and empirical knowledge-the type of clinical knowledge that forms the basis of scientific training. The central premise is that writing narratives is a cognitive skill that should be learned and practiced to develop critical reflection for expert practice. The article weaves theory with practical application and strategies to foster narrative in education and practice. The final section of the article describes the authors' experiences with examples of integrating the tools of narrative into an educational program, into physical therapist residency programs, and into a clinical practice. © 2015 American Physical Therapy Association.

  11. Factors affecting physical therapists' job satisfaction: questionnaire survey targeting first-year physical therapists.

    Science.gov (United States)

    Kota, Munetsugu; Kudo, Hiroyuki; Okita, Kazuhiko

    2018-04-01

    [Purpose] The survey aimed to clarify the factors that affect physiotherapists' job satisfaction. [Subjects and Methods] To examine factors affecting physical therapists' job satisfaction using a cross-sectional study with a questionnaire survey. Subjects were 193 first-year physical therapists who participated in a newcomer orientation at Hiroshima Prefectural Physical Therapy Association. The questionnaire comprised items concerning physical therapists' satisfaction with their work, motives for becoming physical therapists, education in school, internships, the workplace, and comfort in the workplace. [Results] Subjects were divided into two groups according to their satisfaction with their occupation. The "high satisfaction" group included 157 subjects, and the group "low satisfaction" group included 36 subjects. Using logistic regression analysis, items concerning comfort in the workplace, motives for becoming physical therapists, and learning in school were analysed. [Conclusion] Factors affecting physical therapists' job satisfaction were primarily influenced by previous experience and working conditions.

  12. INTRODUCTION TO THE MOVEMENT SYSTEM AS THE FOUNDATION FOR PHYSICAL THERAPIST PRACTICE EDUCATION AND RESEARCH.

    Science.gov (United States)

    Saladin, Lisa; Voight, Michael

    2017-11-01

    In 2013, the American Physical Therapy Association (APTA) adopted an inspiring new vision, "Transforming society by optimizing movement to improve the human experience." This new vision for our profession calls us to action as physical therapists to transform society by using our skills, knowledge, and expertise related to the movement system in order to optimize movement, promote health and wellness, mitigate the progression of impairments, and prevent the development of (additional) disability. The guiding principle of the new vision is "identity," which can be summarized as "The physical therapy profession will define and promote the movement system as the foundation for optimizing movement to improve the health of society." Recognition and validation of the movement system is essential to understand the structure, function, and potential of the human body. As currently defined, the "movement system" represents the collection of systems (cardiovascular, pulmonary, endocrine, integumentary, nervous, and musculoskeletal) that interact to move the body or its component parts. By better characterizing physical therapists as movement system experts, we seek to solidify our professional identity within the medical community and society. The physical therapist will be responsible for evaluating and managing an individual's movement system across the lifespan to promote optimal development; diagnose impairments, activity limitations, and participation restrictions; and provide interventions targeted at preventing or ameliorating activity limitations and participation restrictions. 5.

  13. The importance of integumentary knowledge and skill in physical therapist entry-level education: are they prepared for practice?

    Science.gov (United States)

    Gibbs, Karen A; Furney, Steven R

    2013-01-01

    Physical therapist practice is grounded in patient management principles encompassing all body systems and focuses on prevention, education, and functional outcomes. As such, management of the integumentary system crosses all practice settings, emphasizing the importance that basic integumentary content be adequately addressed during entry-level education. The purpose of this qualitative study was to compare the self-reported integumentary knowledge and skill of recent graduates to profession-determined expectations for education. Participants were 7 licensed physical therapists experienced in wound management. Semi-structured interview data were recorded, transcribed, and coded. A matrix compiling professional expectations for integumentary education was utilized to identify topics as absent, covered only briefly, or covered only during clinical rotations. Compression, vascular screening, infection, factors impacting healing, modalities, dressings, wound measurements, topicals, and sutures/staples were among the most commonly reported areas of deficiency. While integumentary care makes up a small percentage of physical therapy practice, it is a significant part of a comprehensively educated therapist. This study found participants did not perceive themselves to have received the minimum entry-level integumentary knowledge and skill deemed necessary by the profession. Study results are supported by current literature and demonstrate the need for integumentary curriculum review in entry-level programs.

  14. Three perspectives on physical therapist managerial work.

    Science.gov (United States)

    Schafer, D Sue

    2002-03-01

    The nature of managerial work in the commercial sector has not been studied since the 1970s, and little is known about the work of managers in the health care sector. In this study, the perceived importance of managerial role and skill categories among 3 groups of physical therapists were studied to better understand the work priorities of physical therapist managers. Two groups of subjects were physical therapist managers in hospitals or private practices. A third group consisted of faculty members in professional physical therapist education programs. Respondents (n=343) rated the importance of 75 managerial activities. Responses related to 16 predetermined work categories were placed in rank order by group. A multivariate analysis of variance (MANOVA) was used to identify differences among groups. All groups identified communication, financial control, entrepreneur, resource allocator, and leader as the 5 most important categories and rated technical expert and figurehead as least important. The MANOVA showed differences between faculty members and private practice managers in 15 work categories, between hospital-based managers and private practice managers in 9 categories, and between faculty members and hospital-based managers in 8 categories. Work setting appears to have an impact on level of importance placed on managerial work categories. The strongest candidates for "universal" physical therapist managerial work categories were communication, financial control, and resource allocator.

  15. Clinical Reasoning: Survey of Teaching Methods, Integration, and Assessment in Entry-Level Physical Therapist Academic Education.

    Science.gov (United States)

    Christensen, Nicole; Black, Lisa; Furze, Jennifer; Huhn, Karen; Vendrely, Ann; Wainwright, Susan

    2017-02-01

    Although clinical reasoning abilities are important learning outcomes of physical therapist entry-level education, best practice standards have not been established to guide clinical reasoning curricular design and learning assessment. This research explored how clinical reasoning is currently defined, taught, and assessed in physical therapist entry-level education programs. A descriptive, cross-sectional survey was administered to physical therapist program representatives. An electronic 24-question survey was distributed to the directors of 207 programs accredited by the Commission on Accreditation in Physical Therapy Education. Descriptive statistical analysis and qualitative content analysis were performed. Post hoc demographic and wave analyses revealed no evidence of nonresponse bias. A response rate of 46.4% (n=96) was achieved. All respondents reported that their programs incorporated clinical reasoning into their curricula. Only 25% of respondents reported a common definition of clinical reasoning in their programs. Most respondents (90.6%) reported that clinical reasoning was explicit in their curricula, and 94.8% indicated that multiple methods of curricular integration were used. Instructor-designed materials were most commonly used to teach clinical reasoning (83.3%). Assessment of clinical reasoning included practical examinations (99%), clinical coursework (94.8%), written examinations (87.5%), and written assignments (83.3%). Curricular integration of clinical reasoning-related self-reflection skills was reported by 91%. A large number of incomplete surveys affected the response rate, and the program directors to whom the survey was sent may not have consulted the faculty members who were most knowledgeable about clinical reasoning in their curricula. The survey construction limited some responses and application of the results. Although clinical reasoning was explicitly integrated into program curricula, it was not consistently defined, taught, or

  16. EDs find physical therapists are an underused asset for musculoskeletal injuries, patient education.

    Science.gov (United States)

    2011-04-01

    Some EDs are finding that the unique skill sets offered by physical therapists (PT) can be an asset to emergency care while also improving the patient experience. Experts say PTs are particularly valuable in the management of musculoskeletal pain and injuries, but they are also being used for wound care, gait training, and balance assessment. ED administrators say consistent, daily coverage is essential to making a PT program successful; otherwise, ED clinicians will neglect to use their services. PTs need to be comfortable with proactively marketing their skills to other ED clinicians who may not be used to having access to this resource. Experts say PT services in the ED can be reimbursed at a level that is consistent with reimbursement in other inpatient and outpatient settings.

  17. Attitudes Toward Adoption of Evidence-Based Practice Among Physical Therapists and Social Workers: A Lesson for Interprofessional Continuing Education.

    Science.gov (United States)

    Gudjonsdottir, Bjorg; Arnadottir, Hervor A; Gudmundsson, Halldor S; Juliusdottir, Sigrun; Arnadottir, Solveig A

    2017-01-01

    Professionals who embrace evidence-based practice (EBP) continually search for research evidence, appraise, and apply it, while interacting with each client in his/her situation. This dynamic learning process takes a substantial commitment from professionals and requires a positive attitude toward EBP. The main objective of this research was to explore the following: 1) distinct dimensions of attitudes toward adoption of EBP among physical therapists and social workers and 2) the relationship between these dimensions of attitudes and selected background characteristics of the compared professions. Cross-sectional web-based surveys were conducted in 2012 and 2013 on a population-based sample from the Icelandic Physical Therapy Association and the Icelandic Association of Social Workers. The participants were 214 physical therapists (76.3% women) and 163 social workers (92.2% women). The Evidence-Based Practice Attitude Scale (EBPAS) and its four subscales were used to survey dimensions of attitudes toward EBP. Scores on the total EBPAS range from zero to five, with a higher score indicating a more positive attitude toward EBPs. Linear regression was used to explore the relationship between the EBPAS scales and selected background variables. The overall response rate was 39%. Both professions generally held positive attitudes toward adoption of EBP, with an average EBPAS total score of 3.06 (SD = 0.46). The professionals' background characteristics were independently related to at least one dimension of attitudes toward EBP. More positive attitudes were associated with being a physical therapist, a woman, in a younger age group, having a graduate degree, working with individual clients, and having at least five same-profession coworkers. The results may be useful to design continuing education focusing on EBP. Such inventions should be targeted to professional attitudes, background, and other contextual factors.

  18. From continuing education to personal digital assistants: what do physical therapists need to support evidence-based practice in stroke management?

    Science.gov (United States)

    Salbach, Nancy M; Veinot, Paula; Jaglal, Susan B; Bayley, Mark; Rolfe, Danielle

    2011-08-01

    Understanding how to structure educational interventions and resources to facilitate physical therapists' application of the research literature is required. The objective of this study was to explore physical therapists' preferences for strategies to facilitate their access to, evaluation and implementation of the stroke research literature in clinical practice. In-depth, qualitative telephone interviews were conducted with 23 physical therapists who treat people with stroke in Ontario, Canada and who had participated in a previous survey on evidence-based practice. Data were analysed using a constant comparative approach to identify emergent themes. Participants preferred online access to research summaries or systematic reviews to save time to filter and critique research articles. To enable access in the workplace, an acceptable computer-to-staff ratio, permission to access web sites and protected work time were suggested. Participants considered personal digital assistants as excellent tools for quick access to online resources but were unsure of their advantage over a desktop computer. Therapists favoured use of non-technical language, glossaries of research terms and quality ratings of studies to ease understanding and appraisal. Teleconferencing or videoconferencing overcame geographical but not scheduling barriers to accessing education. To achieve behaviour change in clinical practice, therapists preferred multiple interactive, face-to-face education sessions in a group format, with opportunities for case-based learning and practice of new skills. Physical therapists prefer technology-assisted access to resources and education and favour attending multiple interactive, expert-facilitated education sessions incorporating opportunities for case-based learning and practice of new skills to change behaviour related to evidence-based practice. © 2010 Blackwell Publishing Ltd.

  19. The impact of a service learning experience to enhance curricular integration in a physical therapist education program.

    Science.gov (United States)

    Gazsi, Claudia C; Oriel, Kathryn N

    2010-01-01

    A goal when designing the Physical Therapy Program at Lebanon Valley College (LVC) was to maximize vertical and horizontal integration of course content related to (a) medical Spanish, (b) geriatrics, and (c) health promotion through a service learning engagement. Seventeen Doctor of Physical Therapy students from LVC participated in a fall risk screening at a local senior center in a Spanish-speaking neighborhood. The screen included the single leg stance, timed-up-and-go (TUG), and functional reach tests. The students screened 30 participants over a 3-hour time period. Following the screening event, students were asked to reflect on their experience. Reflections revealed that the activity supported integration of concurrent didactic course material and Core Values, reinforced cultural issues presented the previous year, and convinced students that physical therapists have a distinct and important role in primary and secondary prevention in meeting the needs of the Spanish-speaking elderly community.

  20. Going to a Physical Therapist

    Science.gov (United States)

    ... bone or a bad injury, you know how hard it can be to do normal things, like walk or throw a baseball. Physical therapy ... sessions, though it can be a lot of hard work to make muscles stronger and learn to do new things. Some kids might see a PT just one ...

  1. Physical Therapists' Perceptions of School-Based Practices.

    Science.gov (United States)

    Holt, Sheryl L; Kuperstein, Janice; Effgen, Susan K

    2015-01-01

    Surveys have reported that most school-based physical therapists perceive ideal practices are not commonly implemented in their settings. Our aim was to obtain a more in-depth understanding of these perceptions through open-ended inquiry. Qualitative data were derived from voluntary open-ended responses provided upon completion of a survey regarding school-based physical therapy practice. Of the survey's 561 participants, 250 provided open-ended commentaries that were analyzed using interpretive phenomenology. Six qualitative themes emerged from the open-ended responses, including: In quest: Meeting students' school-based needs via physical therapy; Seeking relatedness: Finding working teams in the school system; Building understanding: Developing a voice/identity in the school context; Stretched beyond limits: Managing workloads; Networking: Coordinating services outside school to meet student needs; Defying definition: What does working in an educational model mean? School-based physical therapists seek to meet educationally relevant physical therapy needs of students, ages 3 to 21 years. Successes appear woven of a multitude of factors such as therapist expertise, team dynamics, and district supports.

  2. Icelandic occupational therapists' attitudes towards educational issues.

    Science.gov (United States)

    Asmundsd ttir, ELIN EBBA; Kaplan, SUSAN

    2001-01-01

    The purpose of this study was to assess the readiness of occupational therapists in Iceland to accept a professional as opposed to a technical view of the profession. Most Icelandic occupational therapists were educated in other countries, with little emphasis on liberal arts, sciences and research. The first Icelandic occupational therapy programme, a university-level programme, was founded in 1997. All Icelandic occupational therapists were surveyed. Eighty-seven questionnaires were sent out and 80 (92%) were returned and used for statistical analysis. The results of the study showed that Icelandic occupational therapists valued academic skills over technical skills, emphasizing occupational therapy theory unique to the profession and research to validate practice. More recognition among other health professionals was considered the most needed change in the profession. The results of the study showed that the clinicians' attitudes confirmed in general what is emphasized in the curriculum and in students' fieldwork. Further research is needed to explore whether the Icelandic occupational therapy profession succeeds in promoting research and recognition by other health professions.

  3. Promoting collaboration and cultural competence for physician assistant and physical therapist students: a cross-cultural decentralized interprofessional education model

    Directory of Open Access Journals (Sweden)

    Kathleen De Oliveira

    2015-05-01

    Full Text Available Purpose: As the United States health care model progresses towards medical teams and the country’s population continues to diversify, the need for health professional education programs to develop and implement culturally specific interprofessional education (IPE becomes increasingly imperative. A wide range of models exists for delivering and implementing IPE in health education, but none have included the cultural components that are vital in educating the health professional. Methods: A cross-cultural decentralized IPE model for physician assistant (PA and physical therapy (PT students was developed. This three-part IPE series was created using an established cultural curricular model and began with the exploration of self, continued with the examination of various dimensions of culture, and concluded with the exploration of the intersection between health and culture. We assessed student satisfaction of the IPE experiences and students’ engagement and attitudes towards IPE using a three-item open-ended questionnaire administered after each cross-cultural activity and the Interprofessional Education Series Survey (IESS upon the completion of the series. Results: IESS responses showed that PA and PT students reported benefits in interprofessional collaboration and cultural awareness and expressed overall satisfaction with the series. Qualitative analysis revealed growth in student response depth consistent with the scaffolded focus of each IPE module in the series. Conclusion: The trends in this three-part series suggest that institutions looking to develop culturally inclusive IPE educational initiatives may have success through a decentralized model mirroring the effective cultural progression focused on addressing exploration of self, examination of various dimensions of culture, and exploration of the intersection between health and culture.

  4. An investigation of how university sports team athletic therapists and physical therapists experience ethical issues.

    Science.gov (United States)

    Riendeau, Catherine; Parent-Houle, Valérie; Lebel-Gabriel, Marie Eve; Gauvin, Patrick; Liu, Le Yu; Pearson, Isabelle; Hunt, Matthew R

    2015-03-01

    Qualitative study using interpretive description methodology. The purpose of this study was to better understand how ethical issues are experienced by university sports team athletic therapists and physical therapists. In clinical practice, sports teams are associated with a range of ethical issues. Issues commonly reported in the literature include confidentiality, return-to-play decisions, conflicts of interest, advertising, doping, and use of local anesthetic. To date, there has been limited examination of how athletic therapists and physical therapists involved with sports teams experience these ethical issues, and limited exploration of how these ethical issues, when encountered, are shaped by therapists' professional roles and responsibilities. Semi-structured interviews were conducted with 11 athletic or physical therapists working with sports teams in 5 Canadian provinces. The data were analyzed inductively, using a recursive approach and constant comparative techniques. Four key themes were developed relating to the participants' experiences of ethical issues: establishing and maintaining professional boundaries, striving for respectful and effective collaboration, seeking answers to ethical concerns, and living with the repercussions of challenging decisions. While many ethical issues reported by participants resemble those faced by sports medicine physicians, they are experienced in distinctive ways, due to differences in professional roles and identities. Issues concerning professional boundaries were also more prominent for the study participants than the literature has reported them to be for sports medicine physicians. Effective communication and enhanced collaboration appear to be key elements in managing these ethical challenges.

  5. What Influences Patient-Therapist Interactions in Musculoskeletal Physical Therapy? Qualitative Systematic Review and Meta-Synthesis.

    Science.gov (United States)

    O'Keeffe, Mary; Cullinane, Paul; Hurley, John; Leahy, Irene; Bunzli, Samantha; O'Sullivan, Peter B; O'Sullivan, Kieran

    2016-05-01

    Musculoskeletal physical therapy involves both specific and nonspecific effects. Nonspecific variables associated with the patient, therapist, and setting may influence clinical outcomes. Recent quantitative research has shown that nonspecific factors, including patient-therapist interactions, can influence treatment outcomes. It remains unclear, however, what factors influence patient-therapist interaction. This qualitative systematic review and meta-synthesis investigated patients' and physical therapists' perceptions of factors that influence patient-therapist interactions. Eleven databases were searched independently. Qualitative studies examining physical therapists' and patients' perceptions of factors that influence patient-therapist interactions in musculoskeletal settings were included. Two reviewers independently selected articles, assessed methodological quality using the Critical Appraisal Skills Programme (CASP), and performed the 3 stages of analysis: extraction of findings, grouping of findings (codes), and abstraction of findings. Thirteen studies were included. Four themes were perceived to influence patient-therapist interactions: (1) physical therapist interpersonal and communication skills (ie, presence of skills such as listening, encouragement, confidence, being empathetic and friendly, and nonverbal communication), (2) physical therapist practical skills (ie, physical therapist expertise and level of training, although the ability to provide good education was considered as important only by patients), (3) individualized patient-centered care (ie, individualizing the treatment to the patient and taking patient's opinions into account), and (4) organizational and environmental factors (ie, time and flexibility with care and appointments). Only studies published in English were included. A mix of interpersonal, clinical, and organizational factors are perceived to influence patient-therapist interactions, although research is needed to identify

  6. The meaning of caring in five experienced physical therapists.

    Science.gov (United States)

    Greenfield, Bruce H

    2006-09-01

    Caring has been identified as a desirable indicator of professional behavior in the physical therapy profession and as a necessary value for good patient care. Yet caring is an elusive concept with multiple meanings. The present aim was to describe the nature of caring in the clinical practice of five experienced physical therapists. Purposive sampling was used to recruit five experienced physical therapists. Each physical therapist underwent a series of in-depth, open-ended interviews that were transcribed and coded for themes based on similarities and differences. The analysis resulted in three themes: ethics of caring, risks and conflicts of caring, and learning to care. The data indicated for four of the five participants that caring constituted an ethics of practice or moral orientation. Their moral orientation influenced moral judgment that was integrated throughout their clinical and ethical decision-making practice. The findings stress the difficulty of caring in a managed care health care environment that results in conflicting demands for physical therapists to care for their patients in a system that increasingly values cost control and profit margin. However, the findings also describe the ultimate rewards associated with the practice of an ethics of caring in physical therapy practice.

  7. Burnout syndrome in physical therapists – Demographic and organizational factors

    Directory of Open Access Journals (Sweden)

    Urszula Pustułka-Piwnik

    2014-08-01

    Full Text Available Background: Professional burnout results from prolonged exposure to chronic, job-related stressors. According to Christina Maslach, professional burnout is a syndrome of emotional exhaustion, depersonalization and reduced personal accomplishment. Literature includes a number of reports on burnout syndrome within health service, but hardly ever do they make any references to physiotherapists. The purpose of this study is assessment of the level of professional burnout in a group of physiotherapists and investigating relationships between the indices of burnout syndrome and selected demographic as well as organizational variables. Material and Methods: The study group consisted of 151 physiotherapists with at least 3 years of experience, employed in various health service outposts in Krakow, Poland. The Maslach Burnout Inventory (MBI was used to measure emotional exhaustion, depersonalization and personal accomplishment. A questionnaire for the description of socio-demographic and work characteristics was used as well. Results: Job burnout among the physiotherapists was manifested by an increased emotional exhaustion and decreased sense of personal achievement. Emotional exhaustion was significantly higher among physical therapists working with adults and employed in hospitals, depersonalization was higher among men, hospital workers and employees with seniority from 15 to 19 years, personal accomplishment was decreased among men and less-educated therapists. Conclusions: The study confirmed that indicators of burnout in physiotherapists are significantly associated with selected demographic and organizational variables. It is necessary to undertake a more exhaustive study of burnout in this group of employees, and implement elements of prevention. Med Pr 2014;65(4:453–462

  8. The entry-level physical therapist: a case for COMFORT communication training.

    Science.gov (United States)

    Goldsmith, Joy; Wittenberg-Lyles, Elaine; Frisby, Brandi N; Platt, Christine Small

    2015-01-01

    Entry-level physical therapists provide clinical care for patients with functional mobility limitations. Their care spans the continuum of settings, disease processes, and diagnoses. Although effective communication skills are required to conduct physical therapy work, there is limited instruction provided in physical therapy education and students receive little exposure to seriously or chronically ill patients. The goal of this study was to assess the effects of communication training for the entry-level physical therapist facing palliative and end-of-life communication with patients/families. A pre-post survey design and narrative writing were used to assess the effect of the COMFORT communication training curriculum provided to doctorally trained, graduating physical therapists. The study demonstrated decreased student apprehension about communicating with dying patients and their families, and a comparison of mean scores reflecting the students' communication knowledge, confidence, and behaviors increased in a positive direction. As students became more willing to communicate, they were also more adept at integrating task and relational messages, as well as assimilating emotional support messages for patients and families. This study shows promise for the feasibility and utilization of the COMFORT curriculum for entry-level physical therapists. Further research should address the integration of COMFORT earlier into physical therapy education, as well as assess evidence of COMFORT communication skills in the clinical context.

  9. THE ROLE OF THE SPORTS PHYSICAL THERAPIST-MARATHON EVENTS

    Science.gov (United States)

    Schuemann, Teresa; Hoogenboom, Barbara J.

    2013-01-01

    The role of the Sports physical therapist (PT) as a part of the sports medical team at marathon-type events varies widely. The PT can assume the role of an emergency medical responder (EMR) whose primary role is the management of the athlete in emergency type situations. The role of the EMR extends beyond the care of the athlete to the care and safety of the spectators. In this role, the PT must be prepared to handle any type of emergency situation, which may occur from medical conditions to acute orthopedic/sports injuries, to medical conditions which may be found in the participants of the race or the spectators. Additional roles of the PT can be in pre-race education, pre-participation screening/physicals, and other concerns by the participant related to injury prevention. Regardless of the role assumed by the PT, prior planning is essential for the safety, security, and maximal performance of the participant and to make the race enjoyable and safe for everyone. Level of Evidence: 5 PMID:24175136

  10. CLINICAL APPLICATIONS OF CRYOTHERAPY AMONG SPORTS PHYSICAL THERAPISTS.

    Science.gov (United States)

    Hawkins, Shawn W; Hawkins, Jeremy R

    2016-02-01

    Therapeutic modalities (TM) are used by sports physical therapists (SPT) but how they are used is unknown. To identify the current clinical use patterns for cryotherapy among SPT. Cross-sectional survey. All members (7283) of the Sports Physical Therapy Section of the APTA were recruited. A scenario-based survey using pre-participation management of an acute or sub-acute ankle sprain was developed. A Select Survey link was distributed via email to participants. Respondents selected a treatment approach based upon options provided. Follow-up questions were asked. The survey was available for two weeks with a follow-up email sent after one week. Question answers were the main outcome measures. Reliability: Cronbach's alpha=>0.9. The SPT response rate = 6.9% (503); responses came from 48 states. Survey results indicated great variability in respondents' approaches to the treatment of an acute and sub-acute ankle sprain. SPT applied cryotherapy with great variability and not always in accordance to the limited research on the TM. Continuing education, application of current research, and additional outcomes based research needs to remain a focus for clinicians. 3.

  11. Prevalence of work-related musculoskeletal disorders among physical therapists

    Directory of Open Access Journals (Sweden)

    Zaheen Iqbal

    2015-08-01

    Full Text Available Background: Health professions like dentistry, nursing and physical therapy have been reported at high risk for developing workrelated musculoskeletal disorders. Results of studies conducted in these occupational groups may help formulate prevention strategies. However, no such data among physical therapists has been reported in India. Material and Methods: We conducted an online survey among 100 physiotherapists in Delhi. Results: The response rate was 75%. The prevalence of work-related musculoskeletal disorders is found to be high since 92% of them reported to feel some pain after joining physical therapy which affects daily activities and even sometimes forces them to change their work. Physical therapists specialty, gender, furniture used in clinic and duration of patient contact are found to be related to the pain development (p < 0.05. Conclusions: We need to emphasize the role of ergonomics and techniques of patient handling in development of work-related pain symptoms. Med Pr 2015;66(4:459–469

  12. SPORTS PHYSICAL THERAPY CURRICULA IN PHYSICAL THERAPIST PROFESSIONAL DEGREE PROGRAMS.

    Science.gov (United States)

    Mulligan, Edward P; DeVahl, Julie

    2017-10-01

    The specialty niche of sports physical therapy has grown at a significant rate over the past 40 years. Despite this growth there is little information or direction from the physical therapy education accreditation body or professional association to guide academic programs on the interest or necessity of this type of practice content in physical therapy professional degree programs. The purpose of this survey study is to report on the prevalence, attitudes, barriers, resources, and faculty expertise in providing required or elective sports physical therapy course work. Cross-sectional descriptive survey. A 57-item questionnaire with branching logic was distributed via a web-based electronic data capture tool to survey all Commission on Accreditation for Physical Therapy Education (CAPTE) accredited and candidate schools in the United States. Response data was analyzed to describe typical educational program profiles, faculty demographics, and correlational factors consistent with the presence or absence of specific sports physical therapy curricular content. Thirty one percent of the schools responded to the survey and the program demographics were consistent with all currently accredited schools in regards to their geography, Carnegie classification, and faculty and student size. Forty three percent of programs offered a required or elective course distinct to the practice of sports physical therapy. Descriptive information regarding the sequencing, curricular make-up, resources, and assessment of content competence is reported. The odds of providing this content nearly doubles for programs that have faculty with sports clinical specialist credentials, accredited sports residency curriculums, or state practice acts that allow sports venue coverage. This survey provides an initial overview of sports physical therapy educational efforts in professional physical therapy degree programs. The data can used to spur further discussion on the necessity, structure, and

  13. Simulation experience enhances physical therapist student confidence in managing a patient in the critical care environment.

    Science.gov (United States)

    Ohtake, Patricia J; Lazarus, Marcilene; Schillo, Rebecca; Rosen, Michael

    2013-02-01

    Rehabilitation of patients in critical care environments improves functional outcomes. This finding has led to increased implementation of intensive care unit (ICU) rehabilitation programs, including early mobility, and an associated increased demand for physical therapists practicing in ICUs. Unfortunately, many physical therapists report being inadequately prepared to work in this high-risk environment. Simulation provides focused, deliberate practice in safe, controlled learning environments and may be a method to initiate academic preparation of physical therapists for ICU practice. The purpose of this study was to examine the effect of participation in simulation-based management of a patient with critical illness in an ICU setting on levels of confidence and satisfaction in physical therapist students. A one-group, pretest-posttest, quasi-experimental design was used. Physical therapist students (N=43) participated in a critical care simulation experience requiring technical (assessing bed mobility and pulmonary status), behavioral (patient and interprofessional communication), and cognitive (recognizing a patient status change and initiating appropriate responses) skill performance. Student confidence and satisfaction were surveyed before and after the simulation experience. Students' confidence in their technical, behavioral, and cognitive skill performance increased from "somewhat confident" to "confident" following the critical care simulation experience. Student satisfaction was highly positive, with strong agreement the simulation experience was valuable, reinforced course content, and was a useful educational tool. Limitations of the study were the small sample from one university and a control group was not included. Incorporating a simulated, interprofessional critical care experience into a required clinical course improved physical therapist student confidence in technical, behavioral, and cognitive performance measures and was associated with high

  14. Prevalence and Risk of Inappropriate Sexual Behavior of Patients Toward Physical Therapist Clinicians and Students in the United States.

    Science.gov (United States)

    Boissonnault, Jill S; Cambier, Ziádee; Hetzel, Scott J; Plack, Margaret M

    2017-11-01

    limitations of this type of survey research. The extremely high prevalence of IPSB among physical therapist professionals warrants practitioner and student education as well as clear workplace policy and support. © 2017 American Physical Therapy Association

  15. Influence of physical therapists' kinesiophobic beliefs on lifting capacity in healthy adults

    NARCIS (Netherlands)

    Jorna-Lakke, Sandra; Soer, Remko; Krijnen, Wim; van der Schans, Cees; Reneman, Michiel; Geertzen, Jan

    2015-01-01

    BACKGROUND: Physical therapists' recommendations to patients to avoid daily physical activity can be influenced by the therapists' kinesiophobic beliefs. Little is known about the amount of influence of a physical therapist's kinesiophobic beliefs on a patient's actual lifting capacity during a

  16. Facilitating Community-Based Exercise for People With Stroke: Cross-Sectional e-Survey of Physical Therapist Practice and Perceived Needs.

    Science.gov (United States)

    Lau, Carrie; Chitussi, Danielle; Elliot, Sarah; Giannone, Jennifer; McMahon, Mary-Katherine; Sibley, Kathryn M; Tee, Alda; Matthews, Julie; Salbach, Nancy M

    2016-04-01

    Educating people with stroke about community-based exercise programs (CBEPs) is a recommended practice that physical therapists are well positioned to implement. The aim of this study was to evaluate the provision of education about CBEPs to people with stroke, barriers to providing education, and preferences for resources to facilitate education among physical therapists in neurological practice. A cross-sectional e-survey of physical therapists treating adults with stroke in Ontario, Canada, was conducted. A link to the questionnaire was emailed to physical therapists in a provincial stroke network, a provincial physical therapy association, and on hospital and previous research lists. Responses from 186 physical therapists were analyzed. The percentage of respondents who reported providing CBEP education was 84.4%. Only 36.6% reported typically providing education to ≥7 out of 10 patients with stroke. Physical (90.5%) and preventative (84.6%) health benefits of exercise were most frequently discussed. Therapists reported most commonly delivering education at discharge (73.7%). Most frequently cited barriers to educating patients were a perceived lack of suitable programs (53.2%) and a lack of awareness of local CBEPs (23.8%). Lists of CBEPs (94.1%) or brochures (94.1%) were considered to be facilitators. The percentage of physical therapists providing CBEP education varied across acute, rehabilitation, and public outpatient settings. The percentage of physical therapists providing education may have been overestimated if respondents who deliver CBEP education were more likely to participate and if participants answered in a socially desirable way. Even though a high proportion of physical therapists provide CBEP education, education is not consistently delivered to the majority of patients poststroke. Although a CBEP list or brochure would facilitate education regarding existing CBEPs, efforts to implement CBEPs are needed to help overcome the lack of suitable

  17. Clinical reasoning of Filipino physical therapists: Experiences in a developing nation.

    Science.gov (United States)

    Rotor, Esmerita R; Capio, Catherine M

    2018-03-01

    Clinical reasoning is essential for physical therapists to engage in the process of client care, and has been known to contribute to professional development. The literature on clinical reasoning and experiences have been based on studies from Western and developed nations, from which multiple influencing factors have been found. A developing nation, the Philippines, has distinct social, economic, political, and cultural circumstances. Using a phenomenological approach, this study explored experiences of Filipino physical therapists on clinical reasoning. Ten therapists working in three settings: 1) hospital; 2) outpatient clinic; and 3) home health were interviewed. Major findings were: a prescription-based referral system limited clinical reasoning; procedural reasoning was a commonly experienced strategy while diagnostic and predictive reasoning were limited; factors that influenced clinical reasoning included practice setting and the professional relationship with the referring physician. Physical therapists' responses suggested a lack of autonomy in practice that appeared to stifle clinical reasoning. Based on our findings, we recommend that the current regulations governing PT practice in the Philippines may be updated, and encourage educators to strengthen teaching approaches and strategies that support clinical reasoning. These recommendations are consistent with the global trend toward autonomous practice.

  18. Factors associated with physical therapists' implementation of physical activity interventions in The Netherlands.

    Science.gov (United States)

    Huijg, Johanna M; Dusseldorp, Elise; Gebhardt, Winifred A; Verheijden, Marieke W; van der Zouwe, Nicolette; Middelkoop, Barend J C; Duijzer, Geerke; Crone, Mathilde R

    2015-04-01

    Physical therapists play an important role in the promotion of physical activity (PA) and the effectiveness of PA interventions. However, little is known about the extent to which they implement PA interventions following the intervention protocol and about the factors influencing their implementation behaviors. The study objective was to investigate physical therapists' implementation fidelity regarding PA interventions, including completeness and quality of delivery, and influencing factors with a Theoretical Domains Framework-based questionnaire. The study was based on a cross-sectional design. A total of 268 physical therapists completed the Determinants of Implementation Behavior Questionnaire. Questions about completeness and quality of delivery were based on components and tasks of PA interventions as described by the Royal Dutch Society for Physical Therapy. Multilevel regression analyses were used to identify factors associated with completeness and quality of delivery. High implementation fidelity was found for the physical therapists, with higher scores for completeness of delivery than for quality of delivery. Physical therapists' knowledge, skills, beliefs about capabilities and consequences, positive emotions, behavioral regulation, and the automaticity of PA intervention delivery were the most important predictors of implementation fidelity. Together, the Theoretical Domains Framework accounted for 23% of the variance in both total completeness and total quality scores. The cross-sectional design precluded the determination of causal relationships. Also, the use of a self-report measure to assess implementation fidelity could have led to socially desirable responses, possibly resulting in more favorable ratings for completeness and quality. This study enhances the understanding of how physical therapists implement PA interventions and which factors influence their behaviors. Knowledge about these factors may assist in the development of strategies to

  19. Promoting collaboration and cultural competence for physician assistant and physical therapist students: A cross-cultural decentralized interprofessional education (IPE) model.

    Science.gov (United States)

    Oliveira, Kathleen De; North, Sara; Beck, Barbra; Hopp, Jane

    2015-01-01

    As the United States health care model progresses towards medical teams and the country's population continues to diversify, the need for health professional education programs to develop and implement culturally specific interprofessional education (IPE) becomes increasingly imperative. A wide range of models exists for delivering and implementing IPE in health education, but none have included the cultural components that are vital in educating the health professional. A cross-cultural decentralized IPE model for physician assistant (PA) and physical therapy (PT) students was developed. This three-part IPE series was created using an established cultural curricular model and began with the exploration of self, continued with the examination of various dimensions of culture, and concluded with the exploration of the intersection between health and culture. We assessed student satisfaction of the IPE experiences and students' engagement and attitudes towards IPE using a three-item open-ended questionnaire administered after each cross-cultural activity and the Interprofessional Education Series Survey (IESS) upon the completion of the series. IESS responses showed that PA and PT students reported benefits in interprofessional collaboration and cultural awareness and expressed overall satisfaction with the series. Qualitative analysis revealed growth in student response depth consistent with the scaffolded focus of each IPE module in the series. The trends in this three-part series suggest that institutions looking to develop culturally inclusive IPE educational initiatives may have success through a decentralized model mirroring the effective cultural progression focused on addressing exploration of self, examination of various dimensions of culture, and exploration of the intersection between health and culture.

  20. Is there an agreement among the items of the Korean physical therapist licensing examination, learning objectives of class subjects, and physical therapists' job descriptions?

    Science.gov (United States)

    Kang, Min-Hyeok; Kwon, Oh-Yun; Kim, Yong-Wook; Kim, Ji-Won; Kim, Tae-Ho; Oh, Tae-Young; Weon, Jong-Hyuk; Lee, Tae-Sik; Oh, Jae-Seop

    2016-01-01

    To determine the agreement among the items of the Korean physical therapist licensing examination, learning objectives of class subjects, and physical therapists' job descriptions. The main tasks of physical therapists were classified, and university courses related to the main tasks were also classified. Frequency analysis was used to determine the proportions of credits for the classified courses out of the total credits of major subjects, exam items related to the classified courses out of the total number of exam items, and universities that offer courses related to the Korean physical therapist licensing examination among the surveyed universities. The proportions of credits for clinical decision making and physical therapy diagnosis-related courses out of the total number credits for major subjects at universities were relatively low (2.06% and 2.58%, respectively). Although the main tasks of physical therapists are related to diagnosis and evaluation, the proportion of physiotherapy intervention-related items (35%) was higher than that of examination and evaluation-related items (25%) on the Korean physical therapist licensing examination. The percentages of universities that offer physical therapy diagnosis and clinical decision making-related courses were 58.62% and 68.97%, respectively. Both the proportion of physiotherapy diagnosis and evaluation-related items on the Korean physical therapist licensing examination, and the number of subjects related to clinical decision making and physical therapy diagnosis in the physical therapy curriculum, should be increased to ensure that the examination items and physical therapy curriculum reflect the practical tasks of physical therapists.

  1. The Role of Occupational Therapists and Physical Therapists in Elementary School System Early Intervening Services and Response to Intervention: A Case Report

    Science.gov (United States)

    Reeder, Deborah L.; Arnold, Sandra H.; Jeffries, Lynn M.; McEwen, Irene R.

    2011-01-01

    The Individuals with Disabilities Improvement Act and No Child Left Behind Act broadened the roles of occupational therapists (OTs) and physical therapists (PTs) to include therapist participation in early intervening services including response to intervention (RTI). This case report describes one school district's inclusion of OT and PT in the…

  2. Attitudes About Cognitive Screening: A Survey of Home Care Physical Therapists.

    Science.gov (United States)

    Miles, Jean D; Staples, William H; Lee, Daniel J

    2018-02-14

    Home care physical therapists (PTs) are inconsistent regarding cognitive screening, possibly because screening tools were traditionally considered the domain of other home care disciplines, or because therapists perceive their dementia training to be inadequate. A cross sectional study was designed to survey home care therapists' attitudes and beliefs about the management of persons with dementia and to find out whether any specific cognitive tools or measures are currently used. A 5-point Likert-type survey was administered to home care PTs via an online survey. Three state home care associations and individual home care agencies agreed to share the survey link. The survey was also made available to American Physical Therapy Association members through the Home Health and Geriatric Section listservs. Two hundred fifty-one PTs opened the survey and 233 completed the survey. Respondents included 180 females and 53 males. Seventy-four had a bachelor's degree (BS), 53 held a master's degree (MS), 104 had achieved a doctor of physical therapy (DPT) or doctor of philosophy (PhD) degree, and 2 did not provide this information. Significant differences were found between those with the highest doctoral degrees and those with master's or bachelor's degrees (P = .01) regarding whether they were qualified to screen (strongly agree, agree) for cognitive deficits. Therapists with the highest degrees also attended continuing education for dementia training more than those with less formal education (P = .042.) Gender differences were found in 2 questions regarding positive outcomes (P = .010 and .42); for both questions, males were more likely to believe that dementia has a negative impact. Eighty-seven percent indicated that PTs are qualified (strongly agree, agree), but only 53% said that they possess the necessary skills (strongly agree, agree) to perform cognitive screens. Specialty certification revealed significant differences in several of the questions. No significance

  3. Identifying barriers to remaining physically active after rehabilitation: differences in perception between physical therapists and older adult patients.

    Science.gov (United States)

    Zalewski, Kathryn; Alt, Carlynn; Arvinen-Barrow, Monna

    2014-06-01

    Cross-sectional study. To describe readiness for change and barriers to physical activity in older adults and to contrast perceptions of physical therapists and patients using the Barriers to Being Active Quiz. Regular physical activity is vital to recovery after discharge from physical therapy. Physical therapists are positioned to support change in physical activity habits for those transitioning to home care. Understanding of readiness for change and barriers to physical activity could optimize recovery. Thirteen physical therapists enrolled in the study and invited patients who met the inclusion criteria to enroll (79 patients enrolled). The physical therapists provided the ICD-9 code, the physical therapist diagnosis, and completed the Barriers to Being Active Quiz as they perceived their patients would. The enrolled patients provided demographics and filled out the Satisfaction With Life Scale, the stages-of-change scale for physical activity, and the Barriers to Being Active Quiz. Patients were predominantly in the early stages of readiness for change. Both patients and physical therapists identified lack of willpower as the primary barrier to physical activity. Patients identified lack of willpower and social influence as critical barriers more often than physical therapists, whereas physical therapists identified fear of injury and lack of time more often than their patients did. Differences between physical therapists and their patients were noted for fear of injury (z = 2.66, P = .008) and lack of time (z = 3.46, P = .001). The stage of change for physical activity impacted perception of social influence (χ2 = 9.64, Pbarriers to physical activity may allow physical therapists to better tailor intervention strategies to impact physical activity behavior change.

  4. The revised APTA code of ethics for the physical therapist and standards of ethical conduct for the physical therapist assistant: theory, purpose, process, and significance.

    Science.gov (United States)

    Swisher, Laura Lee; Hiller, Peggy

    2010-05-01

    In June 2009, the House of Delegates (HOD) of the American Physical Therapy Association (APTA) passed a major revision of the APTA Code of Ethics for physical therapists and the Standards of Ethical Conduct for the Physical Therapist Assistant. The revised documents will be effective July 1, 2010. The purposes of this article are: (1) to provide a historical, professional, and theoretical context for this important revision; (2) to describe the 4-year revision process; (3) to examine major features of the documents; and (4) to discuss the significance of the revisions from the perspective of the maturation of physical therapy as a doctoring profession. PROCESS OF REVISION: The process for revision is delineated within the context of history and the Bylaws of APTA. FORMAT, STRUCTURE, AND CONTENT OF REVISED CORE ETHICS DOCUMENTS: The revised documents represent a significant change in format, level of detail, and scope of application. Previous APTA Codes of Ethics and Standards of Ethical Conduct for the Physical Therapist Assistant have delineated very broad general principles, with specific obligations spelled out in the Ethics and Judicial Committee's Guide for Professional Conduct and Guide for Conduct of the Physical Therapist Assistant. In contrast to the current documents, the revised documents address all 5 roles of the physical therapist, delineate ethical obligations in organizational and business contexts, and align with the tenets of Vision 2020. The significance of this revision is discussed within historical parameters, the implications for physical therapists and physical therapist assistants, the maturation of the profession, societal accountability and moral community, potential regulatory implications, and the inclusive and deliberative process of moral dialogue by which changes were developed, revised, and approved.

  5. Physical Therapy for Metabolic Syndrome Prevention in Workers: Novel Role of Physical Therapist.

    Science.gov (United States)

    Satoh, Tomonori; Nemoto, Yuki; Utumi, Takako; Munakata, Masanori

    2016-01-01

    In Japan, physical therapists have usually been involved in physical therapy for patients with functional disorders associated with cerebrovascular or orthopedic diseases in hospitals. With the aging of Japanese society, the number of diseased people will progressively increase; thus, it is important to pay much more attention to disease prevention. In this regard, physical therapists are expected to play a new role in the field of preventive medicine. Metabolic syndrome or central obesity with multiple cardiometabolic risks is associated with a high risk of type 2 diabetes or cardiovascular diseases and is now a central target for early detection and intervention for disease prevention. The incidence of metabolic syndrome increases with age, and men showed a higher incidence of metabolic syndrome than women in all generations. We have been involved in the guidance of workers with metabolic syndrome for a long time, and we conducted a multicenter study to establish effective guidance for these worker. In this paper, we will use our evidence to discuss the role of physical therapists in providing guidance for preventing metabolic syndrome. We are now conducting worksite supporting exercise intervention for workers who were resistant to conventional lifestyle guidance. In addition, the unique role of physical therapists in this new trial will be introduced.

  6. Analysis of the profile, areas of action and abilities of Brazilian sports physical therapists working with soccer and volleyball.

    Science.gov (United States)

    Silva, Anderson A; Bittencourt, Natália F N; Mendonça, Luciana M; Tirado, Marcella G; Sampaio, Rosana F; Fonseca, Sérgio T

    2011-01-01

    To analyze the profile of Brazilian physical therapists working with soccer and volleyball professional teams, by verifying their level of education (graduate or undergraduate), as well as their role and insertion within the interdisciplinary team. Structured questionnaires were administered to forty-nine physical therapists working at soccer, volleyball clubs and Brazilian national teams. These questionnaires provided data on social demographic, characteristics of the work environment and organization of clinical practice and its domains. From the 49 participants in this study only five were female. Mean age of all participants was 32.2 years. The majority of the sports physical therapists had specialization degrees in different areas (78.2%), were hired through referral (78.2%), worked more than 8 hours a day or were exclusively dedicated to their clubs (80.0%) and earned seven to ten Brazilian minimal wages (58.2%). They reported to have participation in the domains of emergency care (87.3%), prevention (92.7%), functional rehabilitation (98.2%) and return to competition (100%). They had interdisciplinary relationships with physical educators during functional rehabilitation programs (70.9%) and with physicians in the decision process of return to activity after rehabilitation (74.5%) and on the veto of an athlete to take part in practices or matches (63.6%). Therapists also complained of threats to their professional autonomy, specially directed by the team's physician. There is still a need to invest in continuing education of sports physical therapists with the objective to improve their educational level and to strengthen their professional autonomy.

  7. The first year of practice: an investigation of the professional learning and development of promising novice physical therapists.

    Science.gov (United States)

    Black, Lisa L; Jensen, Gail M; Mostrom, Elizabeth; Perkins, Jan; Ritzline, Pamela D; Hayward, Lorna; Blackmer, Betsy

    2010-12-01

    The goal in studying expertise is not merely to describe ways in which experts excel but also to understand how experts develop in order to better facilitate the development of novices. The study of novice progression helps us to understand what successful versus unsuccessful learning looks like. This understanding is critical, as autonomous practice places increased demands for advanced clinical judgments and the ability to assume professional responsibilities. The purpose of this study was to explore the experiences, learning, and development of promising novice therapists throughout their first year of practice in the United States. A longitudinal, multiple-site qualitative case study method was used for within-case and across-case analysis. A purposive sample of 11 promising new graduates from 4 physical therapist education programs participated. Investigators followed the graduates throughout their first year of practice. Data sources included: (1) semistructured interviews conducted at baseline and every 3 months thereafter for 1 year, (2) reflective journals completed at regular intervals, and (3) review of academic and clinical education records and résumés. Four themes emerged: (1) the clinical environment influenced the novice physical therapists' performance, (2) participants learned through experience and social interaction and learning was primarily directed toward self, (3) growing confidence was directly related to developing communication skills, and (4) therapists were engaged in professional identity formation and role transitions. The findings suggest there are common experiences and themes that emerge as novice physical therapists develop. Although research has been conducted on expertise in physical therapy, few longitudinal investigations have explored the development of therapists across transitions from graduate to novice to expert practitioner. This study explored and described the learning and development of graduates during their first

  8. Can a Community of Practice Improve Physical Therapists' Self-Perceived Practice in Developmental Coordination Disorder?

    Science.gov (United States)

    Camden, Chantal; Rivard, Lisa M; Hurtubise, Karen; Héguy, Léa; Berbari, Jade

    2017-07-01

    Communities of practice (CoPs) are useful knowledge translation (KT) strategies, but little is known about their impact on physical therapists' self-perceived practice. The impact of a CoP on physical therapists' self-perceived practice was evaluated, and factors influencing changes in self-perceived knowledge, skills, and practice related to developmental coordination disorder (DCD) were explored. An explanatory sequential mixed-methods design was used, guided by the Theory of Reasoned Action and Theory of Planned Behavior. Physical therapists participated in a DCD physical therapist CoP, which included 2 full-day, face-to-face workshops, with access to a 5-month online forum between the workshops, and completed questionnaires at 3 time-points: before the first workshop, before accessing the online forum, and following the second workshop. Measures completed before and after the CoP included closed-ended questions providing global scores on therapists' self-perceived knowledge, skills, and practice. Physical therapists' sociodemographic characteristics, information-seeking style, use of the online forum, and behavioral change goals were also collected. Paired t-tests, ANCOVAs, and linear regression models were used to analyze the data. Forty-one physical therapists completed all questionnaires. Their self-perceived knowledge, skills, and practice change scores were significantly higher (+0.47, +1.23, and +2.61, respectively; P behavioral changes influence patient outcomes. © 2017 American Physical Therapy Association

  9. Identifying patient fear-avoidance beliefs by physical therapists managing patients with low back pain.

    Science.gov (United States)

    Calley, Darren Q; Jackson, Steven; Collins, Heather; George, Steven Z

    2010-12-01

    Cross-sectional. To evaluate the accuracy with which physical therapists identify fear-avoidance beliefs in patients with low back pain by comparing therapist ratings of perceived patient fear-avoidance to the Fear-Avoidance Beliefs Questionnaire (FABQ), Tampa Scale of Kinesiophobia 11-item (TSK-11), and Pain Catastrophizing Scale (PCS). To compare the concurrent validity of therapist ratings of perceived patient fear-avoidance and a 2-item questionnaire on fear of physical activity and harm, with clinical measures of fear-avoidance (FABQ, TSK-11, PCS), pain intensity as assessed with a numeric pain rating scale (NPRS), and disability as assessed with the Oswestry Disability Questionnaire (ODQ). The need to consider psychosocial factors for identifying patients at risk for disability and chronic low back pain has been well documented. Yet the ability of physical therapists to identify fear-avoidance beliefs using direct observation has not been studied. Eight physical therapists and 80 patients with low back pain from 3 physical therapy clinics participated in the study. Patients completed the FABQ, TSK-11, PCS, ODQ, NPRS, and a dichotomous 2-item fear-avoidance screening questionnaire. Following the initial evaluation, physical therapists rated perceived patient fear-avoidance on a 0-to-10 scale and recorded 2 influences on their ratings. Spearman correlation and independent t tests determined the level of association of therapist 0-to-10 ratings and 2-item screening with fear-avoidance and clinical measures. Therapist ratings of perceived patient fear-avoidance had fair to moderate interrater reliability (ICC2,1 = 0.663). Therapist ratings did not strongly correlate with FABQ or TSK-11 scores. Instead, they unexpectedly had stronger associations with ODQ and PCS scores. Both 2-item screening questions were associated with FABQ-physical activity scores, while the fear of physical activity question was also associated with FABQ-work, TSK-11, PCS, and ODQ scores

  10. How Do Physical Therapists Treat People with Knee Osteoarthritis, and What Drives Their Clinical Decisions? A Population-Based Cross-Sectional Survey

    Science.gov (United States)

    Vieira, Edgar Ramos; Gadotti, Inae Caroline; Colosi, Conner; Rylak, James; Wylie, Travis; Armijo-Olivo, Susan

    2017-01-01

    Purpose: It is unclear how physical therapists in Florida currently treat people with knee osteoarthritis and whether current best evidence is used in clinical decision making. Methods: We conducted a survey of physical therapists in Florida. We assessed the perceived effectiveness and actual use of physical therapy (PT) interventions and quantified the association between the actual use of interventions and different characteristics of physical therapists. Results: A total of 413 physical therapists completed the survey. Most respondents perceived therapeutic exercise (94%) and education (93%) as being effective or very effective. Interventions least perceived as effective or very effective were electrotherapy (28%), wedged insole (20%), and ultrasound (19%). Physical therapists who followed the principles of evidence-based practice were more likely to use therapeutic exercise (OR 3.89; 95% CI: 1.21, 12.54) and education (OR 3.63; 95% CI: 1.40, 9.43) and less likely to use ultrasound (OR 0.32; 95% CI: 0.16, 0.63) and electrotherapy (OR 0.32; 95% CI: 0.17, 0.58). Results also indicated that older physical therapists were more likely to use ultrasound (OR 3.57; 95% CI: 1.60, 7.96), electrotherapy (OR 2.53; 95% CI: 1.17, 5.47), kinesiology tape (OR 3.82; 95% CI: 1.59, 9.18), and ice (OR 1.95; 95% CI: 1.02, 3.73). Conclusions: In line with clinical guidelines, most physical therapists use therapeutic exercise and education to treat people with knee osteoarthritis. However, interventions that lack scientific support, such as electrotherapy and ultrasound, are still used. A modifiable therapist characteristic, adherence to evidence-based practice, is positively associated with the use of interventions supported by scientific evidence. PMID:28154442

  11. "They put you on your toes": Physical Therapists' Perceived Benefits from and Barriers to Supervising Students in the Clinical Setting.

    Science.gov (United States)

    Davies, Robyn; Hanna, Elizabeth; Cott, Cheryl

    2011-01-01

    To identify the perceived benefits of and barriers to clinical supervision of physical therapy (PT) students. In this qualitative descriptive study, three focus groups and six key-informant interviews were conducted with clinical physical therapists or administrators working in acute care, orthopaedic rehabilitation, or complex continuing care. Data were coded and analyzed for common ideas using a constant comparison approach. Perceived barriers to supervising students tended to be extrinsic: time and space constraints, challenging or difficult students, and decreased autonomy or flexibility for the clinical physical therapists. Benefits tended to be intrinsic: teaching provided personal gratification by promoting reflective practice and exposing clinical educators to current knowledge. The culture of different health care institutions was an important factor in therapists' perceptions of student supervision. Despite different disciplines and models of supervision, there is considerable synchronicity in the issues reported by physical therapists and other disciplines. Embedding the value of clinical teaching in the institution, along with strong communication links among academic partners, institutions, and potential clinical faculty, may mitigate barriers and increase the commitment and satisfaction of teaching staff.

  12. Perception and use of balance measures for stroke patients among physical therapists in South Korea

    OpenAIRE

    Jang, Ho Young; Kim, You Lim; Lee, Suk Min

    2017-01-01

    [Purpose] The purpose of this study looked into physical therapists? perception and use of balance measures for stroke patients. [Subjects and Methods] Three hundred eighty two physical therapists who understood the purpose of this study, agreed on their participation in this study, were treating or treated stroke patients. A Cross-sectional study based on self-administered questionnaire that had a total of 41 questions was performed in South Korea. 382 questionnaires were used for analysis. ...

  13. University Vocal Training and Vocal Health of Music Educators and Music Therapists

    Science.gov (United States)

    Baker, Vicki D.; Cohen, Nicki

    2017-01-01

    The purpose of this study was to describe the university vocal training and vocal health of music educators and music therapists. The participants (N = 426), music educators (n = 351) and music therapists (n = 75), completed a survey addressing demographics, vocal training, voice usage, and vocal health. Both groups reported singing at least 50%…

  14. Physical therapists familiarity and beliefs about health services utilization and health seeking behaviour.

    Science.gov (United States)

    Clewley, Derek; Rhon, Dan; Flynn, Tim; Koppenhaver, Shane; Cook, Chad

    2018-02-21

    Physical therapists' familiarity, perceptions, and beliefs about health services utilization and health seeking behaviour have not been previously assessed. The purposes of this study were to identify physical therapists' characteristics related to familiarity of health services utilization and health seeking behaviour, and to assess what health seeking behaviour factors providers felt were related to health services utilization. We administered a survey based on the Andersen behavioural model of health services utilization to physical therapists using social media campaigns and email between March and June of 2017. In addition to descriptive statistics, we performed binomial logistic regression analysis. We asked respondents to rate familiarity with health services utilization and health seeking behaviour and collected additional characteristic variables. Physical therapists are more familiar with health services utilization than health seeking behaviour. Those who are familiar with either construct tend to be those who assess for health services utilization, use health services utilization for a prognosis, and believe that health seeking behaviour is measurable. Physical therapists rated need and enabling factors as having more influence on health services utilization than predisposing and health belief factors. Physical therapists are generally familiar with health services utilization and health seeking behaviour; however, there appears to be a disconnect between what is familiar, what is perceived to be important, and what can be assessed for both health services utilization and health seeking behaviour. Copyright © 2018 Associação Brasileira de Pesquisa e Pós-Graduação em Fisioterapia. All rights reserved.

  15. Physical therapists' perceptions of sexual boundaries in clinical practice in the United States.

    Science.gov (United States)

    Roush, Susan E; Cox, Kenneth; Garlick, John; Kane, Molly; Marchand, Lauren

    2015-07-01

    Physical therapists' perceptions of sexual boundaries in clinic settings in the United States have not been studied. Given the magnitude of potential consequences of sexual boundary violations, examination of this topic is imperative. The purpose of this study was to describe the perceptions of sexual boundaries among licensed physical therapists in the United States. Licensed physical therapists from Arkansas, Kansas, Maine, Ohio, and Oregon were contacted by email and asked to complete a sexual boundaries questionnaire via Survey Monkey™; 967 surveys (7.3%) were returned. While most physical therapists practice within the profession's Code of Ethics, there are practitioners who date current and former patients, and condone patients' sexual banter in the clinic. Almost half (42%) of the participants acknowledged feeling sexually attracted to a patient. While gender differences were seen throughout the analyses, generally, the demographic and professional variables did not account for meaningful variance. Results were similar to previous research on physiotherapists in other countries. Sexuality is part of the physical therapy practice environment and physical therapists' understanding of sexual boundaries is ambiguous. These data can inform professional conversation on sexual boundaries in physical therapy practice leading to greater understanding and decreased potential for violations.

  16. A comparison of work-related physical activity levels between inpatient and outpatient physical therapists: an observational cohort trial.

    Science.gov (United States)

    Brewer, Wayne; Ogbazi, Raluchukwu; Ohl, Devan; Daniels, Jeffry; Ortiz, Alexis

    2016-06-16

    Physical therapists (PTs) work in a variety of healthcare settings with varied levels of physical activity demands placed on them. The purpose of this study is to compare the physical activity (PA) levels between PTs in inpatient versus outpatient environments for one work week using a cross-sectional design. Sixty-one PTs (30 inpatient, 31 outpatient) wore a tri-axial accelerometer and inclinometer for one work-week. The number steps-per-day, PA intensities, energy expenditures and postural positions adopted during the work day were recorded. Significantly longer amounts of time spent sitting was found for inpatient PTs regardless of the significantly higher number of steps-per-day. Outpatient PTs had a higher number of breaks from sedentary activity with those breaks being longer than the inpatient PTs. The percentage of time spent performing moderate-vigorous PA approached significance implying more time was spent performing these types of activities for outpatient PTs. The energy expenditures between the two groups of PTs were not different. This study compared the differences in physical activity levels between physical therapists who worked at inpatient versus outpatient environment as little is known about their activity levels. Inpatient physical therapists took more steps per day than outpatient physical therapists but the outpatient physical therapists were less sedentary and took more frequent and longer breaks from sedentary activities. The energy expenditures were similar between both types of therapists and this may be reflective of the gender and bodyweight differences between the groups that equalizes the energy expenditures. The findings of this study suggests that there are differences in the physical activity demands between inpatient and outpatient physical therapists. The results of this study may serve dual purposes: (1) employers may be able to more accurately describe the expected physical activity demands to future employees; (2

  17. The knowledge of family health team on the action of physical therapist in primary care

    Directory of Open Access Journals (Sweden)

    Greicimar de Oliveira

    2011-12-01

    Full Text Available Objective: To evaluate the knowledge of health team from Basic Health Units in the city of Coari-AM, Brazil, on the action of physical therapist in primary care. Methods: A quantitative,exploratory and descriptive study, like a field survey conducted in 11 primary care units in Coari, Amazonas state. The data were collected through a questionnaire comprising closed questions regarding the action of physical therapist in primary care. 76 professionals joinedin the survey by category: (05 physicians, (10 nurses, (08 nursing technicians and (53 community health workers. Results: 61.64% (n = 45 of the professionals working in the family health team reported knowing the action of physical therapist in primary care; 79.45%(n = 58 referred it in secondary level and 69.86% (n = 51 at the tertiary level of health care. Conclusion: This work showed some knowledge of professionals on the professional action of physical therapists in primary care; however, the knowledge for this level presents itself disadvantaged in relation to other levels of health care. We demonstrated that a share of professionals presented difficulties to consider the possibility of physiotherapeuticintervention in diseases mostly worked in primary care, but the reference to the viability of action of physical therapist for different publics was satisfactory. This conclusion does notexhaust the possibility of discussing the proposed theme.

  18. The Role of Physical Therapists in Living Environment Maintenance of the Home-bound Elderly Disabled.

    Science.gov (United States)

    Takemasa, Seiichi; Abe, Yoko; Nagao, Toru; Murakami, Masahito; Koeda, Hideki; Naruse, Susumu; Gotou, Makoto; Uesugi, Masayuki; Inoue, Yuri; Nanba, Yoshihumi

    2013-07-01

    [Purpose] This study explored the roles of physical therapists (PTs) in living environment maintenance, which is essential for living securely and stably at home, and examines how physical therapists can fulfill these roles more efficiently and effectively. [Subjects and Methods] A questionnaire on living environment maintenance was given to PTs working at randomly selected hospitals, health care facilities for the elderly requiring long-term care, home-visit nursing stations, and other such facilities and directly providing physical therapy to the home-bound elderly disabled. The subjects of the study were 77 PTs who returned valid responses. [Results] For awareness of systems for living environment maintenance, PTs were more aware of the system based on the Long-Term Care (LTC) Insurance Act than the system based on the Act on Welfare for the Home-Bound Elderly Disabled. PTs who have worked at two or more types of medical, welfare, and intermediate institutions were more aware of such systems than PTs who have worked at only one type. For PTs handling living environment maintenance for the home-bound elderly disabled, approximately 80% of respondents answered that they have handled some living environment maintenance, and PTs with longer clinical experience have handled more living environment maintenance cases. [Conclusion] The results demonstrated that PTs understand their living environment maintenance work well and handle the work. The results, however, also suggested that educational and operational improvements are urgently required for PTs handling living environment maintenance essential for the lives of the home-bound elderly disabled.

  19. A qualitative study of barriers to the implementation of a rheumatoid arthritis guideline among generalist and specialist physical therapists.

    Science.gov (United States)

    van Bodegom-Vos, Leti; Verhoef, John; Dickmann, Margot; Kleijn, Marjon; van Vliet, Ingrid; Hurkmans, Emalie; van der Wees, Philip; Vliet Vlieland, Thea

    2012-10-01

    Although the increasing complexity and expansion of the body of knowledge in physical therapy have led to specialized practice areas to provide better patient care, the impact of specialization on guideline implementation has been scarcely studied. Objectives The objective of this study was to identify the similarities and differences in barriers to the implementation of a Dutch rheumatoid arthritis (RA) guideline by generalist and specialist physical therapists. Design This observational study consisted of 4 focus group interviews in which 24 physical therapists (13 generalist and 11 specialist physical therapists) participated. Physical therapists were asked to discuss barriers to the implementation of the RA guideline. Data were analyzed qualitatively using a directed approach to content analysis. Both the interviews and the interview analysis were informed by a previously developed conceptual framework. Besides a number of similarities (eg, lack of time), the present study showed important, although subtle, differences in barriers to the implementation of the RA guideline between generalist physical therapists and specialist physical therapists. Generalist physical therapists more frequently reported difficulties in interpreting the guideline (cognitive barriers) and had less favorable opinions about the guideline (affective barriers) than specialist physical therapists. Specialist physical therapists were hampered by external barriers that are outside the scope of generalist physical therapists, such as a lack of agreement about the roles and responsibilities of medical professionals involved in the care of the same patient. The identified differences in barriers to the implementation of the RA guideline indicated that the effectiveness of implementation strategies could be improved by tailoring them to the level of specialization of physical therapists. However, it is expected that tailoring implementation strategies to barriers that hamper both generalist

  20. Virtual Reality and Active Videogame-Based Practice, Learning Needs, and Preferences: A Cross-Canada Survey of Physical Therapists and Occupational Therapists.

    Science.gov (United States)

    Levac, Danielle; Glegg, Stephanie; Colquhoun, Heather; Miller, Patricia; Noubary, Farzad

    2017-08-01

    Describe the clinical use of virtual reality (VR)/active videogaming (AVG) by physical therapists (PTs) and occupational therapists (OTs) in Canada, identify usage barriers and facilitators, evaluate factors that predict intention to use VR/AVGs, and determine therapists' learning needs. Cross-sectional survey. Online survey of therapists in Canada who were members of 1 of 26 professional PT or OT colleges or associations using the Assessing Determinants Of Prospective Take-up of Virtual Reality (ADOPT-VR2) Instrument. We received 1071 (506 PTs, 562 OTs, 3 dual-trained) responses. Forty-six percent had clinical VR/AVG experience; only 12% reported current use, with the Wii being the most clinically accessible (41%) system. Therapists used VR/AVGs primarily in rehabilitation (32%) and hospital (29%) settings, preferentially targeting balance (39.3%) and physical activity (19.8%) outcomes. Stroke (25.8%), brain injury (15.3%), musculoskeletal (14.9%), and cerebral palsy (10.5%) populations were most frequently treated. Therapists with VR/AVG experience rated all ADOPT-VR2 constructs more highly than did those without experience (P < 0.001). Factors predictive of intention to use VR included the technology's perceived usefulness and therapist self-efficacy in VR/AVG use (P < 0.001). Highest-rated barriers to VR/AVG use were lack of funds, space, time, support staff, and appropriate clients, whereas facilitators included client motivation, therapist knowledge, and management support. Most (76%) respondents were interested in learning more. Understanding use, predictors of use, and learning needs is essential for developing knowledge translation initiatives to support clinical integration of VR/AVGs. Results of this first national survey will inform the creation of resources to support therapists in this field.

  1. Effect of Physical Attractiveness on Therapists' Initial Judgments of a Person's Self-concept

    Science.gov (United States)

    Hobfoll, Stevan E.; Penner, Louis A.

    1978-01-01

    Investigated effect of a person's physical attractiveness on a therapist's initial judgment of that person's self-concept. Videotapes and audiotapes were made of interviews with attractive and unattractive males and females. Physically attractive persons of both sexes were rated as having better self-concepts than unattractive persons. (Author)

  2. Professionalism in Physician Assistant, Physical Therapist, Occupational Therapist, Clinical Psychology, and Biomedical Sciences Students.

    Science.gov (United States)

    Noronha, Sandhya; Anderson, Deborah; Lee, Michelle M; Krumdick, Nathaniel D; Irwin, Kent E; Burton-Hess, Judith; Ciancio, Mae; Wallingford, Minetta; Workman, Gloria M

    2016-01-01

    Interprofessional collaboration for healthcare requires a better understanding of the commonalities and differences in student perceptions of professionalism. 217 students in five programs (PA 71, PT 46, OT 29, CP 12, and BMS 59) completed a 22-item survey (response rate 79.5%). A Likert scale grading from 1 (hardly ever) to 5 (always) was used to assess professional attitudes and behaviors. A mixed-model MANOVA, supplemented with post-hoc analyses, showed significant group by time interactions for 5 items. Sensitivity to differences and diversity of other people increased for BMS students, but decreased for PT students. Timeliness increased for BMS students, but did not change for PA students. Seeking out new learning experiences increased for BMS students, but did not change for PA or PT students. Taking a group leadership role increased for BMS students, decreased for PT students, while PA and OT students showed no change. Volunteering time to serve others decreased for OT and PA students, while BMS and BM students showed no change. It is plausible that these findings emerge from differences in program curricula and specific training objectives. The findings provide initial insight to educators on ways that attitudes and behaviors pertaining to professionalism sometimes vary among students in different health science programs.

  3. Usage evaluation of the Physiotherapy Evidence Database (PEDro) among Brazilian physical therapists.

    Science.gov (United States)

    Elkins, Mark R; Moseley, Anne M; Pinto, Rafael Z

    2015-01-01

    It is unclear whether the Physiotherapy Evidence Database (PEDro) is widely and equally used by physical therapists in Brazil. As PEDro is considered a key resource to support evidence-based physical therapy, analyses of PEDro usage could reflect the extent of dissemination of evidence-based practice. To describe the usage of PEDro among the five regions of the World Confederation for Physical Therapy (WCPT) and, in more detail, in the South American region and Brazil over a 5-year period. PEDro home-page sessions and the number of searches performed were logged for a 5-year period (2010-2014). Absolute usage and relative usage were calculated for each region of the WCPT, each country in the South American region of WCPT, and each Regional Council (CREFITO) in Brazil. Europe had the highest absolute and relative usage among the five regions of the WCPT (971 searches per million-population per year), with the South American region ranked 4th in absolute terms and 3rd in relative terms (486). Within the South American region, Brazil accounted for nearly 60% of searches (755). Analysis at a national level revealed that usage per physical therapist in Brazil is very low across all CREFITOs. The highest usage occurred in CREFITO 6 with 1.3 searches per physical therapist per year. PEDro is not widely and equally used throughout Brazil. Strategies to promote PEDro and to make PEDro more accessible to physical therapists speaking Portuguese are needed.

  4. United States Physical Therapists' Knowledge About Joint Hypermobility Syndrome Compared with Fibromyalgia and Rheumatoid Arthritis.

    Science.gov (United States)

    Russek, Leslie N; LaShomb, Emily A; Ware, Amy M; Wesner, Sarah M; Westcott, Vanessa

    2016-03-01

    Joint hypermobility syndrome (JHS) is one of the most common inherited connective tissue disorders. It causes significant pain and disability for all age groups, ranging from developmental delay among children to widespread chronic pain in adults. Experts in JHS assert that the condition is under-recognized and poorly managed. The aim of this study was to assess US physical therapists' knowledge about JHS compared with other causes of widespread pain and activity limitations: fibromyalgia, juvenile rheumatoid arthritis and adult rheumatoid arthritis. Cross-sectional, Internet-based survey of randomly selected members of the American Physical Therapy Association and descriptive statistics were used to explore physical therapists' knowledge about JHS, fibromyalgia, juvenile rheumatoid arthritis and adult rheumatoid arthritis, and chi square was used to compare knowledge about the different conditions. The response rate was 15.5% (496). Although 36% recognized the Beighton Scale for assessing joint hypermobility, only 26.8% of respondents were familiar with the Brighton Criteria for diagnosing JHS. Few respondents (11-19%) realized that JHS has extra-articular features such as anxiety disorder, fatigue, headache, delayed motor development, easy bruising and sleep disturbance. Physical therapists working in environments most likely to see patients with JHS underestimated the likely prevalence in their patient population. The results suggest that many physical therapists in the United States are not familiar with the diagnostic criteria, prevalence or common clinical presentation of JHS. Copyright © 2014 John Wiley & Sons, Ltd.

  5. Characterization of parameters and strategies used by physical therapists in difficult mechanical ventilation weaning

    Directory of Open Access Journals (Sweden)

    Fabíola Maria Sabino Meireles

    2013-03-01

    Full Text Available Objective: To characterize the main strategies and parameters used by physical therapists in difficult mechanical ventilation weaning. Methods: Cross-sectional study including all the physical therapists working in adult Intensive Care Units in three public hospitals in Fortaleza-CE. A questionnaire with closed questions related to difficult mechanical ventilation weaning was applied, with either one or multiple answers. The data was treated with descriptive and non-parametric analysis. Results: Among the parameters mostly used by the 56 interviewed physical therapists for the difficult weaning, were found: current volume reduction (26 - 46.4% and desaturation during aspiration (17 - 30.4%. It was observed that 38 (67.9% alternate T-tube and continuous positive airway pressure (CPAP as strategies for difficult weaning, and 28 (50% reported reducing the pressure support. There was no statistical difference between the strategies used in the studied hospitals, neither correlation between strategies and parameters. Conclusion: It was found that physical therapists have been performing similar strategies, which are also shown in the literature, but this is not the case with the parameters. The parameters used are not supported by the literature.

  6. Occupational therapists intervention methodologies in schools with children with Special Educational Needs in Portugal

    Directory of Open Access Journals (Sweden)

    Andreia Sofia Nabiço Maia

    2016-10-01

    Full Text Available Introduction: students with special educational needs should be inserted in regular classes, receiving all appropriate educational services allowing the development of skills and capabilities. The success of the school inclusion depends on the partnership between the various professionals in the school context. The insertion and occupational therapist’s contribution in the area of education is the subject of many studies. The importance of a professional team in school context is already recognized and valued by the community. Objectives: the aim is to identify the intervention methodologies used by occupational therapists in school with children with special educational needs. In order to determine the most common methodologies as well as relevant aspects of the therapeutic process. Method: this is a non-experimental research with descriptive and cross-sectional basis. A semi-structured questionnaire was prepared initially, quantitative in nature that was taught to occupational therapists that work or have worked for less than 3 years in school context. Results: the sample is composed of 40 occupational therapists, 37 are female and 3 are male. The majority of individuals (77.5% currently works in school context. The occupational therapists involved mainly with children, aged between 6 and 18 years. Conclusion: the methodologies used by the occupational therapists are playful activity/play therapy and the training activities of daily living. Riding for therapeutic purposes and the hippotherapy represent less widely used methodologies in school context, in that each was selected by 10% of therapists.

  7. Reported use of technology in stroke rehabilitation by physical and occupational therapists.

    Science.gov (United States)

    Langan, Jeanne; Subryan, Heamchand; Nwogu, Ifeoma; Cavuoto, Lora

    2017-08-16

    With the patient care experience being a healthcare priority, it is concerning that patients with stroke reported boredom and a desire for greater fostering of autonomy, when evaluating their rehabilitation experience. Technology has the potential to reduce these shortcomings by engaging patients through entertainment and objective feedback. Providing objective feedback has resulted in improved outcomes and may assist the patient in learning how to self-manage rehabilitation. Our goal was to examine the extent to which physical and occupational therapists use technology in clinical stroke rehabilitation home exercise programs. Surveys were sent via mail, email and online postings to over 500 therapists, 107 responded. Conventional equipment such as stopwatches are more frequently used compared to newer technology like Wii and Kinect games. Still, less than 25% of therapists' report using a stopwatch five or more times per week. Notably, feedback to patients is based upon objective data less than 50% of the time by most therapists. At the end of clinical rehabilitation, patients typically receive a written home exercise program and non-technological equipment, like theraband and/or theraputty to continue rehabilitation efforts independently. The use of technology is not pervasive in the continuum of stroke rehabilitation. Implications for Rehabilitation The patient care experience is a priority in healthcare, so when patients report feeling bored and desiring greater fostering of autonomy in stroke rehabilitation, it is troubling. Research examining the use of technology has shown positive results for improving motor performance and engaging patients through entertainment and use of objective feedback. Physical and occupational therapists do not widely use technology in stroke rehabilitation. Therapists should consider using technology in stroke rehabilitation to better meet the needs of the patient.

  8. Application of Intervention Mapping to the Development of a Complex Physical Therapist Intervention.

    Science.gov (United States)

    Jones, Taryn M; Dear, Blake F; Hush, Julia M; Titov, Nickolai; Dean, Catherine M

    2016-12-01

    Physical therapist interventions, such as those designed to change physical activity behavior, are often complex and multifaceted. In order to facilitate rigorous evaluation and implementation of these complex interventions into clinical practice, the development process must be comprehensive, systematic, and transparent, with a sound theoretical basis. Intervention Mapping is designed to guide an iterative and problem-focused approach to the development of complex interventions. The purpose of this case report is to demonstrate the application of an Intervention Mapping approach to the development of a complex physical therapist intervention, a remote self-management program aimed at increasing physical activity after acquired brain injury. Intervention Mapping consists of 6 steps to guide the development of complex interventions: (1) needs assessment; (2) identification of outcomes, performance objectives, and change objectives; (3) selection of theory-based intervention methods and practical applications; (4) organization of methods and applications into an intervention program; (5) creation of an implementation plan; and (6) generation of an evaluation plan. The rationale and detailed description of this process are presented using an example of the development of a novel and complex physical therapist intervention, myMoves-a program designed to help individuals with an acquired brain injury to change their physical activity behavior. The Intervention Mapping framework may be useful in the development of complex physical therapist interventions, ensuring the development is comprehensive, systematic, and thorough, with a sound theoretical basis. This process facilitates translation into clinical practice and allows for greater confidence and transparency when the program efficacy is investigated. © 2016 American Physical Therapy Association.

  9. Knowledge of congenital cytomegalovirus (cCMV) among physical and occupational therapists in the United States.

    Science.gov (United States)

    Muldoon, Kathleen M; Armstrong-Heimsoth, Amy; Thomas, Jodi

    2017-01-01

    Congenital cytomegalovirus (cCMV) infections cause more children to have permanent disabilities than Down Syndrome, Fetal Alcohol Syndrome, Spina Bifida, and pediatric HIV/AIDS combined. The risk of infection during pregnancy can be significantly decreased using universal precautions, such as thorough handwashing and cleansing of surfaces and objects that have come into contact with infected body fluids. Children under 3 years of age are commonly asymptomatic excretors of CMV, with the highest viral loads present in saliva. Pediatric therapists have regular close contact with young children, and are thus likely at elevated occupational risk of acquiring CMV. Our objective was to evaluate therapist knowledge of cCMV and its transmission. We recruited American Occupational Therapy Association (AOTA) and American Physical Therapy Association (APTA) members via electronic newsletters and printed flyers from April to September 2015. Participants completed an online, anonymous 24-question survey using Survey Monkey. We compared responses between groups and previously published CMV awareness data using binomial tests of difference of proportions and multiple logistic regression. Our study identified both a low level of therapist awareness and poor demonstrated understanding of cCMV. Self-reported cCMV awareness amongst therapists was greater than awareness in the general population, and equivalent to awareness amongst health care professionals. Whereas 52% of participants self-reported awareness of cCMV, only 18% demonstrated understanding of the behavioral modes of CMV transmission. Fewer therapists reported awareness of cCMV than other, less prevalent conditions. Higher levels of health risk knowledge were associated with greater contact with children. Most participants reported learning about cCMV from the workplace. The knowledge gaps between self-reported awareness of cCMV and demonstrated understanding of modes of transmission described by our results emphasize the

  10. Particle Physics Education Sites

    Science.gov (United States)

    back to home page Particle Physics Education Sites quick reference Education and Information - National Laboratory Education Programs - Women and Minorities in Physics - Other Physics Sites - Physics Alliance - Accelerators at National Laboratories icon Particle Physics Education and Information sites: top

  11. [Occupational exposure of physical therapists to electric and magnetic fields and the efficacy of Faraday cages].

    Science.gov (United States)

    Messias, Iracimara de Anchieta; Okuno, Emico; Colacioppo, Sérgio

    2011-10-01

    Measure physical therapists' exposure to the electric and magnetic fields produced by 17 shortwave diathermy devices in physical therapy clinics in the city of Presidente Prudente, São Paulo State, Brazil. Compare the observed values with the exposure levels recommended by the International Commission on Non-ionizing Radiation Protection (ICNIRP). Observe the efficacy of Faraday cages as a means of protecting physical therapists from exposure to oscillating electric and magnetic fields. Electric and magnetic field measurements were taken at four points during actual physical therapy sessions: in proximity to the operator's pelvis and head, the devices' electrical cables, and the electrodes. The measuring equipment was a Wandel & Goltermann EMR-200. The values obtained in proximity to the electrodes and cables were 10 to 30 times higher than ICNIRP's recommended occupational reference levels. In the shortwave diathermy treatment rooms with Faraday cages, the fields were even higher than in treatment rooms not so equipped-principally the magnetic field, where the values were more than 100 times higher than the ICNIRP exposure limit. The electric and magnetic field intensities obtained in this study are generally above the exposure levels recommend in ICNIRP standards. It was also observed that the Faraday cage offers physical therapists no protection, and instead, increases their level of exposure.

  12. The role of physical therapists in the context of family health support centers

    Directory of Open Access Journals (Sweden)

    Cássia Cristina Braghini

    Full Text Available Abstract Introduction: Since 2008, with the establishment of Family Health Support Centers (NASF, physiotherapists have been listed among professionals to be included in the team. Physical therapists have many assignments in the NASF, which are conducted through group sessions, in the households, with complementary and integrative practices, lectures and referrals to reference services. Objective: To analyze role and obstacles to the realization of the work of the physiotherapists in NASF. Methods: This is a qualitative research, guided by the case study method. The population was composed by eight physiotherapists active in NASF. Participant observation and semi-structured interviews with physiotherapists were used for data collection. Results: The actions performed by physiotherapists consist of group assistance, home visits, ear therapy and oxygen therapy and activities of health education and disease prevention. As for the barriers, these included lack of training to work at NASF; structural and organizational impediments; insufficient workload and fragility of professional training to work with public health. Conclusion: The role of physiotherapists is in line, in part, with the guidelines recommended by NASF, but principles as matrix support and collective pacts need to be strengthened.

  13. A Handbook for the Education of Radiation Therapists (RTTs)

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2014-09-15

    According to the International Agency for Research on Cancer (IARC) and the World Health Organization (WHO), the number of new cancer cases detected each year is expected to increase worldwide — and especially in low and middle income countries. More than half of all cancer patients will require radiotherapy as part of their disease management. Radiotherapy is a multidisciplinary field that uses complex technologies, including the use of radiation sources for the imaging and treatment of cancer patients. Radiotherapy facilities require specialized shielded rooms, careful planning and trained personnel not only to provide radiation protection but also to optimize workflow. There is a significant gap in the number of national cancer control programmes, including radiotherapy services, available to cancer patients in low and middle income countries when compared with high income countries. To address this, the IAEA has produced general guidelines for planning national radiotherapy services and for establishing radiotherapy programmes, including clinical treatment, medical physics, radiation protection and safety aspects. As populations age, the incidence of cancer and the number of patients requiring radiotherapy are expected to increase. To ensure optimum treatment for all patients, professionals in radiotherapy services require the appropriate education and training. In response to this, the IAEA has issued recommendations on the education of radiation oncologists, medical physicists, radiation biologists and radiation oncology nurses. The planned provision of a qualified workforce to meet this demand also requires an increase in the number of radiation therapy technologists (RTTs) who are competent to work in modern radiotherapy. This publication outlines recommendations on the professional education of RTTs and has been developed within the Training Course Series. This publication is intended to provide a framework for the planning and implementation of

  14. A Handbook for the Education of Radiation Therapists (RTTs)

    International Nuclear Information System (INIS)

    2014-01-01

    According to the International Agency for Research on Cancer (IARC) and the World Health Organization (WHO), the number of new cancer cases detected each year is expected to increase worldwide — and especially in low and middle income countries. More than half of all cancer patients will require radiotherapy as part of their disease management. Radiotherapy is a multidisciplinary field that uses complex technologies, including the use of radiation sources for the imaging and treatment of cancer patients. Radiotherapy facilities require specialized shielded rooms, careful planning and trained personnel not only to provide radiation protection but also to optimize workflow. There is a significant gap in the number of national cancer control programmes, including radiotherapy services, available to cancer patients in low and middle income countries when compared with high income countries. To address this, the IAEA has produced general guidelines for planning national radiotherapy services and for establishing radiotherapy programmes, including clinical treatment, medical physics, radiation protection and safety aspects. As populations age, the incidence of cancer and the number of patients requiring radiotherapy are expected to increase. To ensure optimum treatment for all patients, professionals in radiotherapy services require the appropriate education and training. In response to this, the IAEA has issued recommendations on the education of radiation oncologists, medical physicists, radiation biologists and radiation oncology nurses. The planned provision of a qualified workforce to meet this demand also requires an increase in the number of radiation therapy technologists (RTTs) who are competent to work in modern radiotherapy. This publication outlines recommendations on the professional education of RTTs and has been developed within the Training Course Series. This publication is intended to provide a framework for the planning and implementation of

  15. Improvement of Physical Therapist Assessment of Risk of Falls in the Hospital and Discharge Handover Through an Intervention to Modify Clinical Behavior.

    Science.gov (United States)

    Thomas, Susie; Mackintosh, Shylie

    2016-06-01

    Discharge from the hospital is a high risk transition period for older adults at risk of falls. Guidelines relevant to physical therapists for managing this risk are well documented, but commonly not implemented. This project implemented an intervention to improve physical therapists' adherence to key guideline recommendations for managing risk of falls on discharge from one hospital. A pretest-posttest study design was undertaken and was underpinned by the Theoretical Domains Framework (TDF) to aid in the design of interventions to increase physical therapists' adherence to guideline recommendations and to identify barriers to these interventions. A multifaceted intervention was implemented, including the establishment of a governance committee, education sessions, development of a "pathway" to guide practice, modification of an existing standardized assessment proforma, development of standardized processes and indicators for handover, increasing availability of educational handouts, audit and feedback processes, and allocation of dedicated staffing to oversee falls prevention within the physical therapy department. There were significant improvements in physical therapist behavior leading to key guideline recommendations being met, including: the proportion of patients who were identified to be at risk of falls (6.3% preintervention versus 94.8% postintervention) prior to discharge, an increase in documentation of clinical handover at discharge (68.6% preintervention versus 90.9% postintervention), and improvement in the quality of this documented clinical handover (34.9% of case notes met 5 criteria preintervention versus 92.9% postintervention). The approach was resource intensive and consequently may be difficult to replicate at other sites. A multifaceted intervention underpinned by the TDF, designed to modify physical therapists' behavior to improve adherence to guideline recommendations for managing risk of falls on discharge from one hospital, was

  16. Filipino therapists' experiences and attitudes of interprofessional education and collaboration: A cross-sectional survey.

    Science.gov (United States)

    Sy, Michael Palapal

    2017-11-01

    For the past more than 50 years, the World Health Organisation has acknowledged through empirical findings that health workers that learn together work together effectively to provide the best care for their patients. This study aimed to: (1) describe the perceived extent of interprofessional education (IPE) experience among Filipino occupational therapists (OTs), physical therapists (PTs), and speech-language-pathologists (SLPs); (2) identify their attitudes towards interprofessional collaboration (IPC); and (3) compare their attitudes towards IPC according to: prior IPE experience, classification of IPE experience, profession, years of practice, and practice setting. Using a cross-sectional survey design, a two-part questionnaire was sent to Filipino OTs, PTs, and SLPs working in the Philippines via an online survey application. The first part of the survey contained eight items of demographic information and the second part contained the 14-item Attitudes Towards Health Care Teams Scale (ATHCTS). Findings revealed that among the Filipino OT, PT and SLP respondents (n = 189), 70.9% had prior experience on IPE. Moreover, the three most commonly used IPE teaching-learning strategies were case discussion (clinical setting), small group discussion, didactics, and case discussion (community setting), while the use of didactics and case discussion (community setting) yielded more agreeable attitudes towards IPC. Among the 14 items in the ATHCTS, 11 were rated with agreeability and three items with neutrality. For professional variables, only the practice setting variable yielded a statistically significant finding confirming those working in the academia to be more agreeable towards IPC compared to other settings. However, years of practice and professional background variables both yielded no statistically significant difference implying no association between years of practice and attitude towards IPC and a homogenous composition among respondents, respectively

  17. Physical Therapists, Telephone Coaches, and Patients With Knee Osteoarthritis: Qualitative Study About Working Together to Promote Exercise Adherence.

    Science.gov (United States)

    Hinman, Rana S; Delany, Clare M; Campbell, Penelope K; Gale, Janette; Bennell, Kim L

    2016-04-01

    Integrated models of care are recommended for people with knee osteoarthritis (OA). Exercise is integral to management, yet exercise adherence is problematic. Telephone-based health coaching is an attractive adjunct to physical therapist-prescribed exercise that may improve adherence. Little is known about the perceptions and interpretations of physical therapists, telephone coaches, and patients engaged in this model of care. The purpose of this study was to explore how stakeholders (physical therapists, telephone coaches, and patients) experienced, and made sense of, being involved in an integrated program of physical therapist-supervised exercise and telephone coaching for people with knee OA. A cross-sectional qualitative design drawing from symbolic interactionism was used. Semistructured interviews with 10 physical therapists, 4 telephone coaches, and 6 patients with painful knee OA. Interviews were audiorecorded, transcribed, and analyzed using thematic analysis informed by grounded theory. Four themes emerged: (1) genuine interest and collaboration, (2) information and accountability, (3) program structure, and (4) roles and communication in teamwork. Patients reported they appreciated personalized, genuine interest from therapists and coaches and were aware of their complementary roles. A collaborative approach, with defined roles and communication strategies, was identified as important for effectiveness. All participants highlighted the importance of sharing information, monitoring, and being accountable to others. Coaches found the lack of face-to-face contact with patients hampered relationship building. Therapists and coaches referred to the importance of teamwork in delivering the intervention. The small number of physical therapists and telephone coaches who delivered the intervention may have been biased toward favorable experiences with the intervention and may not be representative of their respective professions. Integrated physical therapy and

  18. Balance Assessment Practices and Use of Standardized Balance Measures Among Ontario Physical Therapists

    Science.gov (United States)

    Sibley, Kathryn M.; Straus, Sharon E.; Inness, Elizabeth L.; Salbach, Nancy M.

    2011-01-01

    Background Balance impairment is a significant problem for older adults, as it can influence daily functioning. Treating balance impairment in this population is a major focus of physical therapist practice. Objective The purpose of this study was to document current practices in clinical balance assessment and compare components of balance assessed and measures used across practice areas among physical therapists. Design This was a cross-sectional study. Methods A survey questionnaire was mailed to 1,000 practicing physical therapists in Ontario, Canada. Results Three hundred sixty-nine individuals completed the survey questionnaire. More than 80% of respondents reported that they regularly (more than 60% of the time) assessed postural alignment, static and dynamic stability, functional balance, and underlying motor systems. Underlying sensory systems, cognitive contributions to balance, and reactive control were regularly assessed by 59.6%, 55.0%, and 41.2% of the respondents, respectively. The standardized measures regularly used by the most respondents were the single-leg stance test (79.1%), the Berg Balance Scale (45.0%), and the Timed “Up & Go” Test (27.6%). There was considerable variation in the components of balance assessed and measures used by respondents treating individuals in the orthopedic, neurologic, geriatric, and general rehabilitation populations. Limitations The survey provides quantitative data about what is done to assess balance, but does not explain the factors influencing current practice. Conclusions Many important components of balance and standardized measures are regularly used by physical therapists to assess balance. Further research, however, is needed to understand the factors contributing to the relatively lower rates of assessing reactive control, the component of balance most directly responsible for avoiding a fall. PMID:21868613

  19. Work related musculoskeletal disorders amongst therapists in physically demanding roles: qualitative analysis of risk factors and strategies for prevention.

    Science.gov (United States)

    Passier, Leanne; McPhail, Steven

    2011-01-25

    Physiotherapy and occupational therapy are two professions at high risk of work related musculoskeletal disorders (WRMD). This investigation aimed to identify risk factors for WRMD as perceived by the health professionals working in these roles (Aim 1), as well as current and future strategies they perceive will allow them to continue to work in physically demanding clinical roles (Aim 2). A two phase exploratory investigation was undertaken. The first phase included a survey administered via a web based platform with qualitative open response items. The second phase involved four focus group sessions which explored topics obtained from the survey. Thematic analysis of qualitative data from the survey and focus groups was undertaken. Overall 112 (34.3%) of invited health professionals completed the survey; 66 (58.9%) were physiotherapists and 46 (41.1%) were occupational therapists. Twenty-four health professionals participated in one of four focus groups. The risk factors most frequently perceived by health professionals included: work postures and movements, lifting or carrying, patient related factors and repetitive tasks. The six primary themes for strategies to allow therapists to continue to work in physically demanding clinical roles included: organisational strategies, workload or work allocation, work practices, work environment and equipment, physical condition and capacity, and education and training. Risk factors as well as current and potential strategies for reducing WRMD amongst these health professionals working in clinically demanding roles have been identified and discussed. Further investigation regarding the relative effectiveness of these strategies is warranted.

  20. Reach the Person behind the Dementia - Physical Therapists' Reflections and Strategies when Composing Physical Training.

    Directory of Open Access Journals (Sweden)

    Anncristine Fjellman-Wiklund

    Full Text Available Dementia is a disease characterized by cognitive impairment and physical decline that worsens over time. Exercise is one lifestyle factor that has been identified as a potential means of reducing or delaying progression of the symptoms of dementia, maximizing function and independence. The purpose of this study was to explore physical therapists' (PTs experiences and reflections on facilitating high-intensity functional exercise with older people living with dementia, in residential care home settings. The study used a qualitative design based on interviews, individually or in small groups, with seven PTs engaged as leaders in the training of older people with dementia. The interviews were analyzed with a modified Grounded Theory method with focus on constant comparisons. To increase trustworthiness the study used triangulation within investigators and member checking. The core category "Discover and act in the moment-learn over time" reflects how the PTs continuously developed their own learning in an iterative process. They built on previous knowledge to communicate with residents and staff and to tailor the high intensity training in relation to each individual at that time point. The category "Be on your toes" highlights how the PTs searched for sufficient information about each individual, before and during training, by eliciting the person's current status from staff and by interpreting the person's body language. The category "Build a bond with a palette of strategies" describes the importance of confirmation to build up trust and the use of group members and the room to create an interplay between exercise and social interaction. These findings highlight the continuous iterative process of building on existing knowledge, sharing and reflecting, being alert to any alterations needed for individuals that day, communication skills (both with residents and staff and building a relationship and trust with residents in the effective delivery

  1. Workforce Projections 2010-2020: Annual Supply and Demand Forecasting Models for Physical Therapists Across the United States.

    Science.gov (United States)

    Landry, Michel D; Hack, Laurita M; Coulson, Elizabeth; Freburger, Janet; Johnson, Michael P; Katz, Richard; Kerwin, Joanne; Smith, Megan H; Wessman, Henry C Bud; Venskus, Diana G; Sinnott, Patricia L; Goldstein, Marc

    2016-01-01

    Health human resources continue to emerge as a critical health policy issue across the United States. The purpose of this study was to develop a strategy for modeling future workforce projections to serve as a basis for analyzing annual supply of and demand for physical therapists across the United States into 2020. A traditional stock-and-flow methodology or model was developed and populated with publicly available data to produce estimates of supply and demand for physical therapists by 2020. Supply was determined by adding the estimated number of physical therapists and the approximation of new graduates to the number of physical therapists who immigrated, minus US graduates who never passed the licensure examination, and an estimated attrition rate in any given year. Demand was determined by using projected US population with health care insurance multiplied by a demand ratio in any given year. The difference between projected supply and demand represented a shortage or surplus of physical therapists. Three separate projection models were developed based on best available data in the years 2011, 2012, and 2013, respectively. Based on these projections, demand for physical therapists in the United States outstrips supply under most assumptions. Workforce projection methodology research is based on assumptions using imperfect data; therefore, the results must be interpreted in terms of overall trends rather than as precise actuarial data-generated absolute numbers from specified forecasting. Outcomes of this projection study provide a foundation for discussion and debate regarding the most effective and efficient ways to influence supply-side variables so as to position physical therapists to meet current and future population demand. Attrition rates or permanent exits out of the profession can have important supply-side effects and appear to have an effect on predicting future shortage or surplus of physical therapists. © 2016 American Physical Therapy

  2. The role of personal practice in therapist skill development: a model to guide therapists, educators, supervisors and researchers.

    Science.gov (United States)

    Bennett-Levy, James; Finlay-Jones, Amy

    2018-05-01

    Prior to 2000, personal practice (PP) for therapists mostly meant personal therapy. Recently a new landscape of PPs has emerged, with meditation-based programs and therapy self-practice/self-reflection (SP/SR) programs playing an increasing role in training and personal/professional development. The challenge now for practitioners and researchers is to refocus on the role of PPs in training and professional development. Are PPs of value - or not? Do they have a role in therapist development? How might PPs enhance therapist skilfulness? Do different PPs act in similar or different ways? Currently, the PP literature lacks a theoretical framework to guide practitioners in their choice of PPs or researchers in their choice of research questions and measures. The purpose of this article is to provide such a framework, the Personal Practice (PP) model. The PP model proposes primary impacts of PPs in four domains: personal development/wellbeing, self-awareness, interpersonal beliefs/attitudes/skills and reflective skills. The model also suggests a secondary impact on therapists' conceptual/technical skills when therapists use reflection to consider the implications of their PP for their "therapist self". We offer some suggestions to enhance the quality of future research, and conclude that PPs may play an important and perhaps unique role in therapist training.

  3. Using a partnership between academic faculty and a physical therapist liaison to develop a framework for an evidence-based journal club: a discussion.

    Science.gov (United States)

    Austin, Tricia M; Richter, Randy R; Frese, Tracy

    2009-12-01

    Evidence-based practice (EBP) in rehabilitation is increasingly recognized as important. Despite the importance of EBP, physical therapists' knowledge of EBP varies. Journal clubs have been used to educate clinicians about EBP. This discussion paper describes the partnership between academic faculty members and a physical therapist at a community hospital, and the process used to develop a framework to implement an evidence-based journal club. The partnership blended the expertise of academic faculty members and a physical therapist with knowledge of EBP who served as the liaison between members of the partnership team and the clinicians at the community hospital. The three-step framework developed enabled the clinicians to learn about critical appraisal, participate in guided practice of critical appraisal with the liaison, and lead critical appraisal of a paper with the assistance of the liaison as needed. This process could be easily replicated by other partnerships between academic faculty members and clinicians. Developing partnerships like the one described enables academicians to provide service to the profession, may enhance physical therapists' knowledge of the principles of EBP and may encourage EBP.

  4. “They put you on your toes”: Physical Therapists' Perceived Benefits from and Barriers to Supervising Students in the Clinical Setting

    Science.gov (United States)

    Hanna, Elizabeth; Cott, Cheryl

    2011-01-01

    ABSTRACT Purpose: To identify the perceived benefits of and barriers to clinical supervision of physical therapy (PT) students. Method: In this qualitative descriptive study, three focus groups and six key-informant interviews were conducted with clinical physical therapists or administrators working in acute care, orthopaedic rehabilitation, or complex continuing care. Data were coded and analyzed for common ideas using a constant comparison approach. Results: Perceived barriers to supervising students tended to be extrinsic: time and space constraints, challenging or difficult students, and decreased autonomy or flexibility for the clinical physical therapists. Benefits tended to be intrinsic: teaching provided personal gratification by promoting reflective practice and exposing clinical educators to current knowledge. The culture of different health care institutions was an important factor in therapists' perceptions of student supervision. Conclusions: Despite different disciplines and models of supervision, there is considerable synchronicity in the issues reported by physical therapists and other disciplines. Embedding the value of clinical teaching in the institution, along with strong communication links among academic partners, institutions, and potential clinical faculty, may mitigate barriers and increase the commitment and satisfaction of teaching staff. PMID:22379263

  5. Hidden in Plain Sight: A Music Therapist and Music Educator in A Public School District

    Science.gov (United States)

    Smith, Jacqueline C.

    2018-01-01

    The purpose of this intrinsic case study was to clarify the roles of a music educator and music therapist in a North American public school district. This case was unique because some of the students with special needs received both music instruction and music therapy services, yet there was little collaboration between the two disciplines. In an…

  6. Constrained physical therapist practice: an ethical case analysis of recommending discharge placement from the acute care setting.

    Science.gov (United States)

    Nalette, Ernest

    2010-06-01

    Constrained practice is routinely encountered by physical therapists and may limit the physical therapist's primary moral responsibility-which is to help the patient to become well again. Ethical practice under such conditions requires a certain moral character of the practitioner. The purposes of this article are: (1) to provide an ethical analysis of a typical patient case of constrained clinical practice, (2) to discuss the moral implications of constrained clinical practice, and (3) to identify key moral principles and virtues fostering ethical physical therapist practice. The case represents a common scenario of discharge planning in acute care health facilities in the northeastern United States. An applied ethics approach was used for case analysis. The decision following analysis of the dilemma was to provide the needed care to the patient as required by compassion, professional ethical standards, and organizational mission. Constrained clinical practice creates a moral dilemma for physical therapists. Being responsive to the patient's needs moves the physical therapist's practice toward the professional ideal of helping vulnerable patients become well again. Meeting the patient's needs is a professional requirement of the physical therapist as moral agent. Acting otherwise requires an alternative position be ethically justified based on systematic analysis of a particular case. Skepticism of status quo practices is required to modify conventional individual, organizational, and societal practices toward meeting the patient's best interest.

  7. Tests and measures used by specialist physical therapists when examining patients with stroke.

    Science.gov (United States)

    Andrews, A Williams; Folger, Stephen E; Norbet, Shannon E; Swift, Lindsay C

    2008-09-01

    Examination procedures preferred by physical therapists have not been documented either specifically or comprehensively. The purpose of this study was to determine which tests and measures are used most frequently by specialists in the examination of adults with stroke. Physical therapy specialists were identified as having geriatric or neurologic certification through the American Board of Physical Therapy Specialties. A request to participate in a Web-based survey was sent to 471 individuals in the American Physical Therapy Association's Directory of Certified Specialists. A comprehensive list of tests and measures was first derived from the Interactive Guide to Physical Therapist Practice. The list was finalized based on several exclusion criteria and the results of a pilot study. Subjects rated the frequency of use of 294 tests and measures with patients post-stroke on a Likert scale. The survey response rate was 31.7% (n = 128). The 50 most frequently used tests and measures were identified. The results of this study do not identify the tests and measures that clinicians should use, only those that the specialists use. Nevertheless, clinicians may want to consider tests and measurements frequently used by specialists when examining adults with stroke.

  8. Promoting physical therapists' of research evidence to inform clinical practice: part 1--theoretical foundation, evidence, and description of the PEAK program.

    Science.gov (United States)

    Tilson, Julie K; Mickan, Sharon

    2014-06-25

    There is a need for theoretically grounded and evidence-based interventions that enhance the use of research evidence in physical therapist practice. This paper and its companion paper introduce the Physical therapist-driven Education for Actionable Knowledge translation (PEAK) program, an educational program designed to promote physical therapists' integration of research evidence into clinical decision-making. The pedagogical foundations for the PEAK educational program include Albert Bandura's social cognitive theory and Malcolm Knowles's adult learning theory. Additionally, two complementary frameworks of knowledge translation, the Promoting Action on Research Implementation in Health Services (PARiHS) and Knowledge to Action (KTA) Cycle, were used to inform the organizational elements of the program. Finally, the program design was influenced by evidence from previous attempts to facilitate the use of research in practice at the individual and organizational levels. The 6-month PEAK program consisted of four consecutive and interdependent components. First, leadership support was secured and electronic resources were acquired and distributed to participants. Next, a two-day training workshop consisting of didactic and small group activities was conducted that addressed the five steps of evidence based practice. For five months following the workshop, participants worked in small groups to review and synthesize literature around a group-selected area of common clinical interest. Each group contributed to the generation of a "Best Practices List" - a list of locally generated, evidence-based, actionable behaviors relevant to the groups' clinical practice. Ultimately, participants agreed to implement the Best Practices List in their clinical practice. This, first of two companion papers, describes the underlying pedagogical theories, knowledge translation frameworks, and research evidence used to derive the PEAK program - an educational program designed to

  9. Old Friends, Bookends: Art Educators and Art Therapists

    Science.gov (United States)

    Allison, Amanda

    2013-01-01

    This viewpoint presents a reflection on a meaningful relationship that developed between a university art education department and a local art therapy studio. Such partnerships are desirable and mutually beneficial because of the significant interest many art educators have in the field of art therapy. The author, an art educator, describes the…

  10. Use of standardized outcome measures in physical therapist practice: perceptions and applications.

    Science.gov (United States)

    Jette, Diane U; Halbert, James; Iverson, Courtney; Miceli, Erin; Shah, Palak

    2009-02-01

    Standardized instruments for measuring patients' activity limitations and participation restrictions have been advocated for use by rehabilitation professionals for many years. The available literature provides few recent reports of the use of these measures by physical therapists in the United States. The primary purpose of this study was to determine: (1) the extent of the use of standardized outcome measures and (2) perceptions regarding their benefits and barriers to their use. A secondary purpose was to examine factors associated with their use among physical therapists in clinical practice. The study used an observational design. A survey questionnaire comprising items regarding the use and perceived benefits and barriers of standardized outcome measures was sent to 1,000 randomly selected members of the American Physical Therapy Association (APTA). Forty-eight percent of participants used standardized outcome measures. The majority of participants (>90%) who used such measures believed that they enhanced communication with patients and helped direct the plan of care. The most frequently reported reasons for not using such measures included length of time for patients to complete them, length of time for clinicians to analyze the data, and difficulty for patients in completing them independently. Use of standardized outcome measures was related to specialty certification status, practice setting, and the age of the majority of patients treated. The limitations included an unvalidated survey for data collection and a sample limited to APTA members. Despite more than a decade of development and testing of standardized outcome measures appropriate for various conditions and practice settings, physical therapists have some distance to go in implementing their use routinely in most clinical settings. Based on the perceived barriers, alterations in practice management strategies and the instruments themselves may be necessary to increase their use.

  11. Education Affects Attitudes of Physical Therapy Providers toward People with Dementia

    Science.gov (United States)

    Staples, William H.; Killian, Clyde B.

    2012-01-01

    A survey was sent to every skilled nursing home (N = 495) in Indiana regarding the demographics, education, and whether the severity of dementia impacts the attitudes of people in physical therapy practice. Physical therapists (PTs) and physical therapist assistants (PTAs) practicing in nursing homes spend considerable time (44.0%) working with…

  12. Child-Focused and Context-Focused Behaviors of Physical and Occupational Therapists during Treatment of Young Children with Cerebral Palsy

    NARCIS (Netherlands)

    Kruijsen-Terpstra, Anne J A; Ellens, Mariëlle; Ketelaar, Marjolijn; Verschuren, Olaf; Di Rezze, Briano; Gorter, Jan Willem; Visser-Meily, Anne M A; Jongmans, Marian J.

    2016-01-01

    Aims: To (1) describe the child- and context-focused behaviors of physical and occupational therapists, and (2) compare the behaviors of therapists in a standard therapy session with those of therapists trained to deliver child- and context-focused services. Method: Videos of 49 therapy sessions

  13. Child-Focused and Context-Focused Behaviors of Physical and Occupational Therapists during Treatment of Young Children with Cerebral Palsy

    NARCIS (Netherlands)

    Kruijsen-Terpstra, Anne J A; Ellens, Mariëlle; Ketelaar, Marjolijn; Verschuren, Olaf; Di Rezze, Briano; Gorter, Jan Willem; Visser-Meily, Anne M A; Jongmans, Marian J

    2016-01-01

    AIMS: To (1) describe the child- and context-focused behaviors of physical and occupational therapists, and (2) compare the behaviors of therapists in a standard therapy session with those of therapists trained to deliver child- and context-focused services. METHOD: Videos of 49 therapy sessions

  14. Biofeedback in Partial Weight Bearing: Usability of Two Different Devices from a Patient's and Physical Therapist's Perspective.

    Science.gov (United States)

    van Lieshout, Remko; Pisters, Martijn F; Vanwanseele, Benedicte; de Bie, Rob A; Wouters, Eveline J; Stukstette, Mirelle J

    2016-01-01

    Partial weight bearing is frequently instructed by physical therapists in patients after lower-limb trauma or surgery. The use of biofeedback devices seems promising to improve the patient's compliance with weight-bearing instructions. SmartStep and OpenGo-Science are biofeedback devices that provide real-time feedback. For a successful implementation, usability of the devices is a critical aspect and should be tested from a user's perspective. To describe the usability from the physical therapists' and a patients' perspective of Smartstep and OpenGo-Science to provide feedback on partial weight bearing during supervised rehabilitation of patients after lower-limb trauma or surgery. In a convergent mixed-methods design, qualitative and quantitative data were collected. Usability was subdivided into user performance, satisfaction and acceptability. Patients prescribed with partial weight bearing and their physical therapists were asked to use SmartStep and OpenGo-Science during supervised rehabilitation. Usability was qualitatively tested by a think-aloud method and a semi-structured interview and quantitatively tested by the System-Usability-Scale (SUS) and closed questions. For the qualitative data thematic content analyses were used. Nine pairs of physical therapists and their patients participated. The mean SUS scores for patients and physical therapists were for SmartStep 70 and 53, and for OpenGo-Science 79 and 81, respectively. Scores were interpreted with the Curved Grading Scale. The qualitative data showed that there were mixed views and perceptions from patients and physical therapists on satisfaction and acceptability. This study gives insight in the usability of two biofeedback devices from the patient's and physical therapist's perspective. The overall usability from both perspectives seemed to be acceptable for OpenGo-Science. For SmartStep, overall usability seemed only acceptable from the patient's perspective. The study findings could help

  15. Mixed messages? A comparison between the perceptions of radiation therapy patients and radiation therapists regarding patients' educational needs

    International Nuclear Information System (INIS)

    Bolderston, Amanda

    2008-01-01

    Objectives: The purpose of this study was to discover and compare radiation therapy patients' and radiation therapists' perceptions of patients' educational topics of interest and methods of information delivery during a course of radiation therapy. Methods: Using Likert-type 4-point rating scales, 42 therapists and 183 radiation therapy patients were surveyed to rate the degree of importance of 15 informational items (for example, 'What it feels like to have treatment'). In addition, therapists and patients ranked 11 methods of informational delivery (for example, 'Watching video tapes') in order of preference. Results: Results indicated several differences in therapists' and patients' perceptions of both the educational topics of interest and methods of information delivery. Among other things, patients assigned high importance to after treatment issues ('What happens after radiation therapy is finished') and how radiation therapy works, these areas were not seen as important by the studied therapists. Patients expressed a strong preference for receiving information about radiation therapy from their family doctor (ranked third), therapists ranked this source of information as the least important. Conclusion: It is vital to tailor educational interventions according to the patient's preference to optimize both understanding and compliance. This study demonstrated noteworthy differences in several areas between therapists' and patients' perceptions. Recommendations therefore include raising therapist's awareness of topics that are important to patients and meaningful informational delivery methods

  16. UK-based physical therapists' attitudes and beliefs regarding exercise and knee osteoarthritis: findings from a mixed-methods study.

    Science.gov (United States)

    Holden, Melanie A; Nicholls, Elaine E; Young, Julie; Hay, Elaine M; Foster, Nadine E

    2009-11-15

    Within the UK, differences exist between physical therapists' use of exercise for patients with knee osteoarthritis (OA) and recent exercise recommendations. This may be explained by their underlying attitudes and beliefs. We aimed to describe UK physical therapists' attitudes and beliefs regarding exercise and knee OA, and understand and explain them. A survey was mailed to 2,000 UK-based chartered physical therapists that included 23 attitude statements derived from recently published recommendations. Semistructured telephone interviews were conducted with a purposeful sample of questionnaire respondents (n = 24), and were recorded and analyzed thematically. The questionnaire response rate was 58% (n = 1,152); 538 respondents reported treating a patient with knee OA in the last 6 months. The survey highlighted uncertainty about potential benefits of exercise for knee OA: only 56% largely/totally agreed that knee problems are improved by local exercise. Although exercise adherence was deemed important, it was seen as the patient's, not the therapist's, responsibility. Interviews revealed an underlying biomedical model of care of knee pain, with knee OA viewed as a progressive degenerative condition. A paternalistic treatment approach was evident. Health care systems presented a number of barriers to best practice, including limited opportunity to provide followup. Although the attitudes and beliefs of physical therapists may help to explain differences between current practice and recent exercise recommendations, the wider health care system also plays a part. Further research is needed to support meaningful shifts in physical therapy care in line with the best practice recommendations.

  17. Erognomic education on housework for women with upper limb repetitive strain injury (RSI): a conceptual representation of therapists' clinical reasoning.

    Science.gov (United States)

    Cheung, Therma W C; Clemson, Lindy; O' Loughlin, Kate; Shuttleworth, Russell

    2017-09-18

    Ergonomic education in housework that aims to facilitate behavior change is important for women with upper limb repetitive strain injury. Therapists usually conduct such programs based on implicit reasoning. Making this reasoning explicit is important in contributing to the profession's knowledge. To construct a conceptual representation of how occupational therapists make clinical decisions for such program. Based on a constructivist-grounded theory methodology, data were collected through in-depth interviewing with 14 occupational therapists from a major hospital in Singapore. Interviews were audiotaped and transcribed. Data was analyzed with line by line, focused and axial coding with constant data comparison throughout data collection. Therapists made clinical decisions based on their perceptions of their clients' behavior change in three stages: (i) listen; (ii) try; and (iii) persevere, bearing significant similarities to the transtheoretical theory of change. The study also showed that therapists may not have considered the full range of meanings that their clients attach to housework when interacting with them, a gap that needs to be addressed. The present study indicates the importance of therapists' understanding of the meanings that their clients attach to housework. Further research needs to address how to achieve this in a time-pressured clinical environment. Implications for Rehabilitation This study used qualitative research to demonstrate the process of translating therapists' tacit knowledge into an explicit form. It elucidates the following major implications for practice when therapists conduct ergonomic education to facilitate behavior change in housework for female homemakers with upper limb RSI:The conceptual framework of clinical reasoning constructed from the results can be used to increase therapists' awareness of how they make clinical decisions during an intervention. This framework can also be used for training new therapists. It is

  18. The current impact of entry-level associate and baccalaureate degree education on the diversity of respiratory therapists.

    Science.gov (United States)

    Becker, Ellen A; Nguyen, Xuan T

    2014-12-01

    Transitioning from an associate degree to a baccalaureate degree for respiratory therapists has been suggested as a new entry-level educational standard. One potential risk for this change is that it may limit the diversity of potential applicants for entry-level education. A diverse workforce is important to achieve the goal of reducing healthcare disparities. This study evaluated characteristics of therapists who completed associate and baccalaureate degree entry-level education. A secondary analysis of data collected from the 2009 AARC Respiratory Therapist Human Resource Survey explored relationships between the choice of entry-level associate or baccalaureate education and variables of gender, race, salary, career advancement, and job satisfaction. There were no differences between therapists with entry-level associate and baccalaureate degrees in gender, race, number of additional healthcare credentials, numbers of life support credentials, wages, delivering respiratory care by protocol, and job satisfaction. There were significantly higher percentages of advanced academic degrees, desire to pursue a higher academic degree, registered respiratory therapist credentials, total National Board for Respiratory Care credentials, and leadership roles for therapists with baccalaureate entry-level degrees. Current entry-level associate and baccalaureate degree graduates have similar gender and race proportions. This finding challenges concerns that an entry-level baccalaureate degree would decrease the diversity of the respiratory therapist workforce. Copyright © 2014 by Daedalus Enterprises.

  19. The definition and application of Pilates exercise to treat people with chronic low back pain: a Delphi survey of Australian physical therapists.

    Science.gov (United States)

    Wells, Cherie; Kolt, Gregory S; Marshall, Paul; Bialocerkowski, Andrea

    2014-06-01

    Pilates exercise is recommended for people with chronic low back pain (CLBP). In the literature, however, Pilates exercise is described and applied differently to treat people with CLBP. These differences in the definition and application of Pilates exercise make it difficult to evaluate its effectiveness. The aim of this study was to establish consensus regarding the definition and application of Pilates exercise to treat people with CLBP. A panel of Australian physical therapists who are experienced in treating people with CLBP using Pilates exercise were surveyed using the Delphi technique. Three electronic questionnaires were used to collect the respondents' opinions. Answers to open-ended questions were analyzed thematically, combined with systematic literature review findings, and translated into statements about Pilates exercise for people with CLBP. Participants then rated their level of agreement with these statements using a 6-point Likert scale. Consensus was achieved when 70% of the panel members strongly agreed, agreed, or somewhat agreed (or strongly disagreed, disagreed, or somewhat disagreed) with an item. Thirty physical therapists completed all 3 questionnaires and reached consensus on the majority of items. Participants agreed that Pilates exercise requires body awareness, breathing, movement control, posture, and education. It was recommended that people with CLBP should undertake supervised sessions for 30 to 60 minutes, twice per week, for 3 to 6 months. Participants also suggested that people with CLBP would benefit from individualized assessment and exercise prescription, supervision and functional integration of exercises, and use of specialized equipment. Item consensus does not guarantee the accuracy of findings. This survey reflects the opinion of only 30 physical therapists and requires validation in future trials. These findings contribute to a better understanding of Pilates exercise and how it is utilized by physical therapists to

  20. Feasibility of Training Physical Therapists to Deliver the Theory-Based Self-Management of Osteoarthritis and Low Back Pain Through Activity and Skills (SOLAS) Intervention Within a Trial.

    Science.gov (United States)

    Keogh, Alison; Matthews, James; Segurado, Ricardo; Hurley, Deirdre A

    2018-02-01

    Provider training programs are frequently underevaluated, leading to ambiguity surrounding effective intervention components. The purpose of this study was to assess the effectiveness of a training program in guiding physical therapists to deliver the Self-management of Osteoarthritis and Low back pain through Activity and Skills (SOLAS) group education and exercise intervention (ISRCTN49875385), using a communication style underpinned by self-determination theory (SDT). This was an assessment of the intervention arm training program using quantitative methods. Thirteen physical therapists were trained using mixed methods to deliver the SOLAS intervention. Training was evaluated using the Kirkpatrick model: (1) Reaction-physical therapists' satisfaction with training, (2) Learning-therapists' confidence in and knowledge of the SDT-based communication strategies and intervention content and their skills in applying the strategies during training, and (3) Behavior-8 therapists were audio-recorded delivering all 6 SOLAS intervention classes (n = 48), and 2 raters independently coded 50% of recordings (n = 24) using the Health Care Climate Questionnaire (HCCQ), the Controlling Coach Behavior Scale (CCBS), and an intervention-specific measure. Reaction: Physical therapists reacted well to training (median [IRQ]; min-max = 4.7; [0.5]; 3.7-5.0). Learning: Physical therapists' confidence in the SDT-based communication strategies and knowledge of some intervention content components significantly improved. Behavior: Therapists delivered the intervention in a needs-supportive manner (median HCCQ = 5.3 [1.4]; 3.9-6.0; median CCBS = 6.6 ([0.5]; 6.1-6.8; median intervention specific measure = 4.0 [1.2]; 3.2-4.9). However, "goal setting" was delivered below acceptable levels by all therapists (median 2.9 [0.9]; 2.0-4.0). The intervention group only was assessed as part of the process evaluation of the feasibility trial. Training effectively guided physical therapists to be needs

  1. Clinical instructors' perceptions of behaviors that comprise entry-level clinical performance in physical therapist students: a qualitative study.

    Science.gov (United States)

    Jette, Diane U; Bertoni, Alicia; Coots, Renee; Johnson, Heidi; McLaughlin, Catherine; Weisbach, Cody

    2007-07-01

    The purpose of this study was to qualitatively explore clinical instructors' (CIs) perceptions of students' behaviors that comprise entry-level clinical performance, as well as how those perceptions were integrated into their decision making. The participants were 21 physical therapists who were CIs for physical therapist students. Using a grounded theory approach, we conducted interviews, asking the question, "What is it about students' performance that makes you see them as entry-level therapists?" We determined common themes among the interviews and developed a schema to explain the decision-making process. Participants identified 7 attributes that, when demonstrated to a sufficient degree, illustrated to them students' ability to practice at the entry level. Those attributes were knowledge, clinical skills, safety, clinical decision making, self-directed learning, interpersonal communication, and professional demeanor. Participants viewed these attributes in concert to form a subjective "gut feeling" that a student demonstrated entry-level performance. A final theme emerged suggesting a definition of entry-level performance as "mentored independence." Participants reported evaluating students' performance based on attributes similar to those suggested by the American Physical Therapy Association's Physical Therapist Clinical Performance Instrument and previous research. However, subjectivity also was involved in their decision about whether students were able to practice at the entry level. Participants also concluded that entry-level students need not be independent in all clinical situations.

  2. Prevalence of Work-related Musculoskeletal Disorders and Injuries in Occupational and Physical Therapists and Its Comparison

    Directory of Open Access Journals (Sweden)

    Himan Nazari

    2017-03-01

    Discussion: This study confirmed the rate of prevalence of work-related musculoskeletal disorders and injuries in occupational and physical therapists, with wrist and lumbar being the most affected. The promotion of therapist’s knowledge about MSD and following ergonomic principles and new approaches in the treatment may lower or prevent MSD. 

  3. Malpractice by physical therapists: descriptive analysis of reports in the National Practitioner Data Bank public use data file, 1991-2004.

    Science.gov (United States)

    Sandstrom, Robert

    2007-01-01

    As physical therapists increase autonomous practice, medical error becomes more important to public safety and public perceptions of the profession. The purpose of this study was to describe malpractice by physical therapists in the United States based on physical therapist malpractice reports in the National Practitioner Data Bank between January 1, 1991, and December 31, 2004. A frequency analysis of data related to physical therapist malpractice reports was performed. The relationship between size of malpractice payment and public policy related to access to physical therapist services and malpractice experience was explored. A total of 664 malpractice reports were found in the study period (mean, 47.73 events annually). California had 114 malpractice events, while Maine and Wyoming had none. The median payment amount for physical therapist malpractice was $10,000 to $15,000. "Treatment-related" events and events related to "improper technique" were the most common reasons for a malpractice report. Incidence of malpractice by physical therapists is low (estimated at 2.5 events/10,000 working therapists/year), and the average malpractice payment is small (public policy related to direct patient access to physical therapy services.

  4. Physical therapist management of chronic prostatitis/chronic pelvic pain syndrome.

    Science.gov (United States)

    Van Alstyne, Linda S; Harrington, Kendra L; Haskvitz, Esther M

    2010-12-01

    Chronic prostatitis/chronic pelvic pain syndrome (CP/CPPS) negatively affects quality of life and sexual function in men of all ages. Typical treatment with antibiotic and antimicrobial drugs often is not successful. The purpose of this case report is to describe a multimodal physical therapy intervention that included manual therapy techniques applied to the pelvic floor in 2 patients who were unsuccessfully treated with the biomedical model of prescription drug therapies. Two men, aged 45 years and 53 years and diagnosed with chronic prostatitis, were referred for physical therapy following unsuccessful pharmacological treatment. The patients were treated with manual therapy techniques applied to the pelvic floor and instructed in progressive muscle relaxation, flexibility exercises, and aerobic exercises. Changes in the patients' National Institutes of Health Chronic Prostatitis Symptom Index revealed differences between preintervention and postintervention scores reflecting decreased pain and improved quality of life. One patient improved from a score of 25 (total possible score = 43) before treatment to a score of 0 after treatment, and the other patient improved from a score of 29 to a score of 21. Manual therapy techniques applied to the pelvic floor and performed by a physical therapist specially trained in these techniques, along with progressive muscle relaxation, flexibility exercises, and aerobic exercises, appeared to be beneficial to both patients in reducing pain and improving sexual function.

  5. Manual physical balance assistance of therapists during gait training of stroke survivors: characteristics and predicting the timing.

    Science.gov (United States)

    Haarman, Juliet A M; Maartens, Erik; van der Kooij, Herman; Buurke, Jaap H; Reenalda, Jasper; Rietman, Johan S

    2017-12-02

    During gait training, physical therapists continuously supervise stroke survivors and provide physical support to their pelvis when they judge that the patient is unable to keep his balance. This paper is the first in providing quantitative data about the corrective forces that therapists use during gait training. It is assumed that changes in the acceleration of a patient's COM are a good predictor for therapeutic balance assistance during the training sessions Therefore, this paper provides a method that predicts the timing of therapeutic balance assistance, based on acceleration data of the sacrum. Eight sub-acute stroke survivors and seven therapists were included in this study. Patients were asked to perform straight line walking as well as slalom walking in a conventional training setting. Acceleration of the sacrum was captured by an Inertial Magnetic Measurement Unit. Balance-assisting corrective forces applied by the therapist were collected from two force sensors positioned on both sides of the patient's hips. Measures to characterize the therapeutic balance assistance were the amount of force, duration, impulse and the anatomical plane in which the assistance took place. Based on the acceleration data of the sacrum, an algorithm was developed to predict therapeutic balance assistance. To validate the developed algorithm, the predicted events of balance assistance by the algorithm were compared with the actual provided therapeutic assistance. The algorithm was able to predict the actual therapeutic assistance with a Positive Predictive Value of 87% and a True Positive Rate of 81%. Assistance mainly took place over the medio-lateral axis and corrective forces of about 2% of the patient's body weight (15.9 N (11), median (IQR)) were provided by therapists in this plane. Median duration of balance assistance was 1.1 s (0.6) (median (IQR)) and median impulse was 9.4Ns (8.2) (median (IQR)). Although therapists were specifically instructed to aim for the

  6. Physical therapists' perception of workplace ethics in an evolving health-care delivery environment: a cross-sectional survey.

    Science.gov (United States)

    Cantu, Roberto

    2018-03-30

    Physical therapists are trained and obligated to deliver optimal health care and put patients first above all else. In the changing health-care environment, health-care organizations are grappling with controlling cost and increasing revenues. Moral distress may be created when physical therapists' desire to provide optimal care conflicts with their organization's goals to remain financially viable or profitable. Moral distress has been associated with low perception of ethical environment, professional burnout, and high turnover in organizations. This study identified groups who may be vulnerable to low perception of organizational ethical environment and identified self-reported strategies to remedy these perceptions. An ethics environment questionnaire was mailed to a random sample of 1200 physical therapists in Georgia. Respondents (n = 340) were analyzed by age, workplace setting, and position in organization. Therapists working in skilled nursing/assisted living environments scored the lowest on the questionnaire and voiced concerns regarding their ethical work environments. Owners and executives perceived their organizations to be more ethical than front-line clinicians. Respondent concerns included high productivity standards, aggressive coding/billing policies, decreased reimbursement, and increased insurance regulation. Possible solutions included more frequent communication between management and clinicians about ethics, greater professional autonomy, and increased training in business ethics and finance.

  7. Determinants of research use in clinical decision making among physical therapists providing services post-stroke: a cross-sectional study

    Directory of Open Access Journals (Sweden)

    Jaglal Susan B

    2010-10-01

    the other variables in the model. Conclusions A third of therapists rarely use research evidence in clinical decision making. Education in the principles of EBP, EBP self-efficacy, a positive attitude towards research, and involvement in research at work may promote research use in neurological physical therapy practice. Future research is needed to confirm these findings and to determine the type of research participation that may promote research use.

  8. A Descriptive Analysis of the Educational Perceptions, Professional Identity, and Professional Practices of Dual-Trained Music Therapists as Counselors.

    Science.gov (United States)

    Sevcik, Emily E; Jones, Jennifer D; Myers, Charles E

    2017-11-01

    Given the rise in music therapy master's programs that offer dual degrees in music therapy and counseling or programs that satisfy state mental health counseling licensure laws, the professional counseling field is playing an increased role in the advanced education and professional practices of music therapists. To identify factors that lead music therapists to pursue advanced education with an emphasis in professional counseling, perceptions about benefits and drawbacks for three advanced degree options (i.e., music therapy, counseling, and music therapy/counseling dual degree), and describe the professional practices and identity of dual-trained music therapists as counselors. A convenience sample of music therapists (n = 123) who held board certification, and held a master's degree or higher that emphasized professional counseling, completed an online survey. We used descriptive statistics to analyze categorical and numeric survey data. Eligibility for licensure as a professional counselor was the most important decisional factor in selecting a specific master's degree program. Respondents also reported favorable perceptions of the dual degree in music therapy and counseling. With regard to professional practice and identity, respondents reported high use of verbal processing techniques alongside music therapy interventions, and dual-trained music therapists retained their professional identity as a music therapist. The reported view of licensure in a related field as beneficial and frequent use of verbal processing techniques warrants future study into the role of counseling in the advanced training of music therapists. Given contradictory findings across studies, we recommend investigators also explore how a degree in a related field affects career longevity of music therapists. © the American Music Therapy Association 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

  9. Recent Advances in Understanding Pelvic-Floor Tissue of Women With and Without Pelvic Organ Prolapse: Considerations for Physical Therapists.

    Science.gov (United States)

    Saunders, Kimberly

    2017-04-01

    Pelvic organ prolapse is a fairly common condition that imposes significant symptoms, diminished quality of life, social burden, financial expense, and surgical risk on women. As evidence supporting the benefit of pelvic-floor muscle training in nonsurgical management of pelvic organ prolapse grows, physical therapists are becoming a provider of choice interacting with women affected by pelvic organ prolapse. This perspective article will review recent research on tissue characteristics of 3 key components of pelvic organ support: skeletal muscle, ligament, and vaginal wall. This information will be summarized as implications for physical therapists. An improved understanding of pelvic-floor tissue in women with and without pelvic organ prolapse will provide a more comprehensive appreciation of the interaction of multiple systems in the disorder. © 2017 American Physical Therapy Association.

  10. Rehabilitation Practice Patterns Following Anterior Cruciate Ligament Reconstruction: A Survey of Physical Therapists.

    Science.gov (United States)

    Greenberg, Elliot M; Greenberg, Eric T; Albaugh, Jeffrey; Storey, Eileen; Ganley, Theodore J

    2018-05-22

    Study Design Cross-sectional survey. Background Recovery from anterior cruciate ligament reconstruction (ACLR) requires an intensive course of post-operative rehabilitation. Although guidelines outlining evidence-based rehabilitation recommendations have been published, the actual practice patterns of physical therapists are unknown. Objectives To analyze the current landscape of clinical practice as it pertains to rehabilitation progression and the use of time and objective criteria following ACLR. Methods An online survey was distributed to members of the orthopaedics, sports and private practice sections of the American Physical Therapy Association (APTA) between January and March 2017. Results 1074 responses were analyzed. Supervised physical therapy was reported to last ≤5 months by 56% of the sample. The most frequent time frame for activity progression was: 3-4 months (58%) for jogging, 4-5 months (51%) for modified sports activity and 9-12 months (40%) for unrestricted sports participation. Greater than 80% of the sample reported using strength and functional measures during rehabilitation. Of those that assessed strength, 56% used manual muscle testing as their only means of strength testing. Single limb hop testing (89%) was the most frequently reported measure utilized to begin modified sports activity. Performance criteria for strength and functional tests varied significantly across all phases of rehabilitation. Of the 45% that reported utilizing patient reported outcome measures, only a small proportion of those concerned fear or athletic confidence scales (10%). Conclusions Considerable variation exists amongst APTA members with regards to rehabilitation following ACLR. This variability in practice may contribute to suboptimal outcomes and confusion among practitioners and patients. J Orthop Sports Phys Ther, Epub 22 May 2018. doi:10.2519/jospt.2018.8264.

  11. A Novel and Cost-Effective Method for Evaluating Cardiopulmonary Auscultation Skills in Student Physical Therapists.

    Science.gov (United States)

    Sword, David O; Thomas, K Jackson; Wise, Holly H; Brown, Deborah D

    2017-01-01

    Sophisticated high-fidelity human simulation (HFHS) manikins allow for practice of both evaluation and treatment techniques in a controlled environment in which real patients are not put at risk. However, due to high demand, access to HFHS by students has been very competitive and limited. In the present study, a basic CPR manikin with a speaker implanted in the chest cavity and internet access to a variety of heart and breath sounds was used. Students were evaluated on their ability to locate and identify auscultation sites and heart/breath sounds. A five-point Likert scale survey was administered to gain insight into student perceptions on the use of this simulation method. Our results demonstrated that 95% of students successfully identified the heart and breath sounds. Furthermore, survey results indicated that 75% of students agreed or strongly agreed that this manner of evaluation was an effective way to assess their auscultation skills. Based on performance and perception, we conclude that a simulation method as described in this paper is a viable and cost-effective means of evaluating auscultation competency in not only student physical therapists but across other health professions as well.

  12. Educating Occupational Therapists in the Use of Theory and Evidence to Enhance Supervision Practice

    Directory of Open Access Journals (Sweden)

    Melanie J. Roberts

    2017-10-01

    Full Text Available This paper describes the implementation of a unique learning experience aimed at enhancing the quality of supervision practice in occupational therapy at the Gold Coast Hospital and Health Service. The package was designed by experienced occupational therapy educators based on adult, blended, and flipped learning approaches with content developed following administration of a standardized tool and semi-structured interviews. The learning package focused particularly on the logistics of supervision and the use of occupational therapy theory and evidence with supervision. The training for supervising therapists included a workshop and pre and post workshop learning activities. This collaborative research approach to designing and implementing a learning package as well as the specific content of the ongoing education opportunities could also be transferred to other services.

  13. Most Physically Educated Contest

    Science.gov (United States)

    Mercier, Kevin; Howard, Thomas

    2018-01-01

    It is seldom that the accomplishments of secondary physical education students are celebrated. The Most Physically Educated Contest was developed to allow students from several school districts to gather for appropriate competition and to display the characteristics of physical literacy attained from participation in high-quality physical…

  14. Distribution of physical therapists working on public and private establishments in different levels of complexity of health care in Brazil.

    Science.gov (United States)

    Costa, Larissa R; Costa, José L R; Oishi, Jorge; Driusso, Patricia

    2012-01-01

    The Brazilian Health System is organized on a regional and hierarchical form with three levels of complexity of health care. The Primary Care represents the first element of a continuing health care process, complemented by specialized actions. However, the centrality of the specialized care is still a problem in Brazil, especially in the private sector. Studies on the distribution of professionals in the health system allowing the formulation of appropriate policies are needed. To investigate the distribution of physical therapists in the levels of complexity of health care and between public and private establishments, according to data from the National Register of Health Service Providers (NRHSP). A descriptive cross-sectional study was performed considering NRHSP-national bank data collected in March 2010 and demographic census 2010 data. Data were analyzed through descriptive statistics techniques. We identified 53,181 registries of physical therapists, 60% linked to the private sector. Only 13% of all entries were linked to primary care. The predominance in specialized care occurred in the public sector (65%) and private sector (100%). The specialized establishments of private sector linked to the southeast region (16,043) were the main sites of physical therapists. Only the public sector in the south had a majority in the Primary Care. When considering the sizes of the cities, there is focus on specialist care in bigger cities. This study identified the concentration of physical therapists in the specialized care, mostly in metropolis and big cities and in the private sector, with restricted to participation in the primary care.

  15. Physical Therapists Forward Deployed on Aircraft Carriers: A Retrospective Look at a Decade of Service.

    Science.gov (United States)

    Rosenthal, Michael D; Ziemke, Gregg W; Bush, Matthew L; Halfpap, Joshua

    2018-04-25

    Navy physical therapists (PTs) have been a part of ship's company aboard Aircraft Carriers since 2002 due to musculoskeletal injuries being the number one cause of lost duty time and disability. This article describes a decade of physical therapy services provided aboard aircraft carriers. A retrospective survey was conducted to evaluate the types of services provided, volume of workload, value of services provided, and impact of PTs on operational readiness for personnel aboard Naval aircraft carriers. Thirty-four reports documenting workload from PTs stationed onboard aircraft carriers were collected during the first decade of permanent PT assignment to aircraft carriers. This report quantifies a 10-yr period of physical therapy services (PT and PT Technician) in providing musculoskeletal care within the carrier strike group and adds to existing literature demonstrating a high demand for musculoskeletal care in operational platforms. A collective total of 144,211 encounters were reported during the 10-yr period. The number of initial evaluations performed by the PT averaged 1,448 per assigned tour. The average number of follow-up appointments performed by the PT per tour was 1,440. The average number of treatment appointments per tour provided by the PT and PT technician combined was 1,888. The average number of visits per patient, including the initial evaluation, was 3.3. Sixty-five percent (65%) of the workload occurred while deployed or out to sea during training periods. It was estimated that 213 medical evacuations were averted over the 10-yr period. There were no reports of adverse events or quality of care reviews related to the care provided by the PT and/or PT technician. Access to early PT intervention aboard aircraft carriers was associated with a better utilization ratio (lower average number of visits per condition) than has been reported in prior studies and suggests an effective utilization of medical personnel resources. The impact of Navy PTs

  16. Improving Fall Risk Factor Identification and Documentation of Risk Reduction Strategies by Rehabilitation Therapists through Continuing Education

    Science.gov (United States)

    Karnes, Michele J.

    2011-01-01

    This static group comparison study determined that an educational intervention was effective in increasing fall risk factor assessment, documentation of fall risk factors, and strategies devised to reduce fall risk factors by rehabilitation therapists for their older adult outpatients in clinics. Results showed that experimental group identified…

  17. Inter-Professional Education of Prospective Speech-Language Therapists and Primary School Teachers through Shared Professional Practice Placements

    Science.gov (United States)

    Wilson, Leanne; McNeill, Brigid; Gillon, Gail T.

    2017-01-01

    Background: Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another…

  18. Physical education in transition

    Directory of Open Access Journals (Sweden)

    Đokić Zoran

    2017-01-01

    Full Text Available The consequences of physical inactivity and insufficient education about its importance are affecting not only the length and the quality of life, but also the economic aspects, such as health care costs caused by the reduction in labour productivity of the Serbian population. Based on previous experiences of countries in transition and those that have well-arranged systems of education, in terms of teaching of physical education programmes, there are possibilities for the necessary reform of the curriculum, adapted to our abilities and needs. These are primarily related to the objectives of education - proper development and creation of positive habits regarding physical activity and health. So far, the reforms of physical education in Serbia have not produced results. The reform should be the transition from education focused on the program to education focused on the ultimate goals (knowledge, skills, and attitudes towards physical activity, i.e. the lifelong values. The objectives and outcomes of teaching physical education should be individualized according to the psychosomatic status and specific dimensions of that status. Therefore, the role and responsibility of teachers change and it is necessary to reform their education. Of course, government is very involved in all of this, at all levels - throughout strategies and campaigns to raise awareness of the nation and its knowledge about the importance of physical activity through all forms of education.

  19. Factors influencing the occupational injuries of physical therapists in Taiwan: A hierarchical linear model approach.

    Science.gov (United States)

    Tao, Yu-Hui; Wu, Yu-Lung; Huang, Wan-Yun

    2017-01-01

    The evidence literature suggests that physical therapy practitioners are subjected to a high probability of acquiring work-related injuries, but only a few studies have specifically investigated Taiwanese physical therapy practitioners. This study was conducted to determine the relationships among individual and group hospital-level factors that contribute to the medical expenses for the occupational injuries of physical therapy practitioners in Taiwan. Physical therapy practitioners in Taiwan with occupational injuries were selected from the 2013 National Health Insurance Research Databases (NHIRD). The age, gender, job title, hospitals attributes, and outpatient data of physical therapy practitioners who sustained an occupational injury in 2013 were obtained with SAS 9.3. SPSS 20.0 and HLM 7.01 were used to conduct descriptive and hierarchical linear model analyses, respectively. The job title of physical therapy practitioners at the individual level and the hospital type at the group level exert positive effects on per person medical expenses. Hospital hierarchy moderates the individual-level relationships of age and job title with the per person medical expenses. Considering that age, job title, and hospital hierarchy affect medical expenses for the occupational injuries of physical therapy practitioners, we suggest strengthening related safety education and training and elevating the self-awareness of the risk of occupational injuries of physical therapy practitioners to reduce and prevent the occurrence of such injuries.

  20. Implementing Online Physical Education

    Science.gov (United States)

    Mohnsen, Bonnie

    2012-01-01

    Online physical education, although seemingly an oxymoron, appears to be the wave of the future at least for some students. The purpose of this article is to explore research and options for online learning in physical education and to examine a curriculum, assessment, and instructional model for online learning. The article examines how physical…

  1. A phase III randomized three-arm trial of physical therapist delivered pain coping skills training for patients with total knee arthroplasty: the KASTPain protocol

    Directory of Open Access Journals (Sweden)

    Riddle Daniel L

    2012-08-01

    Full Text Available Abstract Background Approximately 20% of patients report persistent and disabling pain following total knee arthroplasty (TKA despite an apparently normally functioning prosthesis. One potential risk factor for unexplained persistent pain is high levels of pain catastrophizing. We designed a three-arm trial to determine if a pain coping skills training program, delivered prior to TKA, effectively reduces function-limiting pain following the procedure in patients with high levels of pain catastrophizing. Methods/design The trial will be conducted at four University-based sites in the US. A sample of 402 patients with high levels of pain catastrophizing will be randomly assigned to either a pain coping skills training arm, an arthritis education control arm or usual care. Pain coping skills will be delivered by physical therapists trained and supervised by clinical psychologist experts. Arthritis education will be delivered by nurses trained in the delivery of arthritis-related content. The primary outcome will be change in Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC Pain scale score 12 months following surgery. A variety of secondary clinical and economic outcomes also will be evaluated. Discussion The trial will be conducted at four University-based sites in the US. A sample of 402 patients with high levels of pain catastrophizing will be randomly assigned to either a pain coping skills training arm, an arthritis education control arm or usual care. Pain coping skills will be delivered by physical therapists trained and supervised by clinical psychologist experts. Arthritis education will be delivered by nurses trained in the delivery of arthritis-related content. The primary outcome will be change in Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC Pain scale score 12 months following surgery. A variety of secondary clinical and economic outcomes also will be evaluated. Trial Registration NCT

  2. Education of counsellors and therapists for the work with the topic of holes in roles

    Directory of Open Access Journals (Sweden)

    Slaninova Gabriela

    2016-01-01

    Full Text Available The article focuses on the education of counsellors and therapists for the work with the topic of holes in roles. It uses pieces of knowledge of contemporary approaches in counselling and psychotherapy. It defines holes in roles on the theoretical and practical level, introduces an original and specific approach to its processing and skills of a helping worker, which he/she gains by theoretical and practical education. Assuming the perspective of Pesso Boyden System Psychomotor we treat the deficits in basic developmental needs in the context with holes in roles. These include the needs of place, nurturance, support, protection and limits. Deficit in the need for place is a result of being refused by the first carer – the individual desires to belong somewhere but s/he cannot find his/her place. The consequences of a lack of saturation are the dependence on the presence and actions of another, feelings of inner emptiness and the inability to express one’s needs. Insufficient support leads to feelings of uncertainty, unease, weak self-confidence and self-respect and the tendency to underestimate oneself, feeling weak and incompetent. A deficit in protection brings the feelings of helplessness, the individual is oversensitive, vulnerable and full of anxiety. Insufficient limits cause the tendency towards destructivity and the inability to differentiate between reality and fantasy.

  3. Education Research in Physical Therapy: Visions of the Possible.

    Science.gov (United States)

    Jensen, Gail M; Nordstrom, Terrence; Segal, Richard L; McCallum, Christine; Graham, Cecilia; Greenfield, Bruce

    2016-12-01

    Education research has been labeled the "hardest science" of all, given the challenges of teaching and learning in an environment encompassing a mixture of social interactions, events, and problems coupled with a persistent belief that education depends more on common sense than on disciplined knowledge and skill. The American Educational Research Association specifies that education research-as a scientific field of study-examines teaching and learning processes that shape educational outcomes across settings and that a learning process takes place throughout a person's life. The complexity of learning and learning environments requires not only a diverse array of research methods but also a community of education researchers committed to exploring critical questions in the education of physical therapists. Although basic science research and clinical research in physical therapy have continued to expand through growth in the numbers of funded physical therapist researchers, the profession still lacks a robust and vibrant community of education researchers. In this perspective article, the American Council of Academic Physical Therapy Task Force on Education Research proposes a compelling rationale for building a much-needed foundation for education research in physical therapy, including a set of recommendations for immediate action. © 2016 American Physical Therapy Association.

  4. Preparation of physical therapists to work with handicapped infants and their families: current status and training needs.

    Science.gov (United States)

    Cochrane, C G; Farley, B G; Wilhelm, I J

    1990-06-01

    The purposes of this study were to determine the current status of physical therapists' preparation to work with handicapped and at-risk infants and their families and to identify needs for infant- and family-focused training materials and curricula. Results of a telephone survey of 73 physical therapy programs and a follow-up mail survey of 14 physical therapy programs with infancy specialization options are presented. Students in entry-level programs and postprofessional master's degree programs with infancy specializations commonly received instruction in infancy-related topics. Many students received minimal or no exposure to family-related content. Family assessment and intervention were identified as the areas of highest priority for development of training materials and curricula. The results of this study provide direction for the design of infant- and family-focused training materials and curricula in physical therapy.

  5. Reactors and physics education

    International Nuclear Information System (INIS)

    Hayter, J.B.

    1992-01-01

    This paper discussed some ideas for using neutrons in physics education, including experiments which demonstrate diffraction and optical refraction, divergence imaging, Zeeman splitting, polarization, Larmor precession, and neutron spin-echo. (author)

  6. Physical Education as Porn!

    Science.gov (United States)

    Evans, John

    2013-01-01

    Background: This paper offers critical commentary on the culture of "performativity" that has dominated educational discourse over the last 20 years, affecting the way in which researchers, teachers, pupils and parents think and act toward Physical Education and sport (PESP) in schools. It is a culture that, in the UK, is likely to…

  7. A grounded-theory investigation of patient education in physical therapy practice.

    Science.gov (United States)

    Rindflesch, Aaron B

    2009-04-01

    Patient education is a critical component of physical therapy and is used frequently in practice. Research describing the practice of patient education in physical therapy is scarce, however. Qualitative research methods can be used to describe the practice of patient education in physical therapy and to identify supportive theory. This study describes the practice of patient education grounded in data obtained from nine physical therapists in three settings: outpatient, acute care, and inpatient rehabilitation. From the data common themes are reported. From the themes, supportive theory can be identified. Results show four primary themes regarding patient education in physical therapy. First, the physical therapists in this study were not able to easily differentiate patient education from primary interventions. Second, the purpose of patient education was to empower patients toward self-management and prevention. Third, therapists used a patient-centered approach to decide upon content. Finally, each therapist used function or demonstration to assess the outcome of patient education interventions. The results of this study can be used to inform current practitioners, for future research and to identify theoretical underpinnings to support the practice of patient education in physical therapy.

  8. The precarious supply of physical therapists across Canada: exploring national trends in health human resources (1991 to 2005

    Directory of Open Access Journals (Sweden)

    Ricketts Thomas C

    2007-09-01

    Full Text Available Abstract Background Health Human Resource (HHR ratios are one measure of workforce supply, and are often expressed as a ratio in the number of health professionals to a sub-set of the population. In this study, we explore national trends in HHR among physical therapists (PTs across Canada. Methods National population data were combined with provincial databases of registered physical therapists in order to estimate the HHR ratio in 2005, and to establish trends between 1991 and 2005. Results The national HHR ratio was 4.3 PTs per 10,000 population in 1991, which increased to 5.0 by 2000. In 2005, the HHR ratios varied widely across jurisdictions; however, we estimate that the national average dropped to 4.8 PTs per 10,000. Although the trend in HHR between 1991 and 2005 suggests positive growth of 11.6%, we have found negative growth of 4.0% in the latter 5-years of this study period. Conclusion Demand for rehabilitation services is projected to escalate in the next decade. Identifying benchmarks or targets regarding the optimal number of PTs, along with other health professionals working within inter professional teams, is necessary to establish a stable supply of health providers to meet the emerging rehabilitation and mobility needs of an aging and increasingly complex Canadian population.

  9. Development and Evaluation of an Implementation Strategy for Collecting Data in a National Registry and the Use of Patient-Reported Outcome Measures in Physical Therapist Practices: Quality Improvement Study.

    Science.gov (United States)

    Meerhoff, Guus A; van Dulmen, Simone A; Maas, Marjo J M; Heijblom, Karin; Nijhuis-van der Sanden, Maria W G; Van der Wees, Philip J

    2017-08-01

    In 2013, the Royal Dutch Society for Physical Therapy launched the program "Quality in Motion." This program aims to collect data from electronic health record systems in a registry that is fed back to physical therapists, facilitating quality improvement. The purpose of this study was to describe the development of an implementation strategy for the program and to evaluate the feasibility of building a registry and implementing patient-reported outcome measures (PROMs) in physical therapist practices. A stepwise approach using mixed methods was established in 3 consecutive pilots with 355 physical therapists from 66 practices. Interim results were evaluated using quantitative data from a self-assessment questionnaire and the registry and qualitative data from 21 semistructured interviews with physical therapists. Descriptive statistics and McNemar's symmetry chi-squared test were used to summarize the feasibility of implementing PROMs. PROMs were selected for the 5 most prevalent musculoskeletal conditions in Dutch physical therapist practices. A core component of the implementation strategy was the introduction of knowledge brokers to support physical therapists in establishing the routine use of PROMs in clinical practice and to assist in executing peer assessment workshops. In February 2013, 30.3% of the physical therapist practices delivered 4.4 completed treatment episodes per physical therapist to the registry; this increased to 92.4% in November 2014, delivering 54.1 completed patient episodes per physical therapist. Pre- and posttreatment PROM use increased from 12.2% to 39.5%. It is unclear if the participating physical therapists reflect a representative sample of Dutch therapists. Building a registry and implementing PROMs in physical therapist practices are feasible. The routine use of PROMs needs to increase to ensure valid feedback of outcomes. Using knowledge brokers is promising for implementing the program via peer assessment workshops. © 2017

  10. Inclusive Physical Education

    DEFF Research Database (Denmark)

    Østergaard, Charlotte; Rostbøll, Solveig Fogh

    2015-01-01

    EN317 - Inclusive Physical Education - with a focus on active and successful participation Charlotte Østergaard, Solveig Fogh Rostbøll, Department of School and Learning, Metropolitan University College (DK) chao@phmetropol.dk The Danish School Reform 2014 intends to raise the amount and intensity...... and is often a bad experience for students who do not have the required skills or the necessary competitive mentality. The purpose of the study is to generate increased knowledge of how to work with inclusive education in PE in schools. The aims of the study are to identify groups of “outsiders” and to find...... and ability to participate in PE must be understood in specific socio-cultural and socio-economic conditions. The hypothesis of the study is that the experience of being acknowledged for your efforts in physical education by significant others can form the basis for the construction of physical capital. EN323...

  11. Occupational hand injuries: a current review of the prevalence and proposed prevention strategies for physical therapists and similar healthcare professionals.

    Science.gov (United States)

    Gyer, Giles; Michael, Jimmy; Inklebarger, James

    2018-03-01

    Hand injury is the second most common work-related musculoskeletal injury among physical therapists (PTs) and other manual therapy professionals such as osteopaths, physiotherapists, chiropractors, acupuncturists and massage therapists. However, the nature and extent of this problem have not been fully explored yet. Therefore, the objective of this study was to review the existing literature published on the prevalence, risk factors, consequences, and prevention of hand injuries among PTs and similar healthcare professionals. The lifetime prevalence of hand injuries was about 15%-46%, and the annual prevalence was reported as 5%-30%. Thumb injuries were found to be the most prevalent of all injuries, accounting more than 50% of all hand-related problems. The most significant risk factors for job-related hand injuries were performing manual therapy techniques, repetitive workloads, treating many patients per day, continued work while injured or hurt, weakness of the thumb muscles, thumb hypermobility, and instability at the thumb joints. PTs reported modifying treatment technique, taking time off on sick leave, seeking intervention, shifting the specialty area, and decreasing patient contact hours as the major consequences of these injuries. The authors recommend that PTs should develop specific preventive strategies and put more emphasis on the use of aids and equipment to reduce the risk of an unnecessary injury. Copyright © 2018 Shanghai Changhai Hospital. Published by Elsevier B.V. All rights reserved.

  12. A survey of physical therapists' clinical practice patterns and adherence to clinical guidelines in the management of patients with whiplash associated disorders (WAD).

    Science.gov (United States)

    Corkery, Marie B; Edgar, Kristen L; Smith, Christine E

    2014-05-01

    To explore the clinical practice of physical therapists and examine adherence to clinical guidelines for treating patients with whiplash associated disorders (WAD). A cross-sectional electronic survey was sent to 1484 licensed physical therapists from the Orthopedic Section of the American Physical Therapy Association and the American Academy of Orthopedic Manual Physical Therapists. The survey included demographic data and two clinical vignettes describing patients with acute and chronic WAD. The chi-square test was used to analyze responses. There were 291(19.6%) responses to the survey. Of those, 237 (81.4%) provided data for vignette 1 and 204 (70.1%) for vignette 2. One hundred and eighty (76.6%) respondents reported familiarity with evidence-based or clinical practice guidelines for treating patients with WAD. Of those, 71.5% (n = 128) indicated that they followed them more than 50% of the time. Therapists with an advanced certification were more likely to be familiar with clinical guidelines than those who were not certified (Ppsychological distress and some outcome measures. Significant differences in clinical practice (P<0.01) were found between therapists who were and were not familiar with guidelines and those with and without an advanced certification. Advanced certification and knowledge of guidelines appeared to play a role in the clinical practice of physical therapists treating patients with WAD. Further research is needed to explore factors affecting knowledge translation from research to clinical practice and to evaluate the outcomes of patients with WAD when clinical guidelines are applied in practice.

  13. Recommendations for physical therapists on the treatment of lumbopelvic pain during pregnancy: a systematic review.

    Science.gov (United States)

    van Benten, Esther; Pool, Jan; Mens, Jan; Pool-Goudzwaard, Annelies

    2014-07-01

    Systematic review of the literature. To review and assess the peer-reviewed literature on the effectiveness of physical therapy interventions in treating lumbopelvic pain during pregnancy. Current guidelines on interventions for lumbopelvic pain during pregnancy differ in their recommendations for assessment and intervention. Recent publications may allow revising current recommendations for the treatment of this complex problem. An electronic search strategy was conducted in PubMed, PEDro, Scopus, and CINAHL of literature published from January 1992 to November 2013. Two authors independently assessed all abstracts for eligibility. Articles were independently rated for quality by 2 authors, using the Cochrane Back Review Group criteria for methodological quality. Where possible, effect sizes were calculated for the different interventions. A total of 22 articles (all randomized controlled trials) reporting on 22 independent studies were included. Overall, the methodological quality of the studies was moderate. Data for 4 types of interventions were considered: a combination of interventions (7 studies, n = 1202), exercise therapy (9 studies, n = 2149), manual therapy (5 studies, n = 360), and material support (1 study, n = 115). All included studies on exercise therapy, and most of the studies on interventions combined with patient education, reported a positive effect on pain, disability, and/or sick leave. Evidence-based recommendations can be made for the use of exercise therapy for the treatment of lumbopelvic pain during pregnancy. Therapy, level 1a-. J Orthop Sports Phys Ther 2014;44(7):464-473. Epub 10 May 2014. doi:10.2519/jospt.2014.5098.

  14. Relationships between presenteeism and work-related musculoskeletal disorders among physical therapists in the Republic of Korea.

    Science.gov (United States)

    Bae, Young-Hyeon

    2017-12-14

    This study investigated the relationship between presenteeism and work-related musculoskeletal disorders (WMSDs) among physical therapists (PTs) in the Republic of Korea. Questionnaires were given to 600 PTs in the Republic of Korea. General and occupational characteristics and the prevalence of presenteeism and absenteeism were self-reported on the questionnaire. Stepwise regression analyses were used to evaluate the effects of presenteeism and other variables on general and occupational characteristics. Of the 490 PTs who responded, 399 (81.4%) reported at least one WMSD. There was a low incidence rate of absenteeism, but work impairment scores indicate there was a high incidence of presenteeism. In the stepwise regression analyses, the incidence of WMSDs was highest in cases of presenteeism. The results of this study demonstrate that there is a high incidence rate of WMSDs in Republic of Korean PTs, that WMSDs are related to presenteeism and that PTs demonstrate high presenteeism and low absenteeism.

  15. Attractiveness of employment sectors for physical therapists in Ontario, Canada (1999-2007: implication for the long term care sector

    Directory of Open Access Journals (Sweden)

    Landry Michel D

    2012-05-01

    Full Text Available Abstract Background Recruiting and retaining health professions remains a high priority for health system planners. Different employment sectors may vary in their appeal to providers. We used the concepts of inflow and stickiness to assess the relative attractiveness of sectors for physical therapists (PTs in Ontario, Canada. Inflow was defined as the percentage of PTs working in a sector who were not there the previous year. Stickiness was defined as the transition probability that a physical therapist will remain in a given employment sector year-to-year. Methods A longitudinal dataset of registered PTs in Ontario (1999-2007 was created, and primary employment sector was categorized as ‘hospital’, ‘community’, ‘long term care’ (LTC or ‘other.’ Inflow and stickiness values were then calculated for each sector, and trends were analyzed. Results There were 5003 PTs in 1999, which grew to 6064 by 2007, representing a 21.2% absolute growth. Inflow grew across all sectors, but the LTC sector had the highest inflow of 32.0%. PTs practicing in hospitals had the highest stickiness, with 87.4% of those who worked in this sector remaining year-to-year. The community and other employment sectors had stickiness values of 78.2% and 86.8% respectively, while the LTC sector had the lowest stickiness of 73.4%. Conclusion Among all employment sectors, LTC had highest inflow but lowest stickiness. Given expected increases in demand for services, understanding provider transitional probabilities and employment preferences may provide a useful policy and planning tool in developing a sustainable health human resource base across all employment sectors.

  16. Attractiveness of employment sectors for physical therapists in Ontario, Canada (1999-2007): implication for the long term care sector

    Science.gov (United States)

    2012-01-01

    Background Recruiting and retaining health professions remains a high priority for health system planners. Different employment sectors may vary in their appeal to providers. We used the concepts of inflow and stickiness to assess the relative attractiveness of sectors for physical therapists (PTs) in Ontario, Canada. Inflow was defined as the percentage of PTs working in a sector who were not there the previous year. Stickiness was defined as the transition probability that a physical therapist will remain in a given employment sector year-to-year. Methods A longitudinal dataset of registered PTs in Ontario (1999-2007) was created, and primary employment sector was categorized as ‘hospital’, ‘community’, ‘long term care’ (LTC) or ‘other.’ Inflow and stickiness values were then calculated for each sector, and trends were analyzed. Results There were 5003 PTs in 1999, which grew to 6064 by 2007, representing a 21.2% absolute growth. Inflow grew across all sectors, but the LTC sector had the highest inflow of 32.0%. PTs practicing in hospitals had the highest stickiness, with 87.4% of those who worked in this sector remaining year-to-year. The community and other employment sectors had stickiness values of 78.2% and 86.8% respectively, while the LTC sector had the lowest stickiness of 73.4%. Conclusion Among all employment sectors, LTC had highest inflow but lowest stickiness. Given expected increases in demand for services, understanding provider transitional probabilities and employment preferences may provide a useful policy and planning tool in developing a sustainable health human resource base across all employment sectors. PMID:22643111

  17. Management of sternal precautions following median sternotomy by physical therapists in Australia: a web-based survey.

    Science.gov (United States)

    Tuyl, Lara J; Mackney, Jennifer H; Johnston, Catherine L

    2012-01-01

    Sternal precautions are utilized within many hospitals with the aim of preventing the occurrence of sternal complications (eg, infection, wound breakdown) following midline sternotomy. The evidence base for sternal precaution protocols, however, has been questioned due to a paucity of research, unknown effect on patient outcomes, and possible discrepancies in pattern of use among institutions. The objective of this study was to investigate and document the use of sternal precautions by physical therapists in the treatment of patients following median sternotomy in hospitals throughout Australia, from immediately postsurgery to discharge from the hospital. A cross-sectional, observational design was used. An anonymous, Web-based survey was custom designed for use in the study. The questionnaire was content validated, and the online functionality was assessed. The senior cardiothoracic physical therapist from each hospital identified as currently performing cardiothoracic surgery (N=51) was invited to participate. The response rate was 58.8% (n=30). Both public (n=18) and private (n=12) hospitals in all states of Australia were represented. Management protocols reported by participants included wound support (n=22), restrictions on lifting and transfers (n=23), and restrictions on mobility aid use (n=15). Factors influencing clinical practice most commonly included "workplace practices/protocols" (n=27) and "clinical experience" (n=22). Limitations The study may be limited by response bias. Significant variation exists in the sternal precautions and protocols used in the treatment of patients following median sternotomy in Australian hospitals. Further research is needed to investigate whether the restrictions and precautions used are necessary and whether protocols have an impact on patient outcomes, including rates of recovery and length of stay.

  18. The use of evidence-based practices for the management of shoulder impingement syndrome among Indian physical therapists: a cross-sectional survey

    Directory of Open Access Journals (Sweden)

    Vandana Phadke

    2015-12-01

    Full Text Available ABSTRACT Background: The understanding of the pathomechanics of shoulder impingement has evolved over the years. Likewise, assessment techniques and effective treatment strategies have also been developed. Physical therapists should keep up-to-date on the current evidence. Objective: This study explored the practices currently used by Indian physical therapists for the assessment and management of shoulder impingement syndrome (SIS. Method: Using an online questionnaire, therapists were asked to declare the causes, methods of assessment and their choices of physical therapy techniques for the management of SIS. The proportions of therapists using different techniques were analyzed descriptively, and comparisons across gender, experience level, and training were made. Data were analyzed to see if the choices of respondents compared with their responses for etiology. Results: A total of 211 responses were analyzed. Most respondents (>75% believed that overuse and abnormal motion/posture are the most significant causes of SIS. However, fewer respondents reported assessing posture (60.2% and dyskinesis, especially in women (24.2%. Ninety-four percent of the respondents reported using exercises, but exercise prescription was rather generic. Therapists additionally trained in the techniques of joint mobilization or taping declared using these techniques more frequently. The use of interferential therapy and ultrasound was reported by 89.5% and 98.4% of respondents, respectively Conclusion: Most therapists declared awareness of current recommended practices, but patient assessment, exercise prescription, and use of electrotherapy modalities were only partially based on current evidence. The study helps to identify gaps in current physical therapy approaches to SIS in India.

  19. PREVALENCE OF WORK RELATED LOW BACK PAIN IN PHYSICAL THERAPIST PROFESSIONAL FROM THE CITY OF TAIF, KSA

    Directory of Open Access Journals (Sweden)

    Emad T. Ahmed

    2016-10-01

    Full Text Available Background: Physical therapy often is used in the management of work-related low back pain (LBP. Little information, however, is known about work related low back pain that may occur in physical therapy experts themselves. Work related low back agony speaks to one of the real wellbeing issues that happen in well-beings experts. The point of this study is to examine the pervasiveness of work related low back pain in physical therapy experts, and its connection to the way of work. Methods: One hundred and seven physical therapy experts working at general hospitals at Taif, KSA took part in this study, their age ranged from 25 to 60 years, and they were complaining from low back pain for more than 3 months and their current pain for at least three or more weeks. Every subject was requested to finish the Oswestry Low Back Pain Disability Index Questionnaires that comprised of 15 close-ended inquiries. Results: We analyzed Data by utilizing descriptive statistics to gauge the predominance of low back pain in physical therapy experts and to explore connection between back pain and hospital facility work. Out of two hundred thirty physical therapist advisor, one hundred and ten (47.8% physical specialists finished/gave back the surveys. three polls were rejected from investigation since members had missed a few things in filling the survey. In this manner, just information from 107 members was utilized to figure the predominance rates. It was found that the commonness of work related low back pain in physical therapy expert is equivalent 72%. It was found that a connection between the works related low back pain and age, proficient rank, and specialty. Conclusion: There is a higher occurrence of work related back pain among physiotherapist expert and this may be impacted by age, proficient rank and specialty.

  20. A syllabus for the education and training of RTTs (radiation therapists/therapy radiographers)

    International Nuclear Information System (INIS)

    2007-01-01

    The number of cancer patients is rapidly increasing in the developing countries. Radiotherapy is a crucial component of the modern treatment of cancer but is, unfortunately, not available to the majority of the patients in developing countries. The International Atomic Energy Agency has been assisting Member States in the establishment, operation and upgrading of radiation oncology facilities. The assistance, in addition to the training of medical doctors and medical physicists in radiation oncology, also includes the training of professionals (known in various countries as radiation therapists, therapy radiographers, manipulators, radiation therapy technologists, etc.) that are responsible for the actual operation of radiotherapy machines for the treatment of patients. The shortage of such well-trained professionals is a serious obstacle to making radiotherapy accessible to cancer patients. For better communication the AFRA-RCA (AFRA: African Regional Agreement for Research, Development and Training Related to Nuclear Science and Technology, RCA: Regional Cooperative Agreement for Research, Development and Training Related to Nuclear Science and Technology (Asia and Pacific)) task force recommended the abbreviation 'RTT' to describe these professionals instead of the different terms used in different countries. IAEA funded training often involved sending RTTs to foreign countries at great expense and risk of 'brain drain'. The development of RTT training in many countries in Africa and Asia is in its infancy, but national/sub-regional training programs for RTTs will be essential for meeting current and future needs for well-trained RTTs. AFRA and RCA project coordinators decided to address this challenge by establishing a harmonized minimum acceptable syllabus for the education and training of RTTs. A task force including representatives from both regions as well as international experts was created and drafted this report in 2002 in Mauritius. It was then field

  1. A syllabus for the education and training of RTTs (radiation therapists/therapy radiographers)

    International Nuclear Information System (INIS)

    2005-01-01

    The number of cancer patients is rapidly increasing in the developing countries. Radiotherapy is a crucial component of the modern treatment of cancer but is, unfortunately, not available to the majority of the patients in developing countries. The International Atomic Energy Agency has been assisting Member States in the establishment, operation and upgrading of radiation oncology facilities. The assistance, in addition to the training of medical doctors and medical physicists in radiation oncology, also includes the training of professionals (known in various countries as radiation therapists, therapy radiographers, manipulators, radiation therapy technologists, etc.) that are responsible for the actual operation of radiotherapy machines for the treatment of patients. The shortage of such well-trained professionals is a serious obstacle to making radiotherapy accessible to cancer patients. For better communication the AFRA-RCA (AFRA: African Regional Agreement for Research, Development and Training Related to Nuclear Science and Technology, RCA: Regional Cooperative Agreement for Research, Development and Training Related to Nuclear Science and Technology (Asia and Pacific)) task force recommended the abbreviation 'RTT' to describe these professionals instead of the different terms used in different countries. IAEA funded training often involved sending RTTs to foreign countries at great expense and risk of 'brain drain'. The development of RTT training in many countries in Africa and Asia is in its infancy, but national/sub-regional training programs for RTTs will be essential for meeting current and future needs for well-trained RTTs. AFRA and RCA project coordinators decided to address this challenge by establishing a harmonized minimum acceptable syllabus for the education and training of RTTs. A task force including representatives from both regions as well as international experts was created and drafted this report in 2002 in Mauritius. It was then field

  2. Educative health physics

    International Nuclear Information System (INIS)

    Vetter, R.J.; O'Riordan, M.C.

    1992-01-01

    'Full-Text:' There is more to education in radiation protection than curricula, courses and certificates. In a broader sense, education implies the provision of knowledge, the development of competence, and the promotion of understanding. These purposes are served by 'Health Physics', the journal of radiation protection. The leading role of the journal is supported by an Advisory Board composed of members of the IRPA Publications Commission. A review is presented of the diversity of material in Health Physics throughout the last few years and set against the historical background. Expansion in the range of topics is described as well as the increase in didactic content both theoretical and operational. The global range of contributions is noted as is the attempt to provide an international perspective on developments in the discipline. Plans for the future are discussed. (author)

  3. Physics and Education

    Science.gov (United States)

    Quinn, Helen

    2016-03-01

    I make a distinction between science outreach work and science education work, and my stress in this talk will be on the latter, though I have done both. Using my own career in physics and education as an example, as well as some examples of the contributions of other physicists, I will discuss the variety of ways in which scientists can contribute to science education at the pre-college level. I will argue for the need for more scientists to undertake this work as a serious professional commitment. In order to do so effectively a scientist must take the time to learn about science education and research on learning, and about how the education systems and policies that one is trying to impact function and are controlled. While working with individual teachers and/or their students provides a valuable service to those individuals, working at the State and National policy level, or with those developing curriculum materials, professional development for teachers and assessment strategies aligned to the broadly adopted Next Generation Science Standards can have much broader impacts. These standards have been adopted by over 14 states and have strongly influenced the science standards of a number of others. I will talk about my role in developing the vision of ``three-dimensional'' science education embodied in those standards, explain the fundamental components of that vision, and discuss the work that still needs to be done to realize that vision over the coming years.

  4. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  5. Full-text publication of abstract-presented work in physical therapy: do therapists publish what they preach?

    Science.gov (United States)

    Smith, Heather D; Bogenschutz, Elizabeth D; Bayliss, Amy J; Altenburger, Peter A; Warden, Stuart J

    2011-02-01

    Professional meetings, such as the American Physical Therapy Association's (APTA's) Combined Sections Meeting (CSM), provide forums for sharing information relevant to physical therapy. An indicator of whether therapists fully disseminate their work is the number of full-text peer-reviewed publications that result. The purposes of this study were: (1) to determine the full-text publication rate of work presented in abstract form at CSM and (2) to investigate factors influencing this rate. A systematic search was undertaken to locate full-text publications of work presented in abstract form within the Orthopaedic and Sports Physical Therapy sections at CSM between 2000 and 2004. Eligible publications were published within 5 years following abstract presentation. The influences of APTA section, year of abstract presentation, institution of origin, study design, sample size, study significance, reporting of a funding source, and presentation type on full-text publication rate were assessed. Characteristics of full-text publications were explored. Work presented in 1 out of 4 abstracts (25.4%) progressed to full-text publication. Odds of full-text publication increased if the abstract originated from a doctorate-granting or "other" institution, reported findings of an experimental study, reported a statistically significant finding, included a larger sample size, disclosed a funding source, or was presented as a platform presentation. More than one third (37.8%) of full-text publications were published in the Journal of Orthopaedic and Sports Physical Therapy or Physical Therapy, and 4 out of 10 full-text publications (39.2%) contained at least one major change from information presented in abstract form. The full-text publication rate for information presented in abstract form within the Orthopaedic and Sports Physical Therapy sections at CSM is low relative to comparative disciplines. Caution should be exercised when translating information presented at CSM into

  6. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    OpenAIRE

    Rachel E. Scherr; Monica Plisch; Renee Michelle Goertzen

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions aro...

  7. Why Teach Physical Education History?

    Science.gov (United States)

    Patterson, Jan

    2004-01-01

    The physical education discipline has had a long development, incorporating concepts learned and appreciated from ancient and modern Olympics, exercise and training, physical activity and sport, and the history of physical education itself. Nevertheless, it continues to evolve as educators improve their instructional methods, medical experts…

  8. Promoting Physical Activity in Adapted Physical Education

    Science.gov (United States)

    Yun, Joonkoo; Beamer, Jennifer

    2018-01-01

    The importance of physical activity has received considerable attention during the past decade. Physical education has been viewed as a cost-effective way to promote physical activity as a public health initiative. In fact, the Centers for Disease Control and Prevention recommends that a "substantial percentage" of students' overall…

  9. A knowledge translation intervention designed using audit and feedback and the Theoretical Domains Framework for physical therapists working in inpatient rehabilitation: A case report.

    Science.gov (United States)

    Romney, Wendy; Salbach, Nancy; Parrott, James Scott; Deutsch, Judith E

    2018-04-16

    Little is known about the process of engaging key stakeholders to select and design a knowledge translation (KT) intervention to increase the use of an outcome measure using audit and feedback. The purpose of this case report was to describe the development of a KT intervention designed with organizational support to increase physical therapists' (PTs) use of a selected outcome measure in an inpatient sub-acute rehabilitation hospital. Eleven PTs who worked at a sub-acute rehabilitation hospital participated. After determining organizational support, a mixed methods barrier assessment including a chart audit, questionnaire, and a focus group with audit and feedback was used to select an outcome measure and design a locally tailored intervention. The intervention was mapped using the Theoretical Domains Framework (TDF). One investigator acted as knowledge broker and co-designed the intervention with clinician and supervisor support. The 4-m walk test was selected through a group discussion facilitated by the knowledge broker. Support from the facility and input from the key stakeholders guided the design of a tailored KT intervention to increase use of gait speed. The intervention design included an interactive educational meeting, with documentation and environmental changes. Input from the clinicians on the educational meeting, documentation changes and placement of tracks, and support from the supervisor were used to design and locally adapt a KT intervention to change assessment practice among PTs in an inpatient sub-acute rehabilitation hospital. Implementation and evaluation of the intervention is underway.

  10. DPT Student Perceptions of the Physical Therapist Assistant's Role: Effect of Collaborative Case-Based Learning Compared to Traditional Content Delivery and Clinical Experience.

    Science.gov (United States)

    Colgrove, Yvonne M; VanHoose, Lisa D

    2017-01-01

    Doctor of physical therapy (DPT) student learning about role delineation of physical therapist assistants (PTAs) is essential to ethical and legal practice. Survey assessment of three DPT student cohorts compared collaborative interprofessional case-based learning with PTA students to traditional curriculum delivery strategies. Control cohorts were assessed one time. The intervention group was assessed pre-intervention, immediately post-intervention, and after completing a full-time clinical experience. The case-based learning covered 46% of survey content, allowing for the assessment of content-specific material and potential learning through collaboration. Following the educational intervention, the intervention group improved significantly in areas inside and outside the case-based study content, outscoring both control groups on 25-34% of the survey items. Following the clinical experience, the intervention group declined answer accuracy for patient evaluation and treatment implementation, suggesting unlearning. Improvement in the administrative section was observed after the clinical experience. Perceptions of the tasks within the PTA role were diminished while tasks outside the scope of practice appeared clarified following the clinical experience. While case-based collaborative intraprofessional learning proves effective in student learning about the PTA role, changes following the clinical experience raise questions about the influence of the clinical environment on learning and the practical application of recently learned knowledge.

  11. Home discharge of technology-dependent children: evaluation of a respiratory-therapist driven family education program.

    Science.gov (United States)

    Tearl, Donna K; Hertzog, James H

    2007-02-01

    Initial hospital discharge to home of technology-dependent children requires extensive training and education of the family caregivers. Education of adult family members should promote positive interactions in a nonthreatening manner while facilitating the development of the knowledge and skills to competently and independently provide all aspects of the medical care. We utilize a training program for adult family members of children who have undergone tracheostomy to facilitate long-term mechanical ventilatory support and who are being prepared for their initial discharge from the hospital to home. A dedicated respiratory therapist family educator directs this program. Multiple teaching tools, activities, and training sessions, based on adult learning theory, are utilized to develop appropriate clinical skills to manage children with tracheostomies and the associated technological supports. We evaluated the effectiveness of our program by administering a written test to caregivers, at the start and the conclusion of their training. We also surveyed the caregivers about their satisfaction with the educational program and the respiratory therapist family educator's performance. We also surveyed employees of the durable medical equipment companies used by the families, regarding the caregivers' knowledge and competency in the home one month following discharge. Our program was associated with a statistically significant improvement in caregiver test performance, and the caregivers expressed a high degree of satisfaction with the program. The employees of the durable medical equipment companies perceived a high degree of knowledge and competence on the part of the home caregivers. Our training program appears to have a positive impact on the educational preparation of caregivers.

  12. Recommendations for physical therapists on the treatment of lumbopelvic pain during pregnancy: a systematic review.

    NARCIS (Netherlands)

    van Benten, E.; Pool, J.J.; Mens, J; Pool-Goudzwaard, A.L.

    2014-01-01

    STUDY DESIGN: Systematic review of the literature. OBJECTIVES: To review and assess the peer-reviewed literature on the effectiveness of physical therapy interventions in treating lumbopelvic pain during pregnancy. BACKGROUND: Current guidelines on interventions for lumbopelvic pain during pregnancy

  13. Exploring how Australian occupational therapists and physiotherapists understand each other's professional values: implications for interprofessional education and practice.

    Science.gov (United States)

    Aguilar, Alejandra; Stupans, Ieva; Scutter, Sheila; King, Sharron

    2014-01-01

    This article provides insight into the values Australian occupational therapists and physiotherapists consider essential for their practice and the values that they perceive as important for each other. Findings from a study that employed the Delphi technique to identify the values occupational therapists and physiotherapists consider essential for their practice were compared with interview results that provide insight into how these professionals perceive one another's values. The results from this comparison indicate that occupational therapy and physiotherapy participants have limited knowledge of each other's values. This is evidenced by participants only identifying a minority of the values considered essential within the other profession and not identifying many of the values that guide daily practice within the other profession. The results hold implications for interprofessional education and practice, where knowledge of the values of other professions in the team is essential. To enable interprofessional collaboration, professions need to make their values explicit and provide their students, practitioners and educators with opportunities to learn about their own values and the values of other professions.

  14. Clinical experience of rehabilitation therapists with chronic diseases: a quantitative approach.

    NARCIS (Netherlands)

    Rijken, P.M.; Dekker, J.

    1998-01-01

    Objectives: To provide an overview of the numbers of patients with selected chronic diseases treated by rehabilitation therapists (physical therapists, occupational therapists, exercise therapists and podiatrists). The study was performed to get quantitative information on the degree to which

  15. Elementary particle physics in early physics education

    CERN Document Server

    Wiener, Gerfried

    2017-01-01

    Current physics education research is faced with the important question of how best to introduce elementary particle physics in the classroom early on. Therefore, a learning unit on the subatomic structure of matter was developed, which aims to introduce 12-year-olds to elementary particles and fundamental interactions. This unit was iteratively evaluated and developed by means of a design-based research project with grade-6 students. In addition, dedicated professional development programmes were set up to instruct high school teachers about the learning unit and enable them to investigate its didactical feasibility. Overall, the doctoral research project led to successful results and showed the topic of elementary particle physics to be a viable candidate for introducing modern physics in the classroom. Furthermore, thanks to the design-based research methodology, the respective findings have implications for both physics education and physics education research, which will be presented during the PhD defen...

  16. Sport, Physical Education and Educational Worth

    Science.gov (United States)

    Bailey, Richard

    2018-01-01

    "Evaluating the relationship between physical education, sport and social inclusion", published in "Educational Review" in 2005 was concerned formally with an analysis of the potential role of sport and physical education (PE) within the social policy agenda of Blair's New Labour Government. It was also a contribution to a…

  17. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  18. Physics and Physics Education at Clarion University

    Science.gov (United States)

    Aravind, Vasudeva

    Clarion University is located in the rolling hills of western Pennsylvania. We are a primarily undergraduate public institution serving about 6000 students. We graduate students who take different career paths, one of them being teaching physics at high schools. Since educating teachers of tomorrow requires us to introduce currently trending, research proven pedagogical methods, we incorporate several aspects of physics pedagogies such as peer instruction, flipped classroom and hands on experimentation in a studio physics lab format. In this talk, I discuss some of our projects on physics education, and seek to find potential collaborators interested in working along similar lines.

  19. Personal meaning in relation to daily functioning of a patient in physical therapy practice: narratives of a patient, a family member, and physical therapist.

    Science.gov (United States)

    Oosting, Ellen; Dronkers, Jaap; Hoogeboom, Thomas; van Meeteren, Nico; Speelman, Willem Marie

    2018-05-01

    To get insight into personal meaning of a person involved in a physical therapy intervention. Mrs. A, a 76-year-old woman is referred to a physical therapist (PT) for assessment of functioning and training before total hip arthroplasty (THA). The patient, her daughter, and PT were asked to write a story about their daily life. Stories were analyzed according to the narrative scheme based on a method to find meaning in daily life, which consists of four phases: 1. Motivation; 2. Competences; 3. Performance; and 4. Mrs. A was mainly motivated by her will to do enjoyable social activities and stay independent. Although she tried her best to undertake activities (performance) that made her proud (evaluation), her pain and physical limitations were anti-competences that motivated her to attend healthcare. Although the PT seemed to be aware of personal participation goals, her main motivation was to improve and evaluate functions and activities. The daughter was motivated by good relationships and did not see herself as informal caregiver. The narrative method was a valuable tool to clarify motivations, competences, and values in the process of creating personal meaning related to functioning. This knowledge could help caregivers in applying patient-centered goal-setting and treatment on a participation level. Implications for rehabilitation Personal meaning of people's functioning within their daily context can be clarified from daily life stories. This case report demonstrates that motivations and goals may differ between patient and therapist; the PT seems to focus on improving and evaluating functions and activities, while the patient seems to focus her motivations and personal meaning on participation. This approach may help in patient-centered goal-setting at the level of activities and participation.

  20. Risk factors and injury prevention in elite athletes: a descriptive study of the opinions of physical therapists, doctors and trainers

    Directory of Open Access Journals (Sweden)

    Bruno T. Saragiotto

    2014-05-01

    Full Text Available Background: Musculoskeletal injuries occur frequently in elite athletes. Understanding what professionals who work with patients with sports injuries think about prevention has been suggested as an important aspect to improve the effectiveness of programs to prevent sports injuries. Objectives: To describe and characterize the opinions of physical therapists, physicians and trainers on 'risk factors' and 'prevention of injury' in elite athletes. Method: This is a qualitative study with semi-structured interviews with members of the medical and technical department of the Brazilian delegation who participated in the Pan American Games of Guadalajara 2011. The interview was conducted using two questions: 1 "What do you think can cause injuries in athletes participating in your sport?" 2 "What do you do to prevent injuries in your sport?" The interviews were analyzed in two stages, the identification of thematic units, followed by the categorization and grouping of thematic units. Results: We interviewed a total of 30 professionals. Regarding question 1, the main factors attributed as responsible for injury were over-training and incorrect sports techniques. Regarding question 2, the main reported strategies used to prevent injuries were muscle strengthening, nutritional counseling and guidance. Conclusions: The main factors affecting the appearance of lesions were over-training, incorrect sports technique, inadequate nutrition and factors related to the athlete's behavior. The main injury prevention strategies were muscle strengthening, nutritional counseling and guidance.

  1. The Politics of Physical Education

    Science.gov (United States)

    Claxton, David

    2012-01-01

    This paper, which was given as the Dudley Allen Sargent lecture at the 2012 conference of the National Association for Kinesiology and Physical Education in Higher Education, discusses the politics of physical education. It examines how both national politics and local/campus politics affect the discipline. Drawing from the history of national…

  2. Effects of a live educational music therapy intervention on acute psychiatric inpatients' perceived social support and trust in the therapist: a four-group randomized effectiveness study.

    Science.gov (United States)

    Silverman, Michael J

    2014-01-01

    Social support is associated with enhanced illness management and recovery in persons with mental illness, making it an important topic addressed through acute inpatient psychoeducational programs. In addition, trust in the therapist may mediate clinical outcomes in this patient population. To date, few studies have examined the effect of music-based psychoeducational programs on these variables. The purpose of this study was to isolate and examine the component parts of a live educational music therapy intervention, and its effect on acute psychiatric inpatients' perceived social support from significant others, family, and friends and trust in the therapist. This study also explored whether trust in therapist varied across conditions, but did not examine it as a mediator for social support. Participants (N = 96) were cluster-randomized in a single-session posttest-only design to one of four conditions: live educational music therapy, recorded educational music therapy, education without music, or recreational music therapy without education. Conditions were designed to isolate the following intervention components: live vs. recorded music, educational vs. non-educational content, and music vs. nonmusic modality. Dependent measures were assessed post intervention via established self-report instruments evaluating perceived social support and trust in the therapist. There were no significant between-group differences for social support or trust in therapist total scores. However, subscale score analyses revealed two significant between-group differences: (a) participants in the Live Educational Music Therapy condition reported significantly higher perceived therapist competence compared with the Recorded Educational Music Therapy condition; (b) participants in the Live Educational Music Therapy condition reported significantly higher perceived support from friends compared with the Recreational Music Therapy condition. Live educational music therapy may be a way to

  3. Few adults with functional limitations advised to exercise more or lose weight in NHANES 2011-14 seek health professional assistance: An opportunity for physical therapists.

    Science.gov (United States)

    Kinslow, Brian; De Heer, Hendrik D; Warren, Meghan

    2018-03-02

    Functional limitations are associated with decreased physical activity and increased body mass index. The purpose of this study was to assess the prevalence of functional limitations among adults who reported receiving health professional advice to exercise more or lose weight, and to assess involvement of health professionals, including physical therapists, in weight loss efforts with these individuals. A cross-sectional analysis of U.S. adults from the 2011 to 2014 National Health and Nutrition Examination Survey (n = 5,480). Participant demographics, health history, and functional limitations were assessed via self-report and examination. Frequency distributions were calculated using SAS® analytical software, accounting for the complex survey design. Population estimates were calculated using the American Community Survey. 31.0% of individuals (n = 1,696), representing a population estimate of 35 million adults, advised to exercise more or lose weight by a health professional reported one or more functional limitation. Of the 31%, 57.6% attempted weight loss, and 40.1% used exercise for weight loss. Few sought health professional assistance. Physical therapists were not mentioned. Few individuals with functional limitations advised to lose weight or increase exercise seek health professional assistance for weight loss. Physical therapists have an opportunity to assist those with functional limitations with exercise prescription.

  4. Assistance provided by physical therapists from primary health care to patients after stroke

    Directory of Open Access Journals (Sweden)

    Christina Danielli Coelho de Morais Faria

    Full Text Available Abstract Introduction: Motor impairments, which are prevalent in stroke subjects, require physical therapy (PT rehabilitation. In primary care in the Brazilian Public Health System, PT are part of the Núcleo de Apoio à Saúde da Família (NASF. Objective: To describe the PT assistance provided to stroke patients in a primary healthcare center. Methods: The records of all stroke patients (n = 44; 69.23 ± 13.12 years identified by the health professionals were analyzed. Using keyword recognition, frequency analysis of the services offered by the PT was performed. Subjects were classified according to the Modified Rankin Scale. Results: In the 44 records, 45.5% had a description of the assistance provided by any professional of the NASF and 36.4% of the PT care. PT care was provided at the subject’s home (94.2% and at the healthcare center (5.8%. The PT practices were identified as: orientation (93.8%, evaluation (87.5%, exercises (50%, follow-up (37.5%, referral to another service or to undergrad PT students (18.8%, and referral to other NASF professionals (12.5%. Most of the subjects were classified as having mild/moderate disability. Conclusion: The minority of records had registration of attendance by the NASF PT. The majority of the sessions occurred at the subject’s home, which reveals a practice focused on individual care. The orientation was common, which illustrates that in primary care there is a focus on empowerment for health self-improvement. Follow-up was not common, despite clinical guidelines state that stroke subjects should be monitored at least once a year by the rehabilitation team.

  5. Improving physics education in radiology.

    Science.gov (United States)

    Hendee, William R

    2007-08-01

    Concern is growing that the physics education of radiologists is flawed and that without knowledge of physics principles and applications, mastery of the technology of medical imaging is impaired. Furthermore, it is proposed that a mastery of imaging technology is necessary to perfect the clinical acumen of radiologists and to preserve the quality, safety, and cost-effectiveness of imaging procedures. These issues were the focus of a multiorganizational educational summit on physics education of radiologists held in January 2006 in Atlanta. Recommendations for improving the physics education and knowledge of radiologists that evolved from this summit are presented here, together with progress made to date on their fulfillment.

  6. Effectiveness of Home-Based Exercises Without Supervision by Physical Therapists for Patients With Early-Stage Amyotrophic Lateral Sclerosis: A Pilot Study.

    Science.gov (United States)

    Kitano, Kosuke; Asakawa, Takashi; Kamide, Naoto; Yorimoto, Keisuke; Yoneda, Masaki; Kikuchi, Yutaka; Sawada, Makoto; Komori, Tetsuo

    2018-03-31

    To verify the effects of structured home-based exercises without supervision by a physical therapist in patients with early-stage amyotrophic lateral sclerosis (ALS). A historical controlled study that is part of a multicenter collaborative study. Rehabilitation departments at general hospitals and outpatient clinics with a neurology department. Patients (N=21) with ALS were enrolled and designated as the home-based exercise (Home-EX) group, and they performed unsupervised home-based exercises. As a control group, 84 patients with ALS who underwent supervised exercise with a physical therapist for 6 months were extracted from a database of patients with ALS and matched with the Home-EX group in terms of their basic attributes and clinical features. The Home-EX group was instructed to perform structured home-based exercises without supervision by a physical therapist that consisted of muscle stretching, muscle training, and functional training for 6 months. The primary outcome was the score on the ALS Functional Rating Scale-Revised (ALSFRS-R), which is composed of 3 domains: bulbar function, limb function, and respiratory function. The score ranges from 0 to 48 points, with a higher score indicating better function. In the Home-EX group, 15 patients completed the home-based exercises for 6 months, and 6 patients dropped out because of medical reasons or disease progression. No adverse events were reported. The Home-EX group was found to have a significantly higher respiratory function subscore and total score on the ALSFRS-R than the control group at follow-up (P<.001 and P<.05, respectively). Structured home-based exercises without supervision by a physical therapist could be used to alleviate functional deterioration in patients with early-stage ALS. Copyright © 2018 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  7. "Sounds a Bit Crazy, But It Was Almost More Personal:" A Qualitative Study of Patient and Clinician Experiences of Physical Therapist-Prescribed Exercise For Knee Osteoarthritis Via Skype.

    Science.gov (United States)

    Hinman, R S; Nelligan, R K; Bennell, K L; Delany, C

    2017-12-01

    To explore the experience of patients and physical therapists with Skype for exercise management of knee osteoarthritis (OA). This was a qualitative study. The Donabedian model for quality assessment in health care (structure, process, and outcomes) informed semistructured individual interview questions. The study involved 12 purposively sampled patients with knee OA who received physical therapist-prescribed exercise over Skype, and all therapists (n = 8) who delivered the intervention in a clinical trial were interviewed about their experiences. Interviews were audio recorded and transcribed. Two investigators undertook coding and analysis using a thematic approach. Six themes arose from both patients and therapists. The themes were Structure: technology (easy to use, variable quality, set-up assistance helpful) and patient convenience (time efficient, flexible, increased access); Process: empowerment to self-manage (facilitated by home environment and therapists focusing on effective treatment) and positive therapeutic relationships (personal undivided attention from therapists, supportive friendly interactions); and Outcomes: satisfaction with care (satisfying, enjoyable, patients would recommend, therapists felt Skype more useful as adjunct to usual practice) and patient benefits (reduced pain, improved function, improved confidence and self-efficacy). A seventh theme arose from therapists regarding process: adjusting routine treatment (need to modify habits, discomfort without hands-on, supported by research environment). Patients and physical therapists described mostly positive experiences using Skype as a service delivery model for physical therapist-supervised exercise management of moderate knee OA. Such a model is feasible and acceptable and has the potential to increase access to supervised exercise management for people with knee OA, either individually or in combination with traditional in-clinic visits. © 2017, American College of Rheumatology.

  8. Physical Education Teachers' Organizational Commitment

    Science.gov (United States)

    Demir, Hayri

    2013-01-01

    The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

  9. Using Humor in Physical Education

    Science.gov (United States)

    Barney, David; Christenson, Robert

    2013-01-01

    Humor can be extremely beneficial in everyday life, whether giving or receiving it. It can be used to lighten the mood, give encouragement, or make corrections. Humor in physical education is no exception. Physical educators can use humor as a teaching tool and to create an environment for students to acquire the knowledge to practice a lifetime…

  10. Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.

    Science.gov (United States)

    Wilson, Leanne; McNeill, Brigid; Gillon, Gail T

    2017-07-01

    Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants

  11. Physics measurements and health education

    OpenAIRE

    HAJDUCH, Petr

    2016-01-01

    The thesis "Physical measurements and health education" looks at physical quantities that are related to human health and can be measured in a elementary school environment. It focuses especially on the cross-curricular relationship between physics and health education and also on the use of relevant online measurement systems. As part of this thesis, we suggest a number of activities that exploit this relationship.

  12. Islamic Principles and Physical Education.

    Science.gov (United States)

    Lindsay, Karen; And Others

    1987-01-01

    Based on interviews with five Islamic respondents, this paper investigates stricter Islamic parents' difficulties with certain assumptions and practices of Australian education, particularly health and physical education. Concerns about modesty and separation of sexes conflict with central aims based on equal educational opportunities and equality…

  13. Usage and appraisal of educational media by homeopathic therapists – A cross sectional survey

    Directory of Open Access Journals (Sweden)

    Escher Max

    2012-07-01

    Full Text Available Abstract Background During recent years the market for homeopathic education media has increasingly diversified with old (books, seminars and new media (video-seminars, pc-programs, homeo-wiki and internet-courses. However, little is known about homeopaths’ preferences in using educational media and their requirements of this topic. Aim This survey was designed to gain a better understanding of the usage and appraisal of educational media by homeopaths. Methods 192 homeopathic practitioners (GPs and health practitioners at a educational conference were asked to answer a standardized questionnaire covering the topics “formal education and context of work” (9 items, “homeopathic practise and usage (24 items, “utilization of educational media” (9 items and “favoured attributes for educational media” (11 items. Results Out of 192 homeopaths who attended the conference, 118 completed the questionnaire (response rate 61.5%. For their continuing homeopathic education they predominantly indicated to use books (scale value from 0 = never to 2 = always: 1.72 and seminars (1.54 whereas journals (0.98 and the internet (0.65 were used less often. The most favoured attributes concerning medical education media were reliability (1.76, relevance for clinical practice (1.74 and user friendliness (1.6. Less favoured attributes were inexpensiveness (1.1, graphical material (0.92 and interactivity (0.88. Conclusions The survey illustrates the current situation of medical education media in homeopathy. Although there are parallels to earlier research conducted in conventional GPs, homeopaths are more likely to refer to classical media. New education tools should be designed according to these preferences.

  14. Radiation therapy technology (radiation therapists) manpower needs 1992 comparison of radiation therapeutic technology education in Europe and the United States 1994

    International Nuclear Information System (INIS)

    Rominger, C. Jules; Owen, Jean; Thompson, Phyllis; Giordano, Patricia; Buck, Beverly; Hanks, Gerald

    1995-01-01

    The shortage of radiation therapists (radiation therapy technologists) has existed in the United States for many years. It now appears the supply may be matching the demand. This report analyzes the data from the most recent manpower study from ACR/ASTRO carried out in 1990 using the Patterns of Care Master Facility list. The report is a comparison of these figures with similar figures published in IJROBP in December, 1983. Between 1980 and 1990 the number of radiation therapists rose from 3096 to 5353, an increase of 72%. During this period of time, the number of radiation therapy machines increased 47%, and the number of patients being treated increased 30%. The total number of educational programs in radiation therapy technology increased from 101 in 1989 to 123 in 1993. The total enrollment in these programs grew from 806 in 1989 to 1591 in 1993. The number of first time examinees in radiation therapy technology by ARRT in 1983 was 387 and increased to 943 in 1994. It is apparent that as a result of the increase in the number of radiation therapy educational programs and the more effective recruitment into these program, the supply of graduating radiation therapists has reached the demand. The future needs for entry level radiation therapists should be based on current data as well as new Blue Book standards that are being developed

  15. Multiple representations in physics education

    CERN Document Server

    Duit, Reinders; Fischer, Hans E

    2017-01-01

    This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementati...

  16. Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students

    Science.gov (United States)

    Spittle, Michael; Spittle, Sharna

    2016-01-01

    This study explored the perceptions of university physical education students of the importance of physical education curriculum content areas and how those perceptions related to the reasons for course choice and motivation. Physical education degree students (n = 188) completed measures of their perceptions of physical education content areas,…

  17. Indications, benefits, and risks of Pilates exercise for people with chronic low back pain: a Delphi survey of Pilates-trained physical therapists.

    Science.gov (United States)

    Wells, Cherie; Kolt, Gregory S; Marshall, Paul; Bialocerkowski, Andrea

    2014-06-01

    The effectiveness of Pilates exercise for treating people with chronic low back pain (CLBP) is yet to be established. Understanding how to identify people with CLBP who may benefit, or not benefit, from Pilates exercise and the benefits and risks of Pilates exercise will assist in trial design. The purpose of this study was to establish a consensus regarding the indications, contraindications, and precautions of Pilates exercise and the potential benefits and risks of Pilates exercise for people with CLBP. A panel of 30 Australian physical therapists experienced in the use of Pilates exercise were surveyed using the Delphi technique. Three electronic questionnaires were used to collect participant opinions. Answers to open-ended questions were analyzed thematically, combined with research findings, and translated into statements about Pilates exercise. Participants then rated their level of agreement with statements using a 6-point Likert scale. Consensus was achieved when 70% of panel members agreed or disagreed with an item. Thirty physical therapists completed the 3 questionnaires. Consensus was reached on 100% of items related to the benefits, indications, and precautions of Pilates exercise, on 50% of items related to risks, and on 56% of items related to contraindications. Participants agreed that people who have poor body awareness and maladaptive movement patterns may benefit from Pilates exercise, whereas those with pre-eclampsia, unstable spondylolisthesis, or a fracture may not benefit. Participants also agreed that Pilates exercise may improve functional ability, movement confidence, body awareness, posture, and movement control. The findings reflect the opinions of only 30 Australian physical therapists and not all health professionals nationally or internationally. These findings, therefore, need to be verified in future research trials. These findings contribute to a better understanding of the indications, contraindications, and precautions of

  18. A descriptive study of Myers-Briggs personality types of professional music educators and music therapists with comparisons to undergraduate majors.

    Science.gov (United States)

    Steele, Anita Louise; Young, Sylvester

    2011-01-01

    The purpose of the current study was to determine personality types and demographic characteristics of professional music educators and music therapists. The researchers also sought to determine if personality types of professionals were consistent with undergraduate majors in those fields and personal characteristics as suggested by The Music Education National Conference (MENC) and the American Music Therapy Association (AMTA). The research of Steele and Young (2008) found strong similarities and some differences between undergraduate music education and music therapy students. The possibility that basic types extend across the life span may strengthen understanding of job satisfaction, stress, burn out and other factors affecting retention. Participants were a voluntary convenience sample of 253 music educators (n=110) and music therapists (n=143). The highest preference for music educators was Extrovert-Intuition-Feeling-Judgment (ENFJ) and the highest preference for music therapists was Introvert-Intuition-Feeling-Judgment (INFJ). The difference in the collective type of each group was their "outlook on life", which was either Extrovert or Introvert. However, both groups were the same in their secondary type functions of "NFJ". A comparison of findings with the Steele and Young (2008) study suggested small changes in personality type over time. Caution must be exercised in generalizing findings; however this descriptive investigation may serve as the basis for future studies, which should help foster a stable work force in these professions.

  19. Critical Thinking in Physical Education

    Science.gov (United States)

    Humphries, Charlotte

    2014-01-01

    Changes in American education require that teachers are evaluated more often, and expectations increasingly include teaching to develop critical thinking skills. This article uses Bloom's taxonomy in describing ways physical educators can include critical thinking in their lessons, both to enhance their teaching and to meet expectations of…

  20. Critical features of peer assessment of clinical performance to enhance adherence to a low back pain guideline for physical therapists: a mixed methods design.

    Science.gov (United States)

    Maas, Marjo J M; van Dulmen, Simone A; Sagasser, Margaretha H; Heerkens, Yvonne F; van der Vleuten, Cees P M; Nijhuis-van der Sanden, Maria W G; van der Wees, Philip J

    2015-11-12

    Clinical practice guidelines are intended to improve the process and outcomes of patient care. However, their implementation remains a challenge. We designed an implementation strategy, based on peer assessment (PA) focusing on barriers to change in physical therapy care. A previously published randomized controlled trial showed that PA was more effective than the usual strategy "case discussion" in improving adherence to a low back pain guideline. Peer assessment aims to enhance knowledge, communication, and hands-on clinical skills consistent with guideline recommendations. Participants observed and evaluated clinical performance on the spot in a role-play simulating clinical practice. Participants performed three roles: physical therapist, assessor, and patient. This study explored the critical features of the PA program that contributed to improved guideline adherence in the perception of participants. Dutch physical therapists working in primary care (n = 49) organized in communities of practice (n = 6) participated in the PA program. By unpacking the program we identified three main tasks and eleven subtasks. After the program was finished, a questionnaire was administered in which participants were asked to rank the program tasks from high to low learning value and to describe their impact on performance improvement. Overall ranking results were calculated. Additional semi-structured interviews were conducted to elaborate on the questionnaires results and were transcribed verbatim. Questionnaires comments and interview transcripts were analyzed using template analysis. Program tasks related to performance in the therapist role were perceived to have the highest impact on learning, although task perceptions varied from challenging to threatening. Perceptions were affected by the role-play format and the time schedule. Learning outcomes were awareness of performance, improved attitudes towards the guideline, and increased self-efficacy beliefs in

  1. Research ethics in physical education

    Directory of Open Access Journals (Sweden)

    Júlio César Schmitt Rocha

    2009-06-01

    Full Text Available The objective here is to point out ethics in Physical Education research against a backdrop of individual and collective human conduct. Since Plato, the question of ethics in the Western world has been an incessant search for the virtues to harmonize personal and social wellbeing and for the absolute principles of conduct: Autonomy, Beneficence and Justice. Physical Education cannot exempt itself from these and its countless areas of research. In addition to the moral education that develops and solidifies within social groups, the characteristic of which is action on an individual level, we must also consider ethical principles such as those defended by the Physical Education World Manifesto and those that regulate the professional activities of Physical Education professionals. Irrespective of the area investigated, Research in Physical Education will always clash with institutionalized ethical principles enforced by ethics committees, councils and the values accepted by the researchers. Committees strive to preserve the integrity and dignity of the people enrolled on research studies while the researchers challenge the limits of knowledge at an uncomfortable frontier between the acceptable and the unacceptable within a given context of academic vision and needs.

  2. Physical Therapists in Primary Care Are Interested in High Quality Evidence Regarding Efficacy of Therapeutic Ultrasound for Knee Osteoarthritis: A Provincial Survey

    Directory of Open Access Journals (Sweden)

    Norma J. MacIntyre

    2013-01-01

    Full Text Available Recent high-level evidence favours therapeutic ultrasound (US for reducing pain in people with knee osteoarthritis (OA. It is unknown how current practice patterns align with current evidence regarding US efficacy and whether physical therapists perceive a need for further high-level evidence. We conducted a descriptive electronic survey to characterize the beliefs and use of US among physical therapists in Ontario treating people with nonsurgical knee OA. Most of the 123 respondents (81% reported at least some use of US with 45% using it often or sometimes. The main goal for using US was to reduce pain in the surrounding soft tissue (n=66 and/or the knee joint (n=43. Almost half (46% endorsed the belief that US is likely to be beneficial for clients with nonsurgical knee OA. Most respondents (85% expressed interest in the results of a randomized controlled trial evaluating the effectiveness of US on pain and physical function. Patterns of use reflect the respondents’ belief that US is likely to be beneficial for knee OA pain.

  3. American Society of Hand Therapists

    Science.gov (United States)

    ... ago RT @vicstar141 : #PROUD to launch the #handtherapy shop pilot @ChelwestFT today during #FabChangeWeek ! Improving availability of reh… https://t.co/iF8nnyjK7I — 1 day 11 hours ago #Job opportunity: Physical Therapist Outpatient - Agile Physical Therapy - Palo ...

  4. Dental therapists' expanded scope of practice in Australia: a 12-month follow-up of an educational bridging program to facilitate the provision of oral health care to patients 26+ years.

    Science.gov (United States)

    Hopcraft, Matthew; Martin-Kerry, Jacqueline M; Calache, Hanny

    2015-01-01

    Prior to 2009, dental therapists' scope of clinical practice in Victoria was limited to patients 25 years or younger. However, increases in dental demand by adults 26+ years required an alternative approach to service delivery. This paper outlines the self-reported confidence and knowledge level of dental therapists at 3, 6, and 12 months postcompletion of an educational program aimed at providing them with the skills to treat adults aged 26+ years. The study also surveyed dentists in the practice about the dental therapists' knowledge and the impact of their extended scope of practice on the clinics' operation. After completion of their educational program, the dental therapists who participated were surveyed at 3, 6, and 12 months postcompletion to assess their self-reported confidence levels and knowledge. Senior dentists at the clinic were surveyed to understand the impact of the subsequent change in practice of the dental therapists who undertook this training, as well as any concerns of perceived educational gaps. Surveys showed increased self-reported confidence levels by the dental therapists at 3, 6, and 12 months after completion of the program. Dental therapists and mentoring dentists identified that further education was needed in areas such as oral medicine, pathology, medically compromised patients, medications, prosthodontics, and referrals. Dental therapists felt confident and knowledgeable postprogram to treat patients 26+ years, within their scope of practice. Dentists generally felt that dental therapists, after completing the educational program, were confident and knowledgeable. Educational areas to focus on in future programs were identified. © 2015 American Association of Public Health Dentistry.

  5. Science Education Research vs. Physics Education Research: A Structural Comparison

    Science.gov (United States)

    Akarsu, Bayram

    2010-01-01

    The main goal of this article is to introduce physics education research (PER) to researchers in other fields. Topics include discussion of differences between science education research (SER) and physics education research (PER), physics educators, research design and methodology in physics education research and current research traditions and…

  6. Tactical Decision Competency of Preservice Physical Education Teacher Education Students

    Science.gov (United States)

    Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

    2013-01-01

    The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

  7. Emergence of delayed posttraumatic stress disorder symptoms related to sexual trauma: patient-centered and trauma-cognizant management by physical therapists.

    Science.gov (United States)

    Dunleavy, Kim; Kubo Slowik, Amy

    2012-02-01

    Sexual violence has been identified as one of the most common predictors of posttraumatic stress disorder (PTSD). This case report describes the emergence of delayed PTSD symptoms, disclosure of history of sexual trauma, and the influence of re-experiencing, avoidance, and hyperarousal symptoms on physical therapy treatment. A 60-year-old woman was seen for treatment of low back pain. of a discord between fear of falling and no balance impairments led to disclosure of sexual assault by a physician at 19 years of age. The patient's PTSD symptoms emerged after 10 weeks of physical therapy. The physical therapists monitored somatic responses and body language closely and modified and planned treatment techniques to avoid PTSD triggers and limit hyperarousal. Collaborative communication approaches included reinforcement of cognitive-behavioral strategies introduced by her psychotherapists. Trauma-cognizant approaches supported the patient's efforts to manage PTSD symptoms sufficiently to tolerate physical therapy and participate in a back care class. Nonlinear psychological healing is illustrated. Symptoms of PTSD may emerge during physical therapy treatment, and patient-sensitive responses to disclosure are important. The trauma-cognizant approach (2-way communication, patient-centered management, and integration of psychological elements into clinical decision making) helped identify and respond to triggers. The physical therapists reinforced cognitive-behavioral strategies introduced by psychotherapists to manage PTSD symptoms. Patient-centered care with further refinement to a trauma-cognizant approach may play an important role in assisting patients with PTSD or a history of sexual trauma to manage symptoms while addressing rehabilitation needs.

  8. Online Particle Physics Information - Education Sites

    Science.gov (United States)

    SLAC Online Particle Physics Information Particle Data Group Particle Physics Education Sites General Sites Background Knowledge Physics Lessons & Activities Astronomy Lessons & Activities Ask -A-Scientist Experiments, Demos and Fun Physics History & Diversity Art in Physics General Sites

  9. The Attitudes of Physicians, Nurses, Physical Therapists, and Midwives Toward Complementary Medicine for Chronic Pain: A Survey at an Academic Hospital.

    Science.gov (United States)

    Aveni, Eléonore; Bauer, Brent; Ramelet, Anne-Sylvie; Kottelat, Yolande; Decosterd, Isabelle; Finti, Guillaume; Ballabeni, Pierluigi; Bonvin, Eric; Rodondi, Pierre-Yves

    2016-01-01

    To assess the attitudes of physicians, nurses, physical therapists, and midwives toward complementary medicine (CM) at a Swiss academic hospital and toward its use for treating chronic pain. The cross-sectional survey took place from October to December 2013. An e-mail sent to 4925 healthcare professionals (1969 physicians, 2372 nurses, 145 physical therapists, and 111 midwives) working at Lausanne University Hospital, Switzerland, invited them to answer a web-based questionnaire. The questionnaire was answered by 1247 healthcare professionals (response rate: 25.3%). Of these, 96.1% strongly agreed or agreed that CM could be useful for the treatment of chronic pain, with more nurses (96.7%) and midwives (100%) than physicians (93.8%) agreeing that CM could be useful (P chronic pain. Respondents listed migraine (74.7%), tension headaches (70.6%), and low back pain (70.1%) as three main conditions for which they would refer patients for acupuncture. The three therapies with which respondents were the most unfamiliar were neuraltherapy (57.2%), mindfulness-based stress reduction (MBSR) (54.1%), and biofeedback (51.9%). Over half of respondents, 58.3%, had never referred a patient to a CM practitioner. A total of 84.3% of the respondents felt that they lacked the knowledge to inform their patients about CM. Copyright © 2016 Elsevier Inc. All rights reserved.

  10. Physical Education & Outdoor Education: Complementary but Discrete Disciplines

    Science.gov (United States)

    Martin, Peter; McCullagh, John

    2011-01-01

    The Australian Council for Health, Physical Education and Recreation (ACHPER) includes Outdoor Education (OE) as a component of Physical Education (PE). Yet Outdoor Education is clearly thought of by many as a discrete discipline separate from Physical Education. Outdoor Education has a body of knowledge that differs from that of Physical…

  11. A Study on Education of Music Therapist and Music Therapy Practices in the United States in the 1960s : At the center of NAMT's publications and music therapy practices then

    OpenAIRE

    安宅, 智子

    2009-01-01

    This study presents a historical perspective of the education of music therapists in the United States in the 1960s-1970s and addresses the innovative aspects of music therapy advocated by the National Association of Music Therapy (NAMT). First, relevant articles published in The Journal of Music Therapy are examined to clarify NAMT's concept of music therapist education. Secondly, practical examples proposed in the books Music in Therapy (MT) and Therapy in Music for Handicapped Children (TM...

  12. Friendship in inclusive physical education.

    Science.gov (United States)

    Seymour, Helena; Reid, Greg; Bloom, Gordon A

    2009-07-01

    Social interaction and development of friendships between children with and without a disability are often proposed as potential outcomes of inclusive education. Physical activity specialists assert that exercise and sport environments may be conducive to social and friendship outcomes. This study investigated friendship in inclusive physical education from the perspective of students with (n = 8) and without (n = 8) physical disabilities. All participants attended a reversely integrated school and were interviewed using a semistructured, open-ended format. An adapted version of Weiss, Smith, and Theeboom's (1996) interview guide exploring perceptions of peer relationships in the sport domain was used. Four conceptual categories emerged from the analysis: development of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. The results demonstrated the key characteristics of best friends and the influential role they play.

  13. Professional Preparation in Physical Education and Coaching.

    Science.gov (United States)

    American Association for Health, Physical Education, and Recreation, Washington, DC.

    This booklet is the product of a conference of the American Association of Health, Physical Education, and Recreation, the purpose of which was to revise professional preparation quidelines in dance, physical education, recreation education, and health and safety education. This report includes sections on physical education and coaching and on…

  14. Intrinsic Motivation in Physical Education

    Science.gov (United States)

    Davies, Benjamin; Nambiar, Nathan; Hemphill, Caroline; Devietti, Elizabeth; Massengale, Alexandra; McCredie, Patrick

    2015-01-01

    This article describes ways in which educators can use Harter's perceived competence motivation theory, the achievement goal theory, and self-determination theory to develop students' intrinsic motivation to maintain physical fitness, as demonstrated by the Sound Body Sound Mind curriculum and proven effective by the 2013 University of…

  15. Curriculum theory in physical education

    Science.gov (United States)

    Jewett, Ann E.

    1989-03-01

    Primary current concerns of curriculum theorists in sport and physical education relate to clarification of value orientations underlying curricular decision-making, selection and statement of curriculum goals, identification and organization of programme content, and the process of curriculum change. Disciplinary mastery is the most traditional value orientation and that which is most frequently found in practice. Curriculum theorists have identified four other value orientations for study: social reconstruction, self-actualization, learning process, and ecological validity. Health-related fitness and the development of motor skills have long been the primary goals of physical education. In recent years, however, curriculum specialists have begun to assign higher priorities to goals of personal integration and challenge, of social development and multicultural understanding. There is general agreement that human movement activities constitute the subject-matter of the sport and physical education curriculum. Differences exist, however, as to how learning activities should be selected for particular programmes. The current trend in seeking better understanding of content is toward studying the operational curriculum with particular attention to the historical and social contexts. An important contemporary focus is the need to translate short-term results into lifestyle changes. The curriculum in sports and physical education should be viewed as a multitude of possibilities.

  16. Recreational Games for Physical Education

    Science.gov (United States)

    Hume, Donald

    2005-01-01

    Recreational games can be incorporated into physical education programs to encourage play and activity among students during their leisure time. Students can play their own games during recess, before or after school, during intramural programs, or in their neighborhood with family and friends. This article describes five such games namely:…

  17. Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

    Science.gov (United States)

    Daum, David N.; Woods, Amelia M.

    2015-01-01

    K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

  18. Identifying educational priorities for occupational therapy students to prepare for mental health practice in Australia and New Zealand: Opinions of practising occupational therapists.

    Science.gov (United States)

    Scanlan, Justin Newton; Pépin, Geneviève; Haracz, Kirsti; Ennals, Priscilla; Webster, Jayne S; Meredith, Pamela J; Batten, Rachel; Bowman, Siann; Bonassi, Marianne; Bruce, Rosie

    2015-10-01

    The effective preparation of occupational therapy students for mental health practice is critical to facilitate positive consumer outcomes, underpin optimal practice and support new graduates' professional identity. This project was established to determine a set of 'educational priorities' for occupational therapy students to prepare them for current (and future) entry-level practice in mental health, from the perspective of mental health occupational therapists in Australia and New Zealand. The study included two phases. In Phase One, participants identified what they considered to be important educational priorities for occupational therapy students to prepare them for practice in mental health. For Phase Two, an 'expert panel' was assembled to review and rank these using a Policy Delphi approach. Eighty-five participants provided educational priorities in Phase One. These were grouped into a total of 149 educational themes. In Phase Two, the expert panel (consisting of 37 occupational therapists from diverse locations and practice settings) prioritised these themes across three Delphi rounds. A final priority list was generated dividing educational themes into three prioritised categories: 29 'Essential', 25 'Important' and 44 'Optional' priorities. Highest-ranked priorities were: clinical reasoning, client-centred practice, therapeutic use of self, functional implications of mental illness, therapeutic use of occupation and mental health fieldwork experience. The priority list developed as part of this project provides additional information to support the review of occupational therapy curricula across Australia and New Zealand to ensure that new graduates are optimally prepared for mental health practice. © 2015 Occupational Therapy Australia.

  19. The Therapist's Feelings

    Science.gov (United States)

    Silvestre, Rafaela Luisa Silva; Vandenberghe, Luc

    2008-01-01

    The present article discusses possible uses of the therapist's feelings to enhance treatment following Kohlenberg and Tsai's conceptualization of the therapist-client relationship. Four vignettes from a case study involving a couple are used as illustrative material. It is argued that the therapist's feelings can serve as clues for identifying…

  20. 34 CFR 300.108 - Physical education.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Physical education. 300.108 Section 300.108 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE EDUCATION OF CHILDREN WITH...

  1. Patients' and therapists' experiences with a new treatment programme for eating disorders that combines physical exercise and dietary therapy: the PED-t trial. A qualitative study protocol.

    Science.gov (United States)

    Pettersen, Gunn; Rosenvinge, Jan H; Bakland, Maria; Wynn, Rolf; Mathisen, Therese Fostervold; Sundgot-Borgen, Jorunn

    2018-01-08

    Women with bulimia nervosa and binge eating disorder often suffer for many years before they seek professional help. Evidence-based treatments like cognitive-behavioural therapy (CBT) might be poorly accessible, and about 50% of those who receive CBT respond to it. Such outcome may reflect the heterogeneous nature of eating disorders, and addressing this heterogeneity calls for expanding the portfolio of treatment options. In particular, it is important to explore such options' acceptability, tolerability and affordability expressed through experiences with the treatment. This protocol outlines the rationale and design of a qualitative study. It captures experiences from patients and therapists who were involved in a randomised controlled trial (RCT) exploring the efficacy of a new group-based treatment programme combining physical exercise and dietary therapy. 15 patients with bulimia nervosa or binge eating disorder, 10 therapists (physical trainers and dietitians) and 6-10 patients who dropped out of the RCT will be semistructurally interviewed. All interviews will be analysed using a systematic text condensation approach. Results will be presented in peer-reviewed international journals, and at relevant international conferences. Key findings will be available to study participants as well as to patient organisations and health authorities. The overall study meets the intent and requirements of the Health Research Act and the Declaration of Helsinki. It is approved by the regional committee for medical research ethics (2013/1871). NCT02079935; Pre-results. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

  2. Promoting the use of measurement tools in practice: a mixed-methods study of the activities and experiences of physical therapist knowledge brokers.

    Science.gov (United States)

    Rivard, Lisa M; Russell, Dianne J; Roxborough, Lori; Ketelaar, Marjolijn; Bartlett, Doreen J; Rosenbaum, Peter

    2010-11-01

    The use of knowledge brokers (KBs) has been recommended as a mechanism to facilitate the use of research evidence in clinical practice. However, little has been written regarding the practical implementation of the KB role. This article (1) describes the brokering activities of 24 pediatric physical therapist KBs (in Ontario, Alberta, and British Columbia, Canada), and (2) reports KBs' perceptions of the utility of their role and their experiences with the brokering process. A mixed-methods research design was used in this investigation, which was part of a larger knowledge translation (KT) study that demonstrated the effectiveness of using KBs to implement a group of evidence-based measurement tools into practice. The KBs completed weekly activity logs, which were summarized and described. Semi-structured telephone interviews with KBs were analyzed qualitatively to provide insight into their perceptions of their role and the brokering process. Major interview themes were identified and verified through member checking. Brokering activities varied considerably as KBs adapted to meet the needs of their colleagues. The KBs indicated that they highly valued the connection to the research community and spoke of the enthusiastic engagement of their physical therapist colleagues (and others in their organization) in the brokering process. They discussed the importance of understanding the practice context and organizational factors that could affect knowledge transfer. The KBs spoke of the need to dedicate time for the role and had a strong sense of the supports needed to implement a KB role in future. Considerable variation in brokering activities was demonstrated across KB participants. The KBs perceived their role as useful and indicated that organizational commitment is crucial to the success of this KT strategy.

  3. Let's Make Physical Education More Physical and More Educational

    Science.gov (United States)

    Duncan, Charles Arthur; Bellar, David M.

    2015-01-01

    Historically, physical education has a stereotypical image as being neither very physical nor educational. NASPE [National Standards for Physical Education] Standard 2 indicates that students in physical education classes should be able to demonstrate understanding and movement concepts, principles, and tactics as they apply to physical activity.…

  4. Critical thinking in physics education

    Science.gov (United States)

    Sadidi, Farahnaz

    2016-07-01

    We agree that training the next generation of leaders of the society, who have the ability to think critically and form a better judgment is an important goal. It is a long-standing concern of Educators and a long-term desire of teachers to establish a method in order to teach to think critically. To this end, many questions arise on three central aspects: the definition, the evaluation and the design of the course: What is Critical Thinking? How can we define Critical Thinking? How can we evaluate Critical Thinking? Therefore, we want to implement Critical Thinking in physics education. How can we teach for Critical Thinking in physics? What should the course syllabus and materials be? We present examples from classical physics and give perspectives for astro-particle physics. The main aim of this paper is to answer the questions and provide teachers with the opportunity to change their classroom to an active one, in which students are encouraged to ask questions and learn to reach a good judgment. Key words: Critical Thinking, evaluation, judgment, design of the course.

  5. The Significance of Physical Education Content: "Sending the Message" in Physical Education Teacher Education

    Science.gov (United States)

    Johnson, Tyler G.

    2012-01-01

    Mind-body dualism has likely influenced how many view human beings and their behavior--mind (i.e., thinking) is elevated over body (i.e., performing)--even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more "intellectual" or…

  6. Energizing the Thinking Dimensions of Physical Education.

    Science.gov (United States)

    Miller, Donna Mae

    1987-01-01

    Physical educators should reinforce the mind-body dualism covered in physical education through activities that illustrate the use of problem-solving, asking and answering questions, developing game sense, and perceiving relationships. (CB)

  7. The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning

    Directory of Open Access Journals (Sweden)

    Elizabeth M. Dalton

    2012-11-01

    Full Text Available South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers’ skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief exposition of an instructional design approach, Universal Design for Learning (UDL that addresses a wide range of learning needs in a single classroom. We reported on a workshop conducted with teachers and therapists in South Africa as a first attempt to introduce UDL in this context. Knowledge of UDL was judged to be appropriate and useful by the course participants in the South African context as a strategy for curriculum differentiation in inclusive classrooms. Furthermore, knowledge of the UDL framework facilitates dialogue between teachers and therapists and provides a relatively simple and comprehensive approach for curriculum differentiation. We therefore conclude that there is potential for this approach that can be expanded through further teacher training.

  8. The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning.

    Science.gov (United States)

    Dalton, Elizabeth M; Mckenzie, Judith Anne; Kahonde, Callista

    2012-01-01

    South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers' skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief exposition of an instructional design approach, Universal Design for Learning (UDL) that addresses a wide range of learning needs in a single classroom. We reported on a workshop conducted with teachers and therapists in South Africa as a first attempt to introduce UDL in this context. Knowledge of UDL was judged to be appropriate and useful by the course participants in the South African context as a strategy for curriculum differentiation in inclusive classrooms. Furthermore, knowledge of the UDL framework facilitates dialogue between teachers and therapists and provides a relatively simple and comprehensive approach for curriculum differentiation. We therefore conclude that there is potential for this approach that can be expanded through further teacher training.

  9. American Physical Therapy Association

    Science.gov (United States)

    ... Do APTA represents more than 100,000 members: physical therapists, physical therapist assistants, and students of physical therapy. Other Popular Resources: - Member Directory - Annual Reports ...

  10. An Analysis of Canadian Physical Education Curricula

    Science.gov (United States)

    Kilborn, Michelle; Lorusso, Jenna; Francis, Nancy

    2016-01-01

    There has been much international concern about the present and future status of school physical education. Recent research has employed surveys or case studies to examine the status of physical education but there is a dearth of in-depth physical education curriculum document analysis. The aim of this study is to contribute to the international…

  11. Physical Education, Politics, and SPEAK Out! Day

    Science.gov (United States)

    Claxton, David; Kopp, Rachael; Skidmore, Lauren; Williams, Kimberly

    2013-01-01

    This article discusses the importance of politics in the lives of physical educators. Politics affects many decisions that are made about physical education programs (PEPs). In public schools, politics can affect the number of certified physical education teachers, available facilities, class sizes, and number of days per week that students go to…

  12. Feminist Teaching in University Physical Education Programs.

    Science.gov (United States)

    Bain, Linda L.; And Others

    1991-01-01

    Examines feminist teaching in university physical education. Three articles describe the personal experiences of physical educators who try to teach in ways that promote equality. The articles focus on social diversity and justice and feminist pedagogy in the sport sciences and physical education. (SM)

  13. Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education

    Science.gov (United States)

    Zhang, Xiaoxia; Gu, Xiangli; Zhang, Tao; Keller, Jean; Chen, Senlin

    2018-01-01

    Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing…

  14. Conhecimento de fisioterapeutas sobre a atuação em suporte básico de vida Physical therapists' knowledge on basic life support

    Directory of Open Access Journals (Sweden)

    Laura Maria Tomazi Neves

    2010-03-01

    Full Text Available O estudo visou avaliar o conhecimento de fisioterapeutas e graduandos em Fisioterapia sobre diagnóstico e atendimento de urgência à parada cardiorrespiratória. A amostra foi composta de 72 estudantes e 108 fisioterapeutas, dos quais 64 atuam no ambiente extra-hospitalar e 44 no ambiente hospitalar. Foi aplicado aos participantes um questionário sobre ressuscitação cardiopulmonar (RCP baseado nas diretrizes da American Heart Association de 2005. As respostas foram analisadas estatisticamente. Quanto ao diagnóstico da parada cardíaca, os grupos comportaram-se de maneira semelhante, optando pela avaliação da"presença de pulso e respiração". Quanto à seqüência de atendimento da RCP, a seqüência preconizada foi corretamente indicada por 52,8% do grupo estudante, 65,9% do subgrupo hospitalar e 40,6% do subgrupo extra-hospitalar. Quanto à relação compressão/ventilação, apenas 4,1% do grupo estudante, ninguém do extra-hospitalar e 25% do subgrupo hospitalar indicaram a relação preconizada atualmente. Quase todos (94% os participantes reconheceram a importância do conhecimento em RCP para o fisioterapeuta. Assim, a maioria dos atuais e futuros fisioterapeutas reconhecem a importância da RCP para sua atuação profissional, mas têm conhecimento insuficiente sobre o tema e apenas uma pequena parcela busca atualizar-se.This study aimed at assessing undergraduates' and physical therapists' knowledge on diagnosing and emergency treating cardiopulmonary arrest. Subjects were 72 students and 108 physical therapists - of which 64 were active in non-hospital environment and 44 in hospitals - who answered a questionnaire on cardiopulmonary resuscitation (CPR based on the American Heart Association 2005 guidelines. Answers were statistically analysed. As to diagnosing cardiopulmonary arrest, groups behaved similarly, having chosen the option"absence of consciousness, pulse and breath". Concerning the pattern of CPR assistance, the

  15. FORGOTTEN MISSION OF PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Zoran Milošević

    2011-09-01

    Full Text Available Physical education represents, on an ungrounded basis, one of the last oases of civilization survival of the contemporary man, which is realized within the framework of forced work and “culture” of consumption. Searching for the remaining sense of freedom, physical education is often a compensation for the lost beauty, sociability, and predominantly health. The value of all values in the darkness of overpowering media-consumption induced passivization of potential participants, commercialization of contents, as well as dehumanization of almost all forms of phenomena are characteristics of the time whose “achievements” require new foci and strategies in which even “remembering future” is a step further away from the misfortune of those who do not know what they want and catastrophe of those who do not know what they can. Remembering the outstanding forerunners from the other half of 19th century, especially the present actual proponents of “European values”, we can rightly ask ourselves a question “Do we have right to forget the values we used to cultivate, which saved our future”.

  16. Effects of Video Podcasting on Psychomotor and Cognitive Performance, Attitudes and Study Behaviour of Student Physical Therapists

    Science.gov (United States)

    Moore, W. Allen; Smith, A. Russell

    2012-01-01

    Purpose: Multimedia is an effective tool to teach psychomotor skills to health care students. Video podcasting is a next step as educators seek methods to present psychomotor skills efficiently. The purposes of this pilot study were (1) compare the effectiveness of video podcasting to live demonstration for teaching psychomotor skills to Doctor of…

  17. Inquiry based learning in physical education

    DEFF Research Database (Denmark)

    Østergaard, Lars Domino

    2014-01-01

    The present project is a case study founded on the decreasing motivation and engagement in physical education. The project suggests inquiry based learning (IBL) as an educational methodology. This may help to turn the trend as IBL has shown to engage and motivate students at different educational...... levels and within different subjects. In this pilot research project performed at a physical education teacher education program, qualitative methods were chosen to investigate students’ motivation and engagement within an IBL-unit in physical education and to accentuate challenges, advantages...... and disadvantages within the IBL-methodology in relation to students’ motivation. Instructed in guided inquiry, 32 students of physical education in a teacher training college worked with inquiry based learning in physical education over a four week period. During the IBL-unit, qualitative data such as the students...

  18. A qualitative study of barriers to the implementation of a rheumatoid arthritis guideline among generalist and specialist physical therapists

    NARCIS (Netherlands)

    Bodegom-Vos, L. van; Verhoef, J.; Dickmann, M.; Kleijn, M.; van Vliet, I.; Hurkmans, E.; Wees, P.J. van der; Vliet Vlieland, T.

    2012-01-01

    BACKGROUND: Although the increasing complexity and expansion of the body of knowledge in physical therapy have led to specialized practice areas to provide better patient care, the impact of specialization on guideline implementation has been scarcely studied. Objectives The objective of this study

  19. Ensuring Moral Development in Physical Education

    Science.gov (United States)

    Schwamberger, Benjamin; Wahl-Alexander, Zachary; Ressler, James

    2017-01-01

    The physical education setting offers a unique opportunity to educate the whole student. It would seem appropriate then, that physical education teachers place strong emphasis on the aspect of moral development and character building, however, this can be a challenging task. To accomplish this, the purpose of this article is to provide strategies…

  20. Educating through the Physical--Rationale

    Science.gov (United States)

    Eldar, Eitan; Ayvazo, Shiri

    2009-01-01

    Social competence is essential for successful performance in school and life. Siedentop (1980) suggested that physical education settings and related activities may serve as useful vehicles for improving pro-social skills and values. Physical education literature draws a clear distinction between educating about, in, and through movement (Arnold,…

  1. Uncovering the Secrets: Homophobia in Physical Education

    Science.gov (United States)

    Ayvazo, Shiri; Sutherland, Sue

    2009-01-01

    Studies examining the discourse on issues related to sexual orientation in physical education reveal that the physical education setting is an environment where heterosexism, heteronormativity, and homophobia subsist fervently. The purpose of this article is to review the growing research that has been conducted on homophobia in physical education…

  2. PREDICTION OF ENJOYMENT IN SCHOOL PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Arto Gråstén

    2012-06-01

    Full Text Available The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343 aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997 with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting

  3. What Play Therapists Do within the Therapeutic Relationship of Humanistic/Non-Directive Play Therapy

    Science.gov (United States)

    Robinson, Sally

    2011-01-01

    Play therapists are increasingly being employed in schools, yet there is confusion among many health, education and social care practitioners about the role of play therapists. This paper explains how play therapists position themselves and what they do through an examination of the therapeutic relationship between the therapist and child. It…

  4. Value orientation towards physical education and physical activity ...

    African Journals Online (AJOL)

    The purpose of this study was to examine the value orientation towards physical education among secondary school students in Hong Kong. After surveying 2748 students it was found that male students had stronger value orientation towards physical education than female students. It was also found that as the students ...

  5. Taking the "Physical" out of Physical Education

    Science.gov (United States)

    Usher, Wayne; Keegan, Richard; Edwards, Allan

    2016-01-01

    Australian youth (5-17) are exhibiting the most alarming statistics surrounding poor physical activity (PA) levels and increasing correlating chronic disease trends (i.e. obesity). With schools well positioned to address such concerns, this study aimed to determine the type, frequency and intensity levels of PA being undertaken by children during…

  6. Education in physics of radiotherapy

    International Nuclear Information System (INIS)

    Kessler, Judith; Feld, Diana B.; Portillo, Perla A.; Casal, Mariana R.; Menendez, Pablo R.

    2008-01-01

    Radiotherapy is the clinical application which requires the highest precision in dose delivery because of the very high doses administrated to patients, taking into account that new diagnostic methods and new modalities and treatment machines give greater possibilities of dose escalation. These higher doses may also produce serious side effects if not accurately administered. High qualified personnel is therefore needed for dealing with these new complex modalities, assuring that dose prescribed is correctly administered and providing adequate radiation protection to patients, public and staff. Education in Physics of Radiotherapy aims to provide students with solid theoretical and practical basis in order to be able to work with great responsibility and understanding in a Radiotherapy Department and assure that appropriate radiation protection to patients, public and staff. Since 1964 the National Atomic Energy Commission (CNEA) gives course related to Radiotherapy and since 2002, due to a collaborative project, these courses are given at the Oncology Institute 'Angel H. Roffo' (IOAR) which belongs to the University of Buenos Aires (UBA). The IOAR is well equipped in Radiotherapy and new techniques are continuously introduced. That is why, being a University Institution and having highly specialized staff, it is the ideal hospital for teaching Radiotherapy in Buenos Aires, not only for regular courses but also for implementing workshops, seminars and updating courses as well. Continuous education helps to create and increase awareness of the importance of radiation protection in patients as well as in public and staff. (author)

  7. Physical education, sports, and gender in schools.

    Science.gov (United States)

    Solmon, Melinda A

    2014-01-01

    The benefits associated with engaging in regular physical activity are well documented, but a large segment of the population is not sufficiently active. School physical educa tion and sport programs are identified as important components in efforts to promote physical activity. Girls are less active than boys, and there is evidence that physical education programs are not effectively meeting their needs. The focus of this chapter is to examine gender as a construct in the domains of physical education and sport, clarifying the reasons girls tend to be less active and less involved in physical education. Following an historical overview, curricular issues and motivational aspects are considered. Implications are focused on ways that educators can provide positive experiences for all students in physical education and sport that will encourage them to adopt and maintain healthy active lifestyles and enhance their quality of life across the life span.

  8. Emotional Laour in Teaching Secondary Physical Education

    OpenAIRE

    Ye Hoon Lee; Hyungil Harry Kwon; Hwajung Oh

    2016-01-01

    Background: Teaching physical education is an emotion-laden context which requires physical education teachers to engage in emotional labor in order to foster their well-being, as well as student’s outcomes. Objective: The purpose of this study was to investigate the predictability of emotional labour strategies on job satisfaction and emotional exhaustion among secondary physical education teachers in South Korea. Specifically, the four forms of emotional labour (i.e., surface acting, deep a...

  9. The Importance of Physical Literacy for Physical Education and Recreation

    Science.gov (United States)

    Basoglu, Umut Davut

    2018-01-01

    As the basis of characteristics, qualifications, behaviors, awareness, knowledge and understanding of the development of healthy active living and physical recreation opportunities Physical Literacy (PL); has become a global concern in the fields of physical education and recreation since its first use as a term. Experts from different countries…

  10. Does HOPSports Promote Youth Physical Activity in Physical Education Classes?

    Science.gov (United States)

    West, Stephanie T.; Shores, Kindal A.

    2014-01-01

    This study investigated how a technological intervention, HOPSports (HOPS), impacted youth physical activity (PA) in a physical education (PE) class. Research indicates rising levels of youth television watching and video game use, physical inactivity, and related overweight. One approach to increase youth PA is to use technology-based…

  11. Roller Skating and Interdisciplinary Physical Education

    Science.gov (United States)

    Howard-Shaughnessy, Candice; Sluder, J. Brandon

    2015-01-01

    Today, more than 23 million children and adolescents are obese or overweight in the United States. Physical educators strive to find appropriate, yet fun activities to encourage and increase physical activity. Introducing students to a variety of activities can promote family involvement in physical activity and create lifelong physical activity…

  12. Deploying and implementing Inclusive Physical Education

    Directory of Open Access Journals (Sweden)

    Eliana Lúcia Ferreira

    2014-04-01

    Full Text Available Physical Education, as a curricular component of basic education, is not indifferent to the movement of Inclusive physical education. Differentiated bodies are conquering new social spaces. Our aim through this investigation is to identify the main historical practices regarding Brazilian Policy of Inclusive Education and to point out proposals to implement inclusive Physical education. Our methodology consists of a descriptive study based on two main axes. The first axis is related to a historical discussion whose source was national documents of reference about Inclusive Physical Education. The second axis is related to the experience of 2000 teachers; we have the occasion to analyze their practices on the subject of Inclusive physical education. As a result, this investigation also develops a proposal to inclusive physical education; this proposal is established in another dimension and understanding of work and movement. Concerning the final considerations we suggest a disruption with already crystallized bodily practices and we suggest actions respecting individual differences. Moreover, we point out the fact that Inclusive Physical Education has advocated another meaning for the body, in favor of a more collective physical education and searching for activities in which individuality prevails.

  13. Physical Education Teacher's Attitudes towards Philosophy of Education and Technology

    Science.gov (United States)

    Turkeli, Anil; Senel, Omer

    2016-01-01

    The current study was carried out to find out the attitudes of physical education teachers towards educational philosophy and technology, and to determine the relationship between the philosophy of education that they adopt and their attitudes toward technology. With this aim, the study was conducted on 22 female and 69 male physical education…

  14. The Family Therapist as Intermediary

    Science.gov (United States)

    Hurvitz, Nathan

    1974-01-01

    The family therapist performs specific activities associated with his functions as a therapist, consultant, and intermediary. The intermediary function is based upon concepts associated with symbolic interactionism. (Author)

  15. Assessment of functioning in the acute hospital: operationalisation and reliability testing of ICF categories relevant for physical therapists interventions.

    Science.gov (United States)

    Grill, Eva; Gloor-Juzi, Thomas; Huber, Erika O; Stucki, Gerold

    2011-01-01

    To operationalize items based on categories of the International Classification of Functioning, Disability and Health (ICF) relevant to patient problems that are addressed by physiotherapeutic interventions in the acute hospital, and to test the reliability of these items when applied by physiotherapists. A selection of 124 ICF categories was operation-alized in a formal decision-making and consensus process. The reliability of the newly operationalized item list was tested with a cross-sectional study with repeated measurements. The item writing process resulted in 94 dichotomous and 30 polytomous items. Data were collected in a convenience sample of 28 patients with neurological, musculoske-letal, cardiopulmonary, or internal organ conditions, requiring physical therapy in an acute hospital. Fifty-six percent of the polytomous and 68% of the dichotomous items had a raw agreement of 0.7 or above, whereas 36% of all polytomous and 34% of all dichotomous items had a kappa coefficient of 0.7 and above. The study supports that the ICF is adaptable to professional and setting-specific needs of physiotherapists. Further research towards the development of reliable instruments for physiotherapists based on the ICF seems justified. :

  16. A comparison of physical self-concept between physical education and non-physical education university students

    Directory of Open Access Journals (Sweden)

    Hamid ARAZI

    2013-06-01

    Full Text Available The purpose of this study was to compare physical self-concept between physical education and non-physical education university students. The target population of this study was all male and female physical education and non-physical education university students in Rasht city of Iran. After translating the Physical Self-Description Questionnaire (PSDQ and adjusting some of the questions, the questionnaire was evaluated by the specialists in the context of validity and the reliability achieved by test-retest (Cronbach Alpha value of 0.84. We then, according to the Odineski table selected 180 physical education and non-physical education males and 190 physical education and non-physical education females opportunistically. The collected data was analyzed by 2×2 MANOVA for determine differences between genders and major. The results showed mean vector scores of physical education in the following scales: physical activity; global physical; competence; sports; strength; endurance and flexibility were significantly (p<0.05 higher than that of non-physical education major students. Also, the results shows that mean vector scores of male in the following scales: health; coordination; physical activity; body fat; global physical; competence; sports; global physical self-concept and global esteem were significantly (p<0.05 higher than female. Based on the result of our study the physical self-concept non-physical education and female is lower, than that physical education and male. The results may reflect that male and physical major education students, who usually spend more time on physical activity and sport training to have better fitness and skill oriented self concept than their counterparts.

  17. Physical Educators' Engagement in Online Adapted Physical Education Graduate Professional Development

    Science.gov (United States)

    Sato, Takahiro; Haegele, Justin A.

    2018-01-01

    The purpose of this study was to investigate in-service physical education teachers' engagement during online adapted physical education (APE) graduate professional development. This study was based on andragogy theory. All participants were in-service physical education teachers enrolled in a state-approved online APE endorsement program at a…

  18. How Integration Can Benefit Physical Education

    Science.gov (United States)

    Wilson-Parish, Nichelle; Parish, Anthony

    2016-01-01

    One method for physical educators to increase their contact hours with their students is curricular integration, which consists of combining two or more subject areas with the goal of fostering enhanced learning in each subject area. This article provides an example of a possible integrated lesson plan involving physical education and art.

  19. Homework in Physical Education: Benefits and Implementation

    Science.gov (United States)

    Novak, Benjamin Edward; Lynott, Francis John, III.

    2015-01-01

    This article identifies homework as an underutilized strategy in physical education. It reviews the benefits associated with the use of homework in the physical education setting, and provides guidelines for the effective implementation of this strategy. The guidelines include practical application examples and define structured active homework…

  20. Are Physical Education Majors Models for Fitness?

    Science.gov (United States)

    Kamla, James; Snyder, Ben; Tanner, Lori; Wash, Pamela

    2012-01-01

    The National Association of Sport and Physical Education (NASPE) (2002) has taken a firm stance on the importance of adequate fitness levels of physical education teachers stating that they have the responsibility to model an active lifestyle and to promote fitness behaviors. Since the NASPE declaration, national initiatives like Let's Move…

  1. Quality Physical Education. NASPE Resource Brief

    Science.gov (United States)

    National Association for Sport and Physical Education, 2013

    2013-01-01

    A quality physical education program provides learning opportunities, appropriate instruction, meaningful and challenging content, and student and program assessment. In addition, a quality physical education improves mental alertness, academic performance, and readiness and enthusiasm for learning in the nation's youth. This brief provides a list…

  2. University Students' Attitudes toward Physical Education Teaching

    Science.gov (United States)

    Li, Fengjuan; Chen, Junjun; Baker, Miles

    2014-01-01

    While there have been many studies into students' attitudes toward Physical Education at the school level, far fewer studies have been conducted at the university level, especially in China. This study explored 949 students' attitudes toward their university Physical Education experiences in four Chinese universities. An intercorrelated model of…

  3. Toward a Queer Inclusive Physical Education

    Science.gov (United States)

    Landi, Dillon

    2018-01-01

    Background: Physical education has historically been a repressive place for queer persons. Since physical education spaces are predominantly heteronormative, research on sexual identity management has shown lesbian teachers often try to "pass" as straight or distance themselves from their sexualities. There has been no research to date…

  4. Gender-Biased Communication in Physical Education

    Science.gov (United States)

    Valley, Julia A.; Graber, Kim C.

    2017-01-01

    Purpose: This study examined physical education teachers' awareness of gender equitable practices as well as the language and behaviors they employed in the physical education environment. The purpose of the study was to determine (a) what teachers know about gender equitable practices, (b) what types of gender bias are demonstrated, and (c) how…

  5. Concerns of the Novice Physical Education Teacher

    Science.gov (United States)

    Gordon, Evelyn J.

    2016-01-01

    The purpose of this case study was to examine novice physical education teachers in the first and second year of teaching. Participants included two novice physical education teachers, John in Year 1 and Mark in Year 2. Methodology included observations, semistructured interviews, and documents. Data were analyzed using open coding and constant…

  6. Remote Video Supervision in Adapted Physical Education

    Science.gov (United States)

    Kelly, Luke; Bishop, Jason

    2013-01-01

    Supervision for beginning adapted physical education (APE) teachers and inservice general physical education teachers who are learning to work with students with disabilities poses a number of challenges. The purpose of this article is to describe a project aimed at developing a remote video system that could be used by a university supervisor to…

  7. Physical Education Teachers' and University Teacher Educators' Perceptions regarding Coeducational vs. Single Gender Physical Education

    Science.gov (United States)

    Hill, Grant M.; Hannon, James C.; Knowles, Curt

    2012-01-01

    Since Title IX was enacted in the United States in 1972, Physical Education (PE) classes have become coeducational. This may be because educational leaders interpret Title IX to require coeducational-only classes. Research, however, indicates that for some students, coeducation classes may not be the most appropriate learning environment. The…

  8. Find a Therapist

    Science.gov (United States)

    ... My ADAA Blog Home / Find Help Print | Email Find a Therapist Zip Code: Radius: 5 Miles 10 ... personal referrals. We supply information to help you find local mental health services and resources that allow ...

  9. Job satisfaction among academic coordinators of clinical education in physical therapy.

    Science.gov (United States)

    Harris, M J; Fogel, M; Blacconiere, M

    1987-06-01

    The Academic Coordinator of Clinical Education is the physical therapy faculty member who is responsible for the clinical component of the curriculum. The responsibilities involved in the ACCE's job are such that ACCEs seem to be at risk for job dissatisfaction and burnout. The purpose of this descriptive study was to investigate the levels and patterns of job satisfaction among ACCEs in physical therapy. A questionnaire, including a 32-item job satisfaction inventory, was sent to the ACCE at each accredited entry-level education program for physical therapists and physical therapist assistants (N = 169). One hundred twelve (66.3%) responses were received and analyzed. Demographic characteristics of the respondents are reported. The results of the study showed that ACCEs, in general, expressed low levels of occupational dissatisfaction and burnout. Satisfaction with the aspects of the job involving self-esteem, achievement, and creativity seems to outweight dissatisfaction with the time available, the work load, and organizational efficiency. Those ACCEs with doctoral degrees expressed the highest levels of dissatisfaction and burnout. Those ACCEs working in entry-level master's degree programs expressed the lowest level of dissatisfaction; those in tenure-track positions expressed the lowest level of burnout. Factors contributing to job satisfaction and dissatisfaction are discussed.

  10. Physical Education as "Means without Ends:" Towards a New Concept of Physical Education

    Science.gov (United States)

    Vlieghe, Joris

    2013-01-01

    This article is concerned with the educational value of raising the human body at school. Drawing inspiration from the work of Giorgio Agamben, I develop a new perspective that explores the possibility of taking the concept of physical education in a literal sense. This is to say that the specific educational content of physical education (in…

  11. Four discourse models of physics teacher education

    OpenAIRE

    Larsson, Johanna; Airey, John

    2017-01-01

    In Sweden, as in many other countries, the education of high-school physics teachers is typically carried out in three different environments; the education department, the physics department and school itself during teaching practice. Trainee physics teachers are in the process of building their professional identity as they move between these three environments. Although much has been written about teacher professional identity (see overview in Beijaard, Meijer, & Verloop, 2004) little ...

  12. Physics Education in Virtual Reality: An Example

    Science.gov (United States)

    Kaufmann, Hannes; Meyer, Bernd

    2009-01-01

    We present an immersive virtual reality (VR) application for physics education. It utilizes a recent physics engine developed for the PC gaming market to simulate physical experiments correctly and accurately. Students are enabled to actively build their own experiments and study them. A variety of tools are provided to analyze forces, mass, paths…

  13. FUNdamental Integrative Training (FIT) for Physical Education

    Science.gov (United States)

    Bukowsky, Michael; Faigenbaum, Avery D.; Myer, Gregory D.

    2014-01-01

    There is a growing need for physical education teachers to integrate different types of fitness activities into their lessons in order to provide opportunities for all students to learn and practice a variety of movement skills that will enhance their physical fitness and support free-time physical activity. An increased focus on age-appropriate…

  14. PHYSICAL EDUCATION - PHYSICAL CULTURE. TWO MODELS, TWO DIDACTIC

    Directory of Open Access Journals (Sweden)

    Manuel Vizuete Carrizosa

    2014-11-01

    The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.

  15. Understanding paediatric rehabilitation therapists' lack of use of outcome measures.

    Science.gov (United States)

    King, Gillian; Wright, Virginia; Russell, Dianne J

    2011-01-01

    Despite widespread educational and promotional efforts, paediatric rehabilitation therapists still do not systematically or routinely use outcome measures. A review of contextual and psychosocial factors affecting therapists' use of outcome measures was performed, incorporating information from past studies of barriers to therapists' use of measures and more recent information about measure use, knowledge brokering and expert practice. This cumulative and contextual overview provided insights into how many therapists may approach practice. Therapists' beliefs in the importance of establishing effective relationships may lead them to place less value on formal measurement, to adopt a less rigorous and more pragmatic approach to ascertaining whether outcomes are achieved, and to avoid measures that may show little improvement. A relational goal-oriented approach to practice is proposed in which therapists adopt a broader facilitative and educational role with families about the importance of the measurement process.

  16. Physical education and physical culture in the coloured community ...

    African Journals Online (AJOL)

    A scienti fic-historical li terature review was undertaken in order to place the history of physical education and physical culture in the Coloured community at the epicenter of research. This review was extracted and adapted from research done in preparation for a doctoral dissertation. A broad range of approaches, from ...

  17. A Physical Education Dilemma: Team Sports or Physical Fitness.

    Science.gov (United States)

    Gilliam, G. McKenzie; And Others

    1988-01-01

    A study of 56 fifth graders found the traditional physical education approach (game techniques and fundamentals) was ineffective in improving scores on a health-related physical fitness test. Modification of the same sport (basketball) with conditioning exercises to improve cardiorespiratory and musculoskeletal function, produced improvement in…

  18. Programed Instruction in Health Education and Physical Education.

    Science.gov (United States)

    Mayshark, Cyrus; Evaul, Thomas W.

    This book contains eight chapters by several different authors, most of them professors of health or physical education. Focus is on applications and implications of programed instruction for professionals in the health and physical education fields. "Overview of Programed Instruction" defines programing, its development and implications for…

  19. Emotional Laour in Teaching Secondary Physical Education

    Directory of Open Access Journals (Sweden)

    Ye Hoon Lee

    2016-04-01

    Full Text Available Background: Teaching physical education is an emotion-laden context which requires physical education teachers to engage in emotional labor in order to foster their well-being, as well as student’s outcomes. Objective: The purpose of this study was to investigate the predictability of emotional labour strategies on job satisfaction and emotional exhaustion among secondary physical education teachers in South Korea. Specifically, the four forms of emotional labour (i.e., surface acting, deep acting, genuine positive expression, and genuine negative expression were hypothesized to have different influences on job satisfaction and emotional exhaustion. Method: A total of 225 full-time physical education teachers were invited to participate in the paper-pencil survey. The questionnaires contained items measuring the four forms of emotional labour, emotional exhaustion, and job satisfaction which had been modified to fit the physical education setting. Results: The results indicated that surface acting, genuine positive expression, and genuine expression was significantly associated with emotional exhaustion whereas only genuine positive expression was significantly associated with job satisfaction and emotional exhaustion. Finally, emotional exhaustion mediates the relationship between surface acting and job satisfaction, genuine positive expression and job satisfaction, and genuine negative expression and job satisfaction. Conclusion: These results suggest that emotional labour plays a critical role on physical education teachers’ well-being and job attitude.  Keywords: emotional regulation, physical education teacher, genuine expression, Asian culture, surface acting

  20. Physical therapy education in Saudi Arabia

    OpenAIRE

    Alghadir, Ahmad; Zafar, Hamayun; Iqbal, Zaheen Ahmed; Anwer, Shahnawaz

    2015-01-01

    [Purpose] To review the physical therapy educational program model, professional curriculum, and gender representation at major universities, as well as the quality and scope of physical therapy practice in Saudi Arabia. [Methods] Information regarding course curriculum, gender representation, and the quality and scope of physical therapy practice was collected from six universities in Saudi Arabia, the Saudi Physical Therapy Association, and the Saudi Health Commission. [Results] The first b...

  1. Physical Education in Primary Education in EU Countries

    Directory of Open Access Journals (Sweden)

    Črtomir Matejek

    2014-12-01

    Full Text Available The main aim of this paper is to compare the representation of physical education in primary education in the countries of European Union and to explain the effects of sports activities in child's development. For at least twenty years experts have pointed to the lack of spontaneous movement in childhood. Therefore, sports activity is suitable for maintaining good health and proper physical fitness. Physical education represents a large proportion of children's sports activities and has positive effects on a child’s holistic development. EU countries allocate physical education of children in primary school different amounts of attention. To physical education about half of European countries devote 10% of the total time of school curriculum, Hungary, Croatia and Slovenia to 15%, while Ireland only 4%. These findings suggest that among EU countries, there are very large differences in the number of hours devoted to physical education and that designers of primary education in Europe perceive physical education as less important than other subjects.

  2. PHYSICAL EDUCATION - PHYSICAL CULTURE. TWO MODELS, TWO DIDACTIC

    Directory of Open Access Journals (Sweden)

    Manuel Vizuete Carrizosa

    2014-10-01

    Full Text Available Physical Education is currently facing a number of problems that are rooted in the identity crisis prompted by the spread of the professional group, the confrontation of ideas from the scientific community and the competing interests of different political and social areas, compared to which physical education has failed, or unable, to react in time. The political and ideological confrontation that characterized the twentieth century gave us two forms, each with a consistent ideological position, in which the body as a subject of education was understood from two different positions: one set from the left and communism and another, from Western democratic societies.The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.

  3. Applied Physics Education: PER focused on Physics-Intensive Careers

    Science.gov (United States)

    Zwickl, Benjamin

    2017-01-01

    Physics education research is moving beyond classroom learning to study the application of physics education within STEM jobs and PhD-level research. Workforce-related PER is vital to supporting physics departments as they educate students for a diverse range of careers. Results from an on-going study involving interviews with entry-level employees, academic researchers, and supervisors in STEM jobs describe the ways that mathematics, physics, and communication are needed for workplace success. Math and physics are often used for solving ill-structured problems that involve data analysis, computational modeling, or hands-on work. Communication and collaboration are utilized in leadership, sales, and as way to transfer information capital throughout the organization through documentation, emails, memos, and face-to-face discussions. While managers and advisors think a physics degree typically establishes technical competency, communication skills are vetted through interviews and developed on the job. Significant learning continues after graduation, showing the importance of cultivating self-directed learning habits and the critical role of employers as educators of specialized technical abilities through on-the-job training. Supported by NSF DGE-1432578.

  4. The "Physically Educated" Person: Physical Education in the Philosophy of Reid, Peters and Aristotle

    Science.gov (United States)

    MacAllister, James

    2013-01-01

    This article will derive a definition and account of the physically educated person, through an examination of the philosophy of Andrew Reid, Richard Peters and Aristotle. Initially, Reid's interpretation of Peters' views about the educational significance of practical knowledge (and physical education) will be considered. While it will…

  5. Prediction of enjoyment in school physical education.

    Science.gov (United States)

    Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

    2012-01-01

    The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE

  6. Selected Periodicals in Sport and Physical Education.

    Science.gov (United States)

    Crase, Darrell

    1979-01-01

    Thirty-one journals pertinent to the physical educator and to the professional in the areas of motor learning, sport philosophy, sport sociology, sport psychology, and sport medicine are listed with a general note on the scope of each. (JMF)

  7. Reaching the Overlooked Student in Physical Education

    Science.gov (United States)

    Esslinger, Keri; Esslinger, Travis; Bagshaw, Jarad

    2015-01-01

    This article describes the use of live action role-playing, or "LARPing," as a non-traditional activity that has the potential to reach students who are not interested in traditional physical education.

  8. Early Childhood Physical Education. The Essential Elements.

    Science.gov (United States)

    Gabbard, Carl

    1988-01-01

    Details are presented regarding the essential elements of an effective early childhood physical education curriculum. Components include movement awareness, fundamental locomotor skills, fundamental nonlocomotor skills, fundamental manipulative skills, and health-related fitness. (CB)

  9. Physical education in schools: a renewal proposal

    Directory of Open Access Journals (Sweden)

    Liana Maria Carvalho Braid

    2003-12-01

    Full Text Available The text discusses physical education as practiced in mainstream schools, analyzing its origin and its pathway throughout the history of the country. It also raises some points about the crises generated by questioned paradigms about the end of this school subject as well as the way the body used to be regarded. In all, a new approach to physical education may be returning from the ashes.

  10. An ASD Physics Education Program

    International Nuclear Information System (INIS)

    Barton, H.R. Jr.

    1993-04-01

    I want to thank the Organizing Committee and Program Chairman of the 1993 IISSC for providing this forum to discuss science education issues here in San Francisco. By all accounts, science education in the United States is in trouble. Clearly, teaching science to the young people of our country is an important goal shared by all of us involved in scientific research. The Director, Dr. Roy Schmitters, has made science education a Laboratory goal for the Supercollider. Those of us who share this goal only can have an impact if we become involved actively in teaching science to the future engineers and scientists enrolled at our colleges and universities. The commitment of IISSC to science education is welcomed by everyone of us who wishes to improve the technological base of the nation for the next generation

  11. Hungarian medical physics MSc education

    International Nuclear Information System (INIS)

    Legrady, D.; Czifrus, Z.; Zarand, P.; Aszodi, A.; Pesznyak, C.; Major, T.

    2012-01-01

    The medical physics specialisation aims at providing high level interdisciplinary theoretical and practical knowledge and readily applicable skills, which can put into action in both the clinical and the R and D field. The first competence based gradual medical physics course in the B.Sc./M.Sc. system in Hungary was launched two years ago at the Faculty of Natural Sciences of Budapest University of Technology and Economics managed by the Institute of Nuclear Techniques. The MSc programme was compiled on the base of EFOMP, IPEM, AAPM and IAEA recommendations. The course curriculum comprises fundamental physical subjects (atomic and molecular physics, nuclear physics and particle physics) as well as fundamental medical knowledge (anatomy, physiology and radiobiology) required for subjects of diagnostic and therapy. Students of this MSc branch may chose further subjects from a 'compulsory optional' set of subjects, which contains medical imaging, X-ray diagnostics, radiation therapy, magnetic resonance imaging, radiation protection, Monte Carlo calculation and its clinical applications, ultrasound diagnostics and nuclear medicine. (authors)

  12. Exploring arising moments and mindfulness in occupational therapists working in diverse clinical practice areas.

    Science.gov (United States)

    Reid, Denise; Naseer, Zahid

    2012-10-01

    An online survey was conducted with 72 Canadian occupational therapists to (1) explore if and how occupational therapists were aware of "arising moments" in clinical practice, which are moments that give rise to emotions, sensations, and thoughts, and (2) to examine therapists' responses to questions related to mindfulness. Participants described arising moments through an open-ended survey question. Framework analysis was used to develop key themes and subthemes. A modified Philadelphia Mindfulness Awareness (PHLMS) subscale with two additional survey questions "understanding of living in the moment and being present, and awareness of mindfulness" (sum = PAM) were used as indicators of mindfulness. There were significant differences in the means of PHLMS mindfulness among therapists working in diverse practice areas (F = 3.63, p = .009). Posthoc analysis revealed that therapists working in mental health had higher mean PHLMS-mindfulness scores than in all other groups. There were no significant differences in PAM mindfulness among the practice areas (ANOVA, F = 2.15, p = .08). However, posthoc tests showed that the participants in the mental health practice area had a significant difference with one group, general physical health. Findings have implications for practice in occupational therapy and education about mindfulness in occupational therapy.

  13. Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities

    Science.gov (United States)

    Jammula, Diane Crenshaw

    Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5% to African Americans, and 4% to Hispanic Americans (AIP, 2012). Though physics education reform efforts supporting interactive engagement have doubled students' learning gains (Hake, 1998), gender and race gaps persist (Brewe et al., 2010; Kost, Pollock, & Finkelstein, 2009). When students' subjectivities align with presentations of physics, they are more likely to develop positive physics identities (Hughes, 2001). However, both traditional and reformed physics classrooms may present physics singularly as abstract, elite, and rational (Carlone, 2004). Drawing from feminist science, I argue that binaries including abstract / concrete, elite / accessible, and rational / emotional are hierarchal and gendered, raced and classed. The words on the left define conventional physics and are associated with middle class white masculinity, while the words on the right are associated with femininity or other, and are often missing or delegitimized in physics education, as are females and minorities. To conceptualize a feminist physics education, I deconstructed these binaries by including the words on the right as part of doing physics. I do not imply that women and men think differently, but that broadening notions of physics may allow a wider range of students to connect with the discipline. I used this conceptual framework to modify a popular reformed physics curriculum called Modeling Instruction (Hestenes, 1987). I taught this curriculum at an urban public college in an introductory physics course for non-science majors. Twenty-three students of diverse gender, race, ethnic, immigrant and class backgrounds enrolled. I conducted an ethnography of the classroom to learn how students negotiate their subjectivities to affiliate with or alienate from their perceptions of physics, and to understand how classroom experiences exacerbate or

  14. Olympism, physical education and culturally responsive pedagogies ...

    African Journals Online (AJOL)

    The ubiquitous forces of the globalisation of sport and other social constructs, such as economic and political, create cultural necessities for physical education (PE) to connect and celebrate diversity, yet at the same time, commit to contextualised educative and social purposes. The commitment is the need for an inclusive ...

  15. Supporting Student Autonomy in Physical Education

    Science.gov (United States)

    Perlman, Dana; Webster, Collin A.

    2011-01-01

    The lack of motivation among students is a common challenge in physical education. Studies drawing on the self-determination theory consistently show that perceived autonomy facilitates adaptive motivation in students, which can lead to a wide range of desired educational outcomes. However, instructional strategies designed to support student…

  16. Preparing Prospective Physical Educators in Exercise Physiology.

    Science.gov (United States)

    Bulger, Sean M.; Mohr, Derek J.; Carson, Linda M.; Robert, Darren L.; Wiegand, Robert L.

    2000-01-01

    Addresses the need for continued assessment of course content and instructional methods employed within physical education teacher education programs to deliver theoretical and applied information from the foundational subdiscipline of exercise physiology, describing an innovative course at one university (Exercise for School-Aged Children) which…

  17. Work Ability of Finnish Physical Education Teachers

    Science.gov (United States)

    Mäkelä, Kasper; Hirvensalo, Mirja

    2015-01-01

    In the physical education (PE) teachers' profession, physical tasks comprise a large part of the job. PE teachers identify their health as good, and they are satisfied with their job. Nevertheless, the work ability of PE teachers may be decreasing. Purpose: The purpose of this article was to explore the work ability of Finnish PE teachers. What…

  18. An Introduction to Primary Physical Education

    Science.gov (United States)

    Griggs, Gerald, Ed.

    2012-01-01

    Physical Education is a core component of the primary school curriculum. The primary years are perhaps the most significant period for motor development in children, a time during which basic movement competencies are developed and which offers the first opportunity for embedding physical activity as part of a healthy lifestyle. This is the first…

  19. Pilates and Physical Education: A Natural Fit

    Science.gov (United States)

    Kloubec, June; Banks, Aaron L.

    2004-01-01

    In a time period characterized by the continual decline of fitness and physical activity among American youths, Pilates can provide physical educators a unique activity that will improve fitness and stimulate the cognitive domain of today's students. Because the Pilates method of exercise encourages the development of strong and flexible muscles…

  20. School Physics Education in Southeast Asia.

    Science.gov (United States)

    Seng, Chin Pin; Tee, Tan Boon

    1978-01-01

    Traces physics curriculum innovation in Southeast Asia since the 1950s. The unique features of such innovation in Indonesia, Malaysia, Philippines, Singapore, and Thailand are highlighted. Forecasts for the future of physics education in part of the world are also discussed. (Author/HM)

  1. Quarked!--Adventures in Particle Physics Education

    Science.gov (United States)

    MacDonald, Teresa; Bean, Alice

    2009-01-01

    Particle physics is a subject that can send shivers down the spines of students and educators alike--with visions of long mathematical equations and inscrutable ideas. This perception, along with a full curriculum, often leaves this topic the road less traveled until the latter years of school. Particle physics, including quarks, is typically not…

  2. Understanding Hemophilia. Implications for the Physical Educator.

    Science.gov (United States)

    Coelho, Jeffrey D.

    1998-01-01

    Describes hemophilia and ways to provide appropriate physical education experiences to children with hemophilia. The article focuses on what hemophilia is, how to treat hemophilia, benefits of physical activity, how to teach children with hemophilia, choosing and modifying sports and activities, and safety and emergency situations. (SM)

  3. A True Middle School Physical Education Program

    Science.gov (United States)

    Tenoschok, Mike

    2016-01-01

    The purpose of this article is to describe the various ways in which the developmental needs of middle school students can be met in a physical education program. The themes of exploration and individualization appear throughout the article to emphasize the importance of providing a variety of sports, games and physical activity options for middle…

  4. Physical Education Guide for Secondary Schools.

    Science.gov (United States)

    Ministry of Education, Culture & Labour, Castries (St. Lucia).

    This collaboration between teachers in Saint Lucia (West Indies) and Peace Corps volunteers offers a comprehensive physical education program for children and youth ages 10-18 years, including lesson plans, evaluation and assessment techniques, and psychological and physical growth and development characteristics for this age group. The program is…

  5. Art Therapists' Emotional Reactions to the Demands of Technology

    Science.gov (United States)

    Asawa, Paige

    2009-01-01

    Art therapists increasingly are turning to educational and presentation technology to expand awareness of their field and to inform others in mental health care. This trend supports inquiry into how art therapists interact with and emotionally respond to the demands of technology. This paper presents a qualitative study that used 3 art-based focus…

  6. Physics Education in Virtual Reality: An Example

    OpenAIRE

    Hannes Kaufmann; Bernd Meyer

    2009-01-01

    We present an immersive virtual reality (VR) application for physics education. It utilizes a recent physics engine developed for the PC gaming market to simulate physical experiments correctly and accurately. Students are enabled to actively build their own experiments and study them. A variety of tools are provided to analyze forces, mass, paths and other properties of objects before, during and after experiments. Innovative teaching content is presented thatexploits the strengths of the 3D...

  7. Physical activity in physiotherapy and physical education high school students

    Directory of Open Access Journals (Sweden)

    Mihailova A.

    2014-01-01

    Full Text Available A term of health-related physical fitness became topical with four its components: aerobic and/or cardiovascular fitness, body composition, abdominal muscle strength and endurance, and lower back and hamstring flexibility. Complex evaluation of health-related physical fitness and physical activity (PA may show a wider insight in health promotion and disease prevention. The aim of this study was to evaluate physical activity relation to health-related physical fitness in Physiotherapy (PT and Physical Education (PE students. Final study sample consisted of 67 students (46 women and 21 men (aged 21.61 ± 0.71. All participants filled in International Physical Activity Questionnaire. Health-related physical testing included: 1 body composition evaluation, 2 abdominal muscles strength tests, 3 dynamometry, 4 hamstring muscles and m. quadratus lumborum elasticity evaluation tests, 5 bicycle ergometer test (anaerobic threshold, maximal oxygen consumption. Results showed that most students had normal body composition parameters (BMI, body fat, muscle mass, body water in both genders and study programs. Women were less physically active that men, and PA duration was higher in PE students. PT students had higher body composition values, lower cardiorespiratory fitness parameters and lower handgrip strength in both hands than PE students. Greater PA generally implies a higher level of health-related physical fitness. PA significantly positively affects body composition, upper m. rectus abdominisstrength, grip strength and aerobic capacity.

  8. Top 10 research questions to promote physical activity in bipolar disorders: A consensus statement from the International Organization of Physical Therapists in Mental Health.

    Science.gov (United States)

    Vancampfort, Davy; Rosenbaum, Simon; Probst, Michel; Connaughton, Joanne; du Plessis, Christy; Yamamoto, Taisei; Stubbs, Brendon

    2016-05-01

    Research has only recently started to consider the importance and applicability of physical activity (PA) for people with bipolar disorder (BD). The aim of the current study is to highlight 10 pertinent PA research questions in people with BD. The International Organization of Physical Therapy in Mental Health executed a consultation with all National organizations (n=13) to identify the most salient questions to guide future research on PA in BD. We identified the following 10 questions: (1) What are the benefits of PA for people with BD? (2) What are the most prominent safety issues for PA prescription in BD? (3) What is the optimal PA prescription for people with BD? (4) What are the key barriers to PA among people with BD? (5) What are the most effective motivational strategies for ensuring PA adoption and maintenance in BD? (6) How do we translate PA research into community practice? (7) If one treatment goal is increased physical activity, what type of professionals are needed as part of a multidisciplinary team? (8) How do we incorporate PA as a vital sign in clinical practice? (9) How can we prevent sedentary behavior in BD? (10) What is the most appropriate PA assessment method? We did not consult people with BD. Addressing these questions is critical for developing evidence-based approaches for promoting and sustaining an active lifestyle in BD. Ultimately, achieving this will reduce the burden of cardiovascular disease and improve the quality of life of this population. Copyright © 2016 Elsevier B.V. All rights reserved.

  9. Newton's Cradle in Physics Education

    Science.gov (United States)

    Gauld, Colin F.

    2006-01-01

    Newton's Cradle is a series of bifilar pendulums used in physics classrooms to demonstrate the role of the principles of conservation of momentum and kinetic energy in elastic collisions. The paper reviews the way in which textbooks use Newton's Cradle and points out the unsatisfactory nature of these treatments in almost all cases. The literature…

  10. Health Physics Education in Venezuela

    International Nuclear Information System (INIS)

    Solanas, J.

    1979-01-01

    Training courses on health physics have been organized regularly in Venezuela since 1962. The basic course consists of 20 hours for theoretical tuition and 10 hours for laboratory practice. Post-graduate courses have been organized by the Central University since 1965. Radiological technicians receive their training through the courses organized by the Ministry of Health. (author)

  11. Effects of an integrated geriatric group balance class within an entry-level Doctorate of Physical Therapy program on students’ perceptions of geriatrics and geriatric education in the United States

    OpenAIRE

    Jennifer C. Reneker; Kyra Weems; Vincent Scaia

    2016-01-01

    This study was aimed at determining the effect of an integrated group balance class for community-dwelling older adults within entry-level physical therapist coursework on student perceptions of geriatric physical therapy and geriatric physical therapy education. Twenty-nine Doctor of Physical Therapy (DPT) students, 21–33 years old, in their second year of coursework in 2012, participated in an integrated clinical experience with exposure to geriatric patients at an outpatient facility at th...

  12. Physical Activity Stories: Assessing the "Meaning Standard" in Physical Education

    Science.gov (United States)

    Johnson, Tyler G.

    2016-01-01

    The presence of the "meaning standard" in both national and state content standards suggests that professionals consider it an important outcome of a quality physical education program. However, only 10 percent of states require an assessment to examine whether students achieve this standard. The purpose of this article is to introduce…

  13. Views of Physical Education Teachers on Values Education

    Science.gov (United States)

    Görgüt, Ilyas; Tutkun, Erkut

    2018-01-01

    Values education is very important for supporting and directing the attitudes and behaviors that brings from birth and changes by the effects of surroundings. The most effective people to provide this support after family are the teachers, especially the physical education teachers who are constantly communicating with the students. Therefore,…

  14. Homework in Physical Education? A Review of Physical Education Homework Literature

    Science.gov (United States)

    Hill, Kory

    2018-01-01

    The use of homework in physical education has not historically been a topic of intense study. Relatively few studies have been devoted to the topic, particularly when compared to the use of homework in classroom settings. Nonetheless, some physical educators have suggested the assignment of homework as a way to meet important objectives and…

  15. Physical Education for Health and Wellbeing: A Discourse Analysis of Scottish Physical Education Curricular Documentation

    Science.gov (United States)

    McEvilly, Nollaig; Verheul, Martine; Atencio, Matthew; Jess, Mike

    2014-01-01

    This paper provides an analysis of the discourses associated with physical education in Scotland's "Curriculum for Excellence". We implement a poststructural perspective in order to identify the discourses that underpin the physical education sections of the "Curriculum for Excellence" "health and well-being"…

  16. The National Physical Education Standards and Grade-Level Outcomes: The Future of Elementary Physical Education

    Science.gov (United States)

    Holt/Hale, Shirley Ann; Persse, Dan

    2015-01-01

    It is during the early educational years that skills are developed, habits are formed, and values are shaped. The skills for a lifetime of physical activity are developed through quality teaching, deliberate practice, assessment and reflection. Research supports the importance of elementary physical education experiences and the importance of…

  17. Physics Teachers' Education (PTE): Problems and Challenges

    Science.gov (United States)

    Sassi, Elena; Michelini, Marisa

    A vast majority of the research results acknowledge the crucial role of teacher's education, as a vital tool in enhancing the quality of physics education. The projects like PISA, ROSE and TIMMS showcase the impact of teacher's education as a qualitative improvement in the physics learning environment. In Physics Education Research (PER), the impact of teacher's education had been addressed for the its role in the enhancement of positive interest among the students. The current world-wide state of the art characterizes a large variety of boundary conditions, traditions and practices that are being followed. In our present context, we foucus and discuss on the multidimensional challanges such as competencies needed, degrees required, problems encountered, support to be provided and the basic pre-requirements of Teacher's education for the secondary schools. We present some of the teaching methods and practices followed in coherent with, both, the Student centered and open learning environments along with some of the useful didactical indicators. Also, we potray a couple of research-based examples successfully experimented in Italy. Finally we propose some useful recommendations along with the criteria to be followed in the teachers education for the overall improvement.

  18. Inclusion of students with special education needs in physical education

    Directory of Open Access Journals (Sweden)

    Martin Kudláček

    2010-01-01

    Full Text Available The purpose of this article is to present phenomena of inclusive physical education from the point of view of needs of students with SEN, teachers from the point of view of support and university PE teacher preparation programs (PETE.Inclusion of students with special educational needs (SEN in physical education is in Czech Republic still marginal topic, although issues related to inclusive physical education are among key challenges of students with SEN, their teachers, parents and university departments preparing prospective teachers. In the area of support in inclusive PE we present the model of support in inclusive PE (Sherrill, 2004; Kudláček & Ješina, 2008 and in the area of PETE we present of key outcomes of project EIPET (Theoretical knowledge, competence and skills framework.

  19. Excellence in Physics Education Award: Modeling Theory for Physics Instruction

    Science.gov (United States)

    Hestenes, David

    2014-03-01

    All humans create mental models to plan and guide their interactions with the physical world. Science has greatly refined and extended this ability by creating and validating formal scientific models of physical things and processes. Research in physics education has found that mental models created from everyday experience are largely incompatible with scientific models. This suggests that the fundamental problem in learning and understanding science is coordinating mental models with scientific models. Modeling Theory has drawn on resources of cognitive science to work out extensive implications of this suggestion and guide development of an approach to science pedagogy and curriculum design called Modeling Instruction. Modeling Instruction has been widely applied to high school physics and, more recently, to chemistry and biology, with noteworthy results.

  20. of students pedagogical skills to physical education

    Directory of Open Access Journals (Sweden)

    Galina Bezverkhnya

    2015-04-01

    Full Text Available Purpose: to describe the motivation to physical education of pedagogical skills girls in the context of motivation to learn and motivation to succeed. Material and Methods: 90 second-year students of pedagogical specialties were researched (30 girls from pre-school education, philological and economic faculties Pavlo Tychyna Uman State Pedagogical University. Results: described the motivation of students in physical education by the analysis of involvement of subject and the target set. Student's motivation to learning activities and their level to success motivation were additionally investigated. Conclusions: is outlined reason of not formed internal motivation of students’ physical training in general psychological orientation of the girls that sufficiently shown in context of motivation to learn and progress.

  1. Physics Girl: Where Education meets Cat Videos

    Science.gov (United States)

    Cowern, Dianna

    YouTube is usually considered an entertainment medium to watch cats, gaming, and music videos. But educational channels have been gaining momentum on the platform, some garnering millions of subscribers and billions of views. The Physics Girl YouTube channel is an educational series with PBS Digital Studios created by Dianna Cowern. Using Physics Girl as an example, this talk will examine what it takes to start a short-form educational video series, including logistics and resources. One benefit of video is that every failure is documented on camera and can, and will, be used in this talk as a learning tool. We will look at the channels demographical reach, discuss best practices for effective physics outreach, and survey how online media and technology can facilitate good and bad learning. The aim of this talk is to show how videos are a unique way to share science and enrich the learning experience, in and out of a classroom.

  2. Diversity within African American, female therapists: variability in clients' expectations and assumptions about the therapist.

    Science.gov (United States)

    Kelly, Jennifer F; Greene, Beverly

    2010-06-01

    Despite the presence of some literature that has addressed the characteristics of the African American female therapist, most psychotherapy training proceeds with the assumption that therapists are members of dominant groups, and most of the psychological and psychotherapy literature has been written by therapists and psychologists who come from dominant cultural perspectives. Not as much has been written about psychological paradigms or the process of psychotherapy from the perspective of the therapist who is not a dominant group member. This article explores both the common and divergent experiences that we, the authors, share as African American female therapists and the different reactions we frequently elicit in clients. We also explore how individual differences in our physical appearances, personal backgrounds, and different characteristics of our respective practices elicit distinct responses from clients that we believe are based on differences between us, despite the fact that we are both African American women. We believe that many of the stereotypes that affect perceptions of African American female clients also exist for African American female therapists. We will address how the intersection of gender, race, and sexual orientation of the client highlights the complexity of culturally competent practice. PsycINFO Database Record (c) 2010 APA, all rights reserved.

  3. MANIFESTO FOR PHYSICAL EDUCATION AND SPORTS

    Directory of Open Access Journals (Sweden)

    Adrian Dragnea

    2009-10-01

    Full Text Available This manifesto elaboration was dictated by the necessity of rendering aware and consolidating, amongthe people and the decision bodies, the role of physical education and sports1 in the modern Romanian society, asa health, education and social integration factor.The formative-educative motor activities are confronted with newly-issued dangers and challenges thathave imposed this approach:- the statistics about the population’s health state, particularly among the young people, emphasizealarming increases of the morbidity ratio, sedentariness and obesity being the main factorsresponsible for the onset of different physical and psychical disorders;- the perspective of a population with a precarious health and the diminution of people’s motorcapacity jeopardize the durable economic development and the national security;- the diminution of people’s perception upon the formative role played by physical education andsports, which is reflected by the reduced number of physical education lessons in the corecurriculum,for certain categories of pupils, as well as by the reduced time allotted to sportspracticing;- the alarming reduced number of children and young people who practice sports, under differentforms;- the diminution of the Romanian sports performances at the international level, especially whencompeting in major contests - Olympic Games, World Championships and EuropeanChampionships;- the lack of consistency when applying the legislation in force, in relation with physical educationand sports, as well as the disharmonic points of view expressed by the decision factors (ministries,agencies etc.;- the alarming increased number of violence and corruption acts on the sports arenas and outsidethem, the young athletes’ exploitation, doping, racism, facts that are detrimental to the sportsphenomenon very essence.This document aims at stimulating the elaboration of some social policies and developmental strategiesat the national and local

  4. Turkish adolescents' attitudes toward physical education.

    Science.gov (United States)

    Hünük, Deniz; Demirhan, Giyasettin

    2010-10-01

    1,163 middle school students (586 girls, 577 boys; Grades 6-8) were selected through a stratified random sampling method to examine their attitudes toward physical education (PE) by grade, student's sex, sports participation characteristics, and teacher's sex. They were administered the Attitude Toward Physical Education Scale for Children. Factorial analysis of variance indicated that Grade 8 students' mean attitude scores were less positive than those of Grade 6 students, but the attitudes of boys and of sports participants were more positive than of girls and nonsports participants. Findings were similar regardless of the teacher's sex.

  5. Child's Play: Therapist's Narrative

    Science.gov (United States)

    Reddy, Rajakumari P.; Hirisave, Uma

    2014-01-01

    Play has been recognized as an essential component to children's healthy development. Schools of play therapy differ philosophically and technically, but they all embrace the therapeutic and developmental properties of play. This case report is an illustration of how a 6-year-old child with emotional disorder was facilitated to express concerns in child-centered play therapy. The paper discusses the therapist's narration of the child's play. PMID:24860228

  6. The status of temporomandibular and cervical spine education in credentialed orthopedic manual physical therapy fellowship programs: a comparison of didactic and clinical education exposure.

    Science.gov (United States)

    Shaffer, Stephen M; Brismée, Jean-Michel; Courtney, Carol A; Sizer, Phillip S

    2015-02-01

    The purpose of this investigation was to establish a baseline of physical therapist education on temporomandibular disorders (TMD)-related topics during credentialed orthopedic manual physical therapy fellowship training and compare it to cervical spine disorders education. An online survey was distributed electronically to each fellowship program credentialed by the American Physical Therapy Association (APTA) and recognized by the Academy of Orthopedic Manual Physical Therapists (AAOMPT). Data were analyzed to compare overall exposure to TMD educational content, including a direct comparison of TMD and cervical spine disorders education. The response rate was 79%. Thirteen programs (87%) reported providing both didactic and clinical training on both TMD and cervical spine disorders. Didactic education for cervical spine disorders ranged from 16-20 hours to over 25 hours, whereas TMD hours ranged from 0 to 6-10 hours. Clinical education for cervical spine disorders ranged from 11-15 hours to over 25 hours, whereas TMD hours ranged from 0 to 6-10 hours. The number of hours of exposure during didactic training and the number of patients exposed to during clinical training were significantly different when comparing TMD to cervical spine disorders exposure (P<0.0001). The data indicate a lack of uniformity between credentialed fellowship programs in orthopedic manual physical therapy with respect to the extent to which programs expose trainees to evaluation and management of TMD. There is consistency in that all programs provided more training on cervical spine disorders than TMD. Despite a high level of clinical specialization, fellows-in-training receive minimal TMD education.

  7. Particle Physics Outreach to Secondary Education

    Energy Technology Data Exchange (ETDEWEB)

    Bardeen, Marjorie G.; /Fermilab; Johansson, K.Erik; /Stockholm U.; Young, M.Jean

    2011-11-21

    This review summarizes exemplary secondary education and outreach programs of the particle physics community. We examine programs from the following areas: research experiences, high-energy physics data for students, informal learning for students, instructional resources, and professional development. We report findings about these programs' impact on students and teachers and provide suggestions for practices that create effective programs from those findings. We also include some methods for assessing programs.

  8. Particle Physics Outreach to Secondary Education

    International Nuclear Information System (INIS)

    Bardeen, Marjorie G.; Johansson, K. Erik; Young, M. Jean

    2011-01-01

    This review summarizes exemplary secondary education and outreach programs of the particle physics community. We examine programs from the following areas: research experiences, high-energy physics data for students, informal learning for students, instructional resources, and professional development. We report findings about these programs' impact on students and teachers and provide suggestions for practices that create effective programs from those findings. We also include some methods for assessing programs.

  9. Gesture analysis for physics education researchers

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2008-01-01

    Full Text Available Systematic observations of student gestures can not only fill in gaps in students’ verbal expressions, but can also offer valuable information about student ideas, including their source, their novelty to the speaker, and their construction in real time. This paper provides a review of the research in gesture analysis that is most relevant to physics education researchers and illustrates gesture analysis for the purpose of better understanding student thinking about physics.

  10. PHYSICAL EDUCATION AND SPORTS IN PRESCHOOL PERIOD

    Directory of Open Access Journals (Sweden)

    Arzu ÖZYÜREK

    2015-07-01

    Full Text Available Early childhood is known as a critical period for development and fundamental movement skills. Growing and development of children have an effect on gaining fundamental movement skills. Besides, the opportu nities and movement education provided for the students play an essential role on developing fundamental movement skills poisedly. In preschool education, physical training is the leading activity given the least importance. From the early years of child hood on, promoting basic skills of children such as walking, running, jumping besides bending over, twisting, flinging something away have great importance because it is closely connected to the other zones of development. Physical training strengthens co gnitive skills such as inquiring mind, problem solving skills and concept acquisition. Besides, fine and gross motor development is consistent with emotional and social life skills. In virtue of physical training, awareness level of children is heightened and a basis for lifelong sport habits is provided. Consequently, children acquire much more than movement skills thanks to physical training. In this study, the importance of physical training and sports activities, the points to be paid attention to while practicing, basic activities in physical training, and education models and methods used have been issued relevantly.

  11. Increasing Physical Activity during the School Day through Physical Activity Classes: Implications for Physical Educators

    Science.gov (United States)

    Adkins, Megan; Bice, Matt; Bartee, Todd; Heelan, Kate

    2015-01-01

    Across the nation schools are adopting health and wellness policies, specifically physical activity (PA) initiatives that aid healthy long-term lifestyles. Interest has been generated about the inclusion of physical activity classes to complement existing physical education classes. Furthermore, discussion has evolved as to if additional…

  12. Thrust joint manipulation curricula in first-professional physical therapy education: 2012 update.

    Science.gov (United States)

    Noteboom, J Timothy; Little, Christian; Boissonnault, William

    2015-06-01

    Descriptive online observational survey. To identify the extent of thrust joint manipulation (TJM) integration into first-professional physical therapy program curricula. The most recent survey of TJM curricula was published in 2004, with a wide variation in faculty responses noted. Since that time, faculty resources have been developed and TJM language in "A Normative Model of Physical Therapist Professional Education" from the American Physical Therapy Association has been updated, leaving the current status of TJM education in curricula unknown. Faculty from 205 accredited physical therapy programs were invited to participate in an anonymous 35-item electronic survey during the summer of 2012. Seventy-two percent of programs responded to the survey, with 99% of programs teaching TJM and 97% of faculty believing TJM to be an entry-level skill. Cervical spine TJM is still being taught at a lower rate than techniques for other body regions. Faculty deemed 91% and 77% of students, respectively, at or above entry-level competency for implementing TJM in their clinical practice upon graduation. Most respondents indicated that increased utilization of TJM during clinical affiliations (78%) and lab hours (78%) would be beneficial to the student's knowledge/application of TJM. The utilization of TJM and faculty perceptions in first-professional physical therapy programs in the United States have evolved over the past decade. With TJM content more fully integrated into educational curricula, programs can now look to refine teaching strategies that enhance learning outcomes.

  13. Career Intentions of Australian Physical Education Teachers

    Science.gov (United States)

    Mäkelä, Kasper; Whipp, Peter R.

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the…

  14. History of Sport and Physical Education.

    Science.gov (United States)

    Young, Louise, Ed.

    The reports from this conference deal with the sources, manifestations, and influences of sports and physical education over time, geography, and cultures. Written in a non-technical manner, the twenty-eight articles deal with the relationship of sports to (among others) politics, art, dance, mythology, religion, economics, sociology, and…

  15. Teaching Touch Rugby in Physical Education Classes

    Science.gov (United States)

    Pugh, Steven F.; Alford, Alan

    2004-01-01

    Physical educators are always looking for new ideas that introduce moderate-to-vigorous activity, involve skill, encourage teamwork, and increase student interest. Touch rugby has the potential to contribute to these outcomes. Though the sport is not new, it is not a mainstream sport. Therefore, students see it as something new. Their motivation…

  16. Attitude Research in Physical Education: A Review

    Science.gov (United States)

    Silverman, Stephen

    2017-01-01

    This paper provides a comprehensive review of attitude research in physical education. The first section reviews theoretical models that are prevalent in attitude research. Then, the next section describes the methods that were used to locate the research used in the remainder of the paper. The third section discusses measurement issues in…

  17. Developmental Physical Education Accountability; Volume I.

    Science.gov (United States)

    Guarnieri, Barbara; Sandeen, Cecile

    Presented in the first of a two volume series is a developmental physical education checklist which provides teachers of trainable mentally retarded students with a permanent and accountable record of pupil progress and needs. The checklist is intended to be used with the accompanying volume of curricular activities in a nongraded enviroment for…

  18. Measuring student responsibility in Physical Education ...

    African Journals Online (AJOL)

    The Contextual Self-Responsibility Questionnaire (CSRQ) and Personal and Social Responsibility Questionnaire (PSRQ) were developed to meausre student responsibility within the field of physical education. In the present study, the factor structure of the CSRQ and PSRQ was examined. Unlike previous structure ...

  19. Justifying Physical Education Based on Neuroscience Evidence

    Science.gov (United States)

    Berg, Kris

    2010-01-01

    Research has shown that exercise improves cognitive function and psychological traits that influence behavior (e.g., mood, level of motivation). The evidence in the literature also shows that physical education may enhance learning or that academic performance is at least maintained despite a reduction in classroom time in order to increase time…

  20. Management of Physical Education and Sport

    Science.gov (United States)

    Krotee, March; Bucher, Charles

    2006-01-01

    This book offers a solid foundation of management concepts, skills, and techniques that enable students to develop and test the leadership, decision-making, and problem-solving required for their role in the profession of physical education and sport. The thirteenth edition continues to focus on the management and administration of physical…

  1. Teaching Physical Education in International Schools

    Science.gov (United States)

    Erickson, David LeRoy; Kulinna, Pamela Hodges

    2012-01-01

    This article explores the opportunity of teaching physical education at international schools. Common challenges (e.g., communication differences, adapting to the host culture, teaching individuals from various cultural backgrounds) and positive aspects (e.g., smart and engaged students, a positive learning environment for teachers, great…

  2. An Amotivation Model in Physical Education

    Science.gov (United States)

    Shen, Bo; Wingert, Robert K.; Li, Weidong; Sun, Haichun; Rukavina, Paul Bernard

    2010-01-01

    Amotivation refers to a state in which individuals cannot perceive a relationship between their behavior and that behavior's subsequent outcome. With the belief that considering amotivation as a multidimensional construct could reflect the complexity of motivational deficits in physical education, we developed this study to validate an amotivation…

  3. Digital technology in physical education: global perspectives

    NARCIS (Netherlands)

    Koekoek, Jeroen; van Hilvoorde, I.M.

    2018-01-01

    The rapid development of digital technologies has opened up new possibilities for how Physical Education is taught. This book offers a comprehensive, practice-oriented and critical exploration of the actual and potential applications of digital technologies in PE. It considers the opportunities that

  4. Ethics in Physical and Sport Education.

    Science.gov (United States)

    Spencer, Albert F.

    1996-01-01

    This article focuses on ways to integrate ethical issues in physical and sport education into professional action without involving institutional control, considering an individual approach to teaching-coaching practices that builds students' ethical decision making skills and develops character. Issues for group discussion and individual…

  5. Writing Useful Instructional Objectives in Physical Education

    Science.gov (United States)

    Young, Shawna

    2016-01-01

    Within a physical education curriculum, and presented in individual lesson plans, instructional objectives serve several important purposes: they provide a direct link between the curriculum content and procedures for students to master that content; they provide a clear path for assessment--a way to determine whether students have indeed learned…

  6. Science as Myth in Physical Education.

    Science.gov (United States)

    Kirk, David

    Scientization is a process that refers to the mythologies that are generated around the practices of working scientists. This paper discusses how science works on popular consciousness and how particular occupational groups use science to legitimatize their discipline, specifically in physical education. Two examples are presented to illustrate…

  7. International Physical Education Recreation and Dance.

    Science.gov (United States)

    Journal of Physical Education, Recreation & Dance, 1987

    1987-01-01

    This feature, consisting of 14 articles, looks at physical education from an international perspective. Programs in Nigeria, the USSR, Papua New Guinea, China, Denmark, West Germany, and Bahrain are explored. Exchange programs, culture shock, and barriers to understanding are discussed. The impact of the Olympic Games on Korea is analyzed. (MT)

  8. Incorporating Two-Square into Physical Education

    Science.gov (United States)

    Meyler, Tim; Wilson, Sandy

    2012-01-01

    Physical educators often struggle to teach individual striking skills to upper level (3-5 grade) elementary students. Finding a developmentally appropriate striking activity with a high participation rate can be a challenge. And sports such as tennis, pickleball, and badminton are often not an option for a variety of reasons (e.g., space or…

  9. Modelling Mathematical Reasoning in Physics Education

    Science.gov (United States)

    Uhden, Olaf; Karam, Ricardo; Pietrocola, Maurício; Pospiech, Gesche

    2012-04-01

    Many findings from research as well as reports from teachers describe students' problem solving strategies as manipulation of formulas by rote. The resulting dissatisfaction with quantitative physical textbook problems seems to influence the attitude towards the role of mathematics in physics education in general. Mathematics is often seen as a tool for calculation which hinders a conceptual understanding of physical principles. However, the role of mathematics cannot be reduced to this technical aspect. Hence, instead of putting mathematics away we delve into the nature of physical science to reveal the strong conceptual relationship between mathematics and physics. Moreover, we suggest that, for both prospective teaching and further research, a focus on deeply exploring such interdependency can significantly improve the understanding of physics. To provide a suitable basis, we develop a new model which can be used for analysing different levels of mathematical reasoning within physics. It is also a guideline for shifting the attention from technical to structural mathematical skills while teaching physics. We demonstrate its applicability for analysing physical-mathematical reasoning processes with an example.

  10. Physical education, school physical activity, school sports and academic performance

    Directory of Open Access Journals (Sweden)

    Shephard Roy J

    2008-02-01

    Full Text Available Abstract Background The purpose of this paper is to review relationships of academic performance and some of its determinants to participation in school-based physical activities, including physical education (PE, free school physical activity (PA and school sports. Methods Linkages between academic achievement and involvement in PE, school PA and sport programmes have been examined, based on a systematic review of currently available literature, including a comprehensive search of MEDLINE (1966 to 2007, PSYCHINFO (1974 to 2007, SCHOLAR.GOOGLE.COM, and ERIC databases. Results Quasi-experimental data indicate that allocating up to an additional hour per day of curricular time to PA programmes does not affect the academic performance of primary school students negatively, even though the time allocated to other subjects usually shows a corresponding reduction. An additional curricular emphasis on PE may result in small absolute gains in grade point average (GPA, and such findings strongly suggest a relative increase in performance per unit of academic teaching time. Further, the overwhelmingly majority of such programmes have demonstrated an improvement in some measures of physical fitness (PF. Cross-sectional observations show a positive association between academic performance and PA, but PF does not seem to show such an association. PA has positive influences on concentration, memory and classroom behaviour. Data from quasi-experimental studies find support in mechanistic experiments on cognitive function, pointing to a positive relationship between PA and intellectual performance. Conclusion Given competent providers, PA can be added to the school curriculum by taking time from other subjects without risk of hindering student academic achievement. On the other hand, adding time to "academic" or "curricular" subjects by taking time from physical education programmes does not enhance grades in these subjects and may be detrimental to health.

  11. The Physical Education and Sport Interface: Models, Maxims and Maelstrom

    Science.gov (United States)

    Pope, Clive C.

    2011-01-01

    Within many school contexts physical education and sport have historically been positioned as polemic, and while there has been plenty of rhetoric about physical education as well as sport within education, there has seldom been engaged debate or discussion about the relationship between physical education and sport in school settings. This…

  12. Robot ZORA in rehabilitation and special education for children with severe physical disabilities: a pilot study.

    Science.gov (United States)

    van den Heuvel, Renée J F; Lexis, Monique A S; de Witte, Luc P

    2017-12-01

    The aim of this study was to explore the potential of ZORA robot-based interventions in rehabilitation and special education for children with severe physical disabilities. A two-centre explorative pilot study was carried out over a 2.5-month period involving children with severe physical disabilities with a developmental age ranging from 2 to 8 years. Children participated in six sessions with the ZORA robot in individual or in group sessions. Qualitative and quantitative methods were used to collect data on aspects of feasibility, usability, barriers and facilitators for the child as well as for the therapist and to obtain an indication of the effects on playfulness and the achievement of goals. In total, 17 children and seven professionals participated in the study. The results of this study show a positive contribution of ZORA in achieving therapy and educational goals. Moreover, sessions with ZORA were indicated as playful. Three main domains were indicated to be the most promising for the application of ZORA: movement skills, communication skills and cognitive skills. Furthermore, ZORA can contribute towards eliciting motivation, concentration, taking initiative and improving attention span of the children. On the basis of the results of the study, it can be concluded that ZORA has potential in therapy and education for children with severe physical disabilities. More research is needed to gain insight into how ZORA can be applied best in rehabilitation and special education.

  13. A Conceptual Framework for Tiered Intervention in Physical Education

    Science.gov (United States)

    Dauenhauer, Brian; Keating, Xiaofen; Lambdin, Dolly; Knipe, Robert

    2017-01-01

    Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full…

  14. The Socratic Gymnasium: Learning Lessons of Life through Physical Education

    Science.gov (United States)

    Gubacs-Collins, Klara Dianna

    2015-01-01

    What constitutes appropriate practice in physical education? NASPE suggests the outcome of a physical education program should be that adolescents have gained the skills and knowledge to be physically active for a lifetime. Furthermore, a physically educated person consistently demonstrates responsible personal and social behavior in physical…

  15. SOME STUDENTS’ATTITUDES TOWARDS PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Rabit Veseli

    2015-05-01

    Full Text Available The subject of physical education (kinesiology at primary schools in Kosovo is present in school programs with three classes weekly. In order to form a realistic idea of what students feel about their teacher in Physical Education as well as of the implementation of the educational program, we conducted a questionnaire survey. Methods: The survey examines 210 respondents (118 school boys and 92 school girls at the age of 14. It was conducted mainly to establish and compare the attitudes of boys and girls on the base of their answers to the following six questions: 1. Is the teacher in Physical Education always dressed in sports equipment in class? 2. Is the teacher always present and active in class performances? 3. Does the teacher form realistic marks to your performance? 4. Does the school possess the necessary facilities and equipment for the realization of the class program? 5. Do you regularly wear sports equipment in your Physical Education classes? 6. Are you happy with the way your PhE classes are conducted? Results & Discussion: According to the answers to each question the groups of boys and girls are considered individually through methods of frequency and percentage of results. The differences between boys’ and girls’ attitudes are tested by non-parametric chi-square test, at the level of 0,05(5%. According to the fi nal results, the conclusion is that school boys and girls have similar attitudes (do not differ in their answers to questions 5 and 6. To some extent, the results obtained from the survey show similarity with the research conducted by Memedi, Nika and Hajredini (2011.

  16. Health(y) Education in Health and Physical Education

    Science.gov (United States)

    Schenker, Katarina

    2018-01-01

    Teachers in the school subject Health and Physical Education (HPE) need to be able both to teach health and to do so in a healthy (equitable) way. The health field has, however, met with difficulties in finding its form within the subject. Research indicates that HPE can be excluding, meaning that it may give more favours to some pupils (bodies)…

  17. Physical Education, Part I. Options in Education, Program No. 99.

    Science.gov (United States)

    George Washington Univ., Washington, DC. Inst. for Educational Leadership.

    This transcript of a National Public Radio broadcast discusses the impact of Title IX on elementary and secondary physical education. Topics covered include competition, difficulties involved in the sex integration of sports, statements on Title IX by five chief state school officers, the experience of Massachusetts in implementing Title IX, and…

  18. Sport Education: Promoting Team Affiliation Through Physical Education

    Science.gov (United States)

    MacPhail, Ann; Kirk, David; Kinchin, Gary D.

    2004-01-01

    The development of feelings of identity, the sense of belonging to a team, and the growth of social skills are experiences that sport, if properly conducted, is well placed to offer (Siedentop, 1994). Evidence suggests that some characteristics of traditional, multiactivity forms of physical education work against realizing these goals (Locke,…

  19. Tablet Technology to Monitor Physical Education IEP Goals and Benchmarks

    Science.gov (United States)

    Lavay, Barry; Sakai, Joyce; Ortiz, Cris; Roth, Kristi

    2015-01-01

    The Individual with Disabilities Education Act (IDEA) mandates that all children who are eligible for special education services receive an individualized education program (IEP). Adapted physical education (APE) professionals who teach physical education to children with disabilities are challenged with how to best collect and monitor student…

  20. Physics Teachers' Views on Their Initial Teacher Education

    Science.gov (United States)

    Buabeng, Isaac; Conner, Lindsey; Winter, David

    2016-01-01

    This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

  1. Association of Quality Physical Education Teaching with Students’ Physical Fitness

    Directory of Open Access Journals (Sweden)

    Weiyun Chen, Steve Mason, Andrew Hypnar, Austin Hammond-Bennett

    2016-06-01

    Full Text Available This study examined the extent to which four essential dimensions of quality physical education teaching (QPET were associated with healthy levels of physical fitness in elementary school students. Participants were nine elementary PE teachers and 1, 201 fourth- and fifth-grade students who were enrolled in nine elementary schools. The students’ physical fitness were assessed using four FITNESSGRAM tests. The PE teachers’ levels of QPET were assessed using the Assessing Quality Teaching Rubrics (AQTR. The AQTR consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Guidance. Codes were confirmed through inter-rater reliability (82.4% and 84.5%. Data were analyzed through descriptive statistics, multiple R-squared regression models, and independent sample t-tests. The four essential teaching dimensions of QPET were significantly associated with the students’ cardiovascular endurance, muscular strength and endurance, and flexibility. However, they accounted for relatively low percentage of the total variance in PACER test, followed by Curl-up test, while explaining very low portions of the total variance in Push-up and Trunk Lift tests. This study indicated that the students who had experienced high level of QPET were more physically fit than their peers who did not have this experience in PACER and Curl-up tests, but not in Push-up and Trunk lift tests. In addition, the significant contribution of the four essential teaching dimensions to physical fitness components was gender-specific. It was concluded that the four teaching dimensions of QPET were significantly associated with students’ health-enhancing physical fitness.

  2. Effect of a Sport Education Program on Motivation for Physical Education and Leisure-Time Physical Activity

    Science.gov (United States)

    Wallhead, Tristan L.; Garn, Alex C.; Vidoni, Carla

    2014-01-01

    Purpose: The purpose of this study was to examine the effect of a high school sport education curriculum program on students' motivation for physical education and leisure-time physical activity. Method: Participants were 568 high school students enrolled in the required physical education programs at 2 schools, 1 taught using sport education and…

  3. The Value of Home Education Including Physical Education

    Directory of Open Access Journals (Sweden)

    Iradge Ahrabi-Fard

    2017-10-01

    Full Text Available There is a false notion that public school can educate great students. Facing diversity of students’ potential, different timing of growth pattern and varieties of home preparation of students to be a assiduous learner it is serious challenging task. Schools offer a general education to all with some attention to the diversity of students. It is home education, dealing with concentration habits during learning process, valuing educational process and respecting the rules of group learning that are influential in acquiring most from the educational opportunities. School is not able to go against the home culture and re-educate students to behave as a concern and diligent learner if these habits are not emphasized or supported at home. Public education in US is ranked between 18 to 22 in the world (according to different sources. Comparing with the world, American schools as the whole rank first for school structures, are number one for allocation of school budget, the emphasis and requirements of teacher education is number one. America expenditure per student exceed the top ten of the world combined. It is the lack of home education of learning demeanor and respecting the learning process that causes the inferiority. Physical education faces the same general dilemma at school having a very diverse group of students within variety of growth stages, potentials, sizes and capabilities based on their previous experiences. Decent general physical education at school can only offer a limited advancement. It is the responsibilities of parents to learn about the specifics of healthy growth and suitable skill development for their unique child. It is their parental task to act responsibly for the healthy growth of their child concerning: bone density and health, muscular strength, size and endurance, heart development to endure the stress of activities and function well, the range of motion of joints and finally their weight management. All the above

  4. Implementing the adapted physical education E-learning program into physical education teacher education program.

    Science.gov (United States)

    Kwon, Eun Hye; Block, Martin E

    2017-10-01

    According to the Ministry of Education Korea (2014), the approximately 70.4% of all students with disabilities are included in general schools in Korea. However, studies show that Korean GPE teachers do not feel comforatble or prepared to include students with disabilities (Oh & Lee, 1999; Roh, 2002; Roh & Oh, 2005). The purpose of this study was to explore whether an APE e-learning supplement would have an impact on the level of self-efficacy and content knowledge of pre-service teachers related to including students with intellectual disabilities. An APE supplement was developed based on the Instructional Design Model (Dick, Carey, & Carey, 2005) to provide three sources of self-efficacy, mastery experience, vicarious experience, and social persuasions. Three groups of pre-service teachers (N=75) took the same content supplement with different delivery system, E-learning group (n=25) with online, traditional group (n=25) with printed handout, and control group (n=25) without supplement. Two instruments, the Physical Educators' Situation-Specific Self-efficacy and Inclusion Student with Disabilities in Physical Education (SE-PETE-D) and the content knowledge test, were given to all participants twice (i.e., pretest and posttest). A 3×2 mixed effect ANOVA revealed that pre-service teachers' perceived self-efficacy (p=0.023) improved after taking the e-learning supplement. However, there was no significant difference in the level of content knowledge (p=0.248) between the learning group and tranditional group. Copyright © 2017 Elsevier Ltd. All rights reserved.

  5. Physical protection educational program - information security aspects

    International Nuclear Information System (INIS)

    Tolstoy, A.

    2002-01-01

    Full text: Conceptual approaches for designing an expert training program on object physical protection taking into account information security aspects are examined. A special educational course does not only address the immediate needs for an educational support but also ensures that new professionals include new concepts and knowledge in their practice and encourages current practitioners towards such practice. Features of the modern physical protection systems (PPS) and classification of information circulating at them are pointed out. The requirements to the PPS information protection subsystem are discussed. During the PPS expert training on information security (IS) aspects they should receive certain knowledge, on the basis of which they could competently define and carry out the PPS IS policy for a certain object. Thus, it is important to consider minimally necessary volume of knowledge taught to the PPS experts for independent and competent implementation of the above listed tasks. For the graduate PPS IS expert training it is also necessary to examine the normative and legal acts devoted to IS as a whole and the PPS IS in particular. It is caused by necessity of conformity of methods and information protection tools implemented on a certain object to the federal and departmental IS requirements. The departmental normative IS requirements define an orientation of the PPS expert training. By curriculum development it is necessary to precisely determine for whom the PPS experts are taught. The curriculum should reflect common features of the PPS functioning of the certain object type, i.e. it should be adapted to a certain customer of the experts. The specified features were taken into account by development of an educational course 'Information security of the nuclear facility physical protection systems', taught at the Moscow Engineering Physics Institute (State University) according to the Russian-American educational program 'Master in Physical

  6. Learning to Embrace Nuclear Physics through Education

    International Nuclear Information System (INIS)

    Avadanei, Camelia

    2010-01-01

    Due to its achievements, nuclear physics is more and more present in life of every member of the society. Its applications in the medical field and in nuclear energy, as well as the advanced research, always pushing the limits of science towards micro cosmos and macro cosmos, are subjects frequently presented in the media. In addition to their invaluable benefits, these achievements involve also particular rules to prevent potential risks. These risks are also underlined by the media, often being presented in an unfriendly manner. Specialists in nuclear physics are familiar with these problems complying with the specific rules in order to reduce risks at insignificant levels. The development of a specific field ('Radiation protection') defining norms and requirements for 'assuring the radiological safety of the workers, population and environment', and its dynamics represent a proof of a responsible attitude regarding nuclear safety. Dedicated international bodies and experts analyze and rigorously evaluate risks in order to draw the right ways of managing activity in the field. The improvement of the formal and informal education of public regarding the real risks of nuclear applications is very important in order to understand and better assimilate some general rules concerning the use of these techniques, as well as for their correct perception, leading to an increase of interest towards nuclear physics. This educational update can be started even from elementary school and continued in each stage of formal education in adapted forms. The task of informing general public is to be carried out mainly by specialists who, unlike 30-40 years ago, can rely on a much more efficient generation of communications' mean. Taking into account the lack of interest for nuclear, an attractive way of presenting the achievements and future possibilities of nuclear physics would contribute to youth orientation towards specific universities in order to become next generation of

  7. Learning to Embrace Nuclear Physics through Education

    Science.gov (United States)

    Avadanei, Camelia

    2010-01-01

    Due to its achievements, nuclear physics is more and more present in life of every member of the society. Its applications in the medical field and in nuclear energy, as well as the advanced research, always pushing the limits of science towards micro cosmos and macro cosmos, are subjects frequently presented in the media. In addition to their invaluable benefits, these achievements involve also particular rules to prevent potential risks. These risks are also underlined by the media, often being presented in an unfriendly manner. Specialists in nuclear physics are familiar with these problems complying with the specific rules in order to reduce risks at insignificant levels. The development of a specific field ("Radiation protection") defining norms and requirements for "assuring the radiological safety of the workers, population and environment," and its dynamics represent a proof of a responsible attitude regarding nuclear safety. Dedicated international bodies and experts analyze and rigorously evaluate risks in order to draw the right ways of managing activity in the field. The improvement of the formal and informal education of public regarding the real risks of nuclear applications is very important in order to understand and better assimilate some general rules concerning the use of these techniques, as well as for their correct perception, leading to an increase of interest towards nuclear physics. This educational update can be started even from elementary school and continued in each stage of formal education in adapted forms. The task of informing general public is to be carried out mainly by specialists who, unlike 30-40 years ago, can rely on a much more efficient generation of communications' mean. Taking into account the lack of interest for nuclear, an attractive way of presenting the achievements and future possibilities of nuclear physics would contribute to youth orientation towards specific universities in order to become next generation of

  8. Career intentions of Australian physical education teachers

    OpenAIRE

    Mäkelä, Kasper; Whipp, Peter R

    2015-01-01

    The purpose of this study was to investigate Australian physical education (PE) teachers’ career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers’ work and the primary motivators for intention to leave the profession. Half (51.3%) of the respondents wanted a change from their current PE teacher job and 39.8% were intending to leave PE teaching. The most frequent reasons for wanting to...

  9. Information technologies in physical education of students.

    Directory of Open Access Journals (Sweden)

    Ivchatova T.V.

    2011-05-01

    Full Text Available In the article is presented the systematized information about the using features of modern information technologies in practice of student physical education in not athletic universities. The analysis of domestic and foreign literature is conducted, and also Internet sources related to the problem of healthy way of life of students, and also to forming of active position in maintenance and strengthening of the health.

  10. Physical Activity Correlates for Children with Autism Spectrum Disorders in Middle School Physical Education

    Science.gov (United States)

    Pan, Chien-Yu; Tsai, Chia-Liang; Hsieh, Kai-Wen

    2011-01-01

    This study examined potential correlates that might influence physical activity (PA) of adolescents with autism spectrum disorders (ASD) in physical education. Students with (n = 19) and without (n = 76) ASD wore an accelerometer during physical education. Data were collected in 38 physical education lessons. The results showed that (a) students…

  11. Barriers to Providing Physical Education and Physical Activity in Victorian State Secondary Schools

    Science.gov (United States)

    Jenkinson, Kate A.; Benson, Amanda C.

    2010-01-01

    An on-line questionnaire was completed by 115 physical education teachers to establish the barriers to their implementation of physical education in Victorian state secondary schools. In addition, the barriers perceived by teachers to impact on students' participation in school-based physical education and physical activity were examined. The…

  12. Boosting physics education through mobile augmented reality

    Science.gov (United States)

    Crǎciun, Dana; Bunoiu, Mǎdǎlin

    2017-12-01

    The integration of collaborative applications, based on modern learning technologies and the Internet, of various visualization techniques and digital strategies in open, flexible modern learning environments which facilitate access to resources, represents a challenge for physics teachers in Romania in general, and for novice teachers in particular. Although large efforts have been made worldwide to invest in educational technologies, their impact on the students' learning outcomes is quite modest. In this paper, we describe and analyze various curricular and extracurricular activities specifically designed for and undertaken by pre-service physics teachers. These activities employ new educational technologies, mobile augmented reality (MAR) and are based on modern teaching and learning theories. MAR is an extension for mobile devices of augmented reality, an interactive and in real time combination, of real and virtual objects overlaid in the real environment. The obtained results show that pre-service physics teachers are confident in using MAR in their teaching and learning activities, and consider that the activities performed helped them develop the skills necessary for science teachers in a technology-based society and to reflect upon the role of technology in the current Romanian educational context.

  13. PHYSICAL EDUCATION BETWEEN ART AND SCIENCE

    Directory of Open Access Journals (Sweden)

    Goran Šekeljić

    2011-08-01

    Full Text Available Physical Education has its own definition inside the system of anthropomorphological sciences. But, there is a question whether it is possible to explain the phenomenon of physical education only inside of the system of abstrct atitudes based on an objective observation of reality or it is (at least some of its parts are an activity which has for an object the stimulation of human senses, mind or spirit. In this essey we discuss, in a very subjective way, the matter which concerns the culture in order to define the position of physical education inside the art system. The word "art" can relate to the variety of subjects, feelings or activities. Because of it, the fragments of art can be defined as creative interpretations of indefinite concepts or ideas. Having in mind the fact that in a world of art it is not possible to define standards that determine the art itself, according to the criteria which are generally accepted, it is still possible to make connection between sport and art by some rational observation. This work can enter the history thanks to the initiative to accept the sport as an aspect of art

  14. [Safety in physical education - a teacher's perspective].

    Science.gov (United States)

    Greier, K; Heinzle, A; Nepo, S; Ratschiller, J; Gafriller, R; Riechelmann, H

    2015-03-01

    A high percentage of all sports injuries occur during school sports. The aim of this study was to collect statements and opinions of sports teachers for safety in physical education. In a cross-sectional study, 296 teachers (202 with, 94 without a teaching qualification in "exercise and sports") at 77 Tyrolean "New Middle Schools" (former secondary schools) were interviewed. They judged various statements on school sports safety using a 5-point verbal rating scale. Irrespective of gender, teachers with a teaching qualification stated significantly more frequently (p = 0.015) that they have participated in continuing education on accident prevention than had their colleagues without qualification. The same applies to the checking of gymnastic and sports equipment before use (p sportswear in physical education than did their male counterparts. Of all respondents, 57 % knew about technical faults in sports halls, which have also been reported to the school administration. In more than half (58 %) of these, reported defects were repaired completely and in one-third (36 %), a partial repair was reported. Participants estimated that the major risk for school sports injuries was due to the low motor skills of the pupils, inhomogeneous groups, large numbers of pupils, outdated sports equipment, and ball games. Since about a third of all surveyed teachers had no teaching qualification in exercise and sports, this group should come into the focus of regular continuing education in accident prevention. © Georg Thieme Verlag KG Stuttgart · New York.

  15. Radiation and risk in physics education

    International Nuclear Information System (INIS)

    Eijkelhof, H.M.C.

    1990-01-01

    The study reported in this thesis deals with physics education, particularly with the teaching and learning of radioactivity and ionizing radiation. It is a follow up of earlier research and development work in the Dutch Physics Curriculum Development Project (PLON) on a unit called Ionizing Radiation. The central theme of this unit was the acceptability of the risks of ionizing radiation. Preliminary evaluation of the effectiveness of the PLON-unit showed that pupils appear to have lay-ideas which seem to be resistant to change. In this study the nature and persistence of these lay-ideas have been explored and a set of recommendations have been developed for writing curriculum materials and for teaching strategies, for physics lessons in secondary high school, in order to promote thoughtful risk analysis and assessment as regards applications of ionizing radiation. (H.W.). 225 refs.; 3 figs.; 41 tabs

  16. Helping Students with Problems: What Physical Educators Can Do.

    Science.gov (United States)

    Jones, C. J.; Nelson, Barbara

    1985-01-01

    Children often have trouble finding effective ways to deal with daily stress. Physical educators work in an environment where they can observe and study their students. Suggestions are offered for physical education teachers dealing with students with problems. (DF)

  17. Factors influencing the teaching of physical education and sport in ...

    African Journals Online (AJOL)

    Factors influencing the teaching of physical education and sport in Cluster H Shools ... and nine heads of schools selected using the random sampling technique. ... the participation of children with disabilities in Physical Education and Sports.

  18. Developing Effective Physical Fitness Testing Standards for Pre Service Physical Educators

    Science.gov (United States)

    Hill, Kory; Thornburg, Roland

    2016-01-01

    Physical educators are often held to a higher standard of physical fitness. The ability to effectively convey the importance of physical fitness may depend upon the ability to appear physically fit. The ability to perform at a minimal level of proficiency on fitness tests was deemed important by the faculty of one physical education teacher…

  19. Beyond the Gym: Increasing Outside of School Physical Activity through Physical Education

    Science.gov (United States)

    Palmer, Stephen; Bycura, Dierdra

    2014-01-01

    The purpose of physical education is to guide youngsters to become and remain physically active for life. Research on correlates and determinants of physical activity has shown the importance of developing intrinsic motivation in students so that they will choose to be physically active in their leisure time. When the physical education curriculum…

  20. Beyond "Fun": The Real Need in Physical Education

    Science.gov (United States)

    Ferkel, Rick C.; Razon, Selen; Judge, Lawrence W.; True, Larissa

    2017-01-01

    As obesity rates and physical inactivity levels continue to rise among American youth, the need for quality physical education programs is more important than ever. However, to many observers, physical education is a hindrance to academic time and a subject that does not bring value to the educational system. It is imperative for physical…

  1. Physics escape room as an educational tool

    Science.gov (United States)

    Vörös, Alpár István Vita; Sárközi, Zsuzsa

    2017-12-01

    Escape rooms have flourished in the last decade. These are adventure games in which players work together to solve puzzles using hints, clues and a strategy to escape from a locked room. In many cases they use different phenomena related to physics. Hence the idea of using escape rooms in science centers or even in classroom activities. Escape rooms are designed for one single team of players, the method is more suitable for activities in a science centre. In our paper, we show that escape rooms' puzzle solving methods could be used in physics classroom activities as well, taking into account that several teams have to work together in the same room/place. We have developed an educational escape game for physics of fluids, as this topic is left out from the Romanian high-school curriculum. We have tried out our game during the project week called "Şcoala altfel" ("school in a different way") and in a physics camp for gifted students. We present the designed physics escape game and the results.

  2. O fonoaudiólogo e a escola - reflexões acerca da inclusão escolar: estudo de caso Speech therapist and school - considerations about the inclusive educational system: case report

    Directory of Open Access Journals (Sweden)

    Marta Cecília Rabinovitsch Gertel

    2011-10-01

    Full Text Available TEMA: refletir acerca do papel do fonoaudiólogo na condução das estratégias terapêuticas para a inclusão escolar durante o atendimento de uma criança com Transtorno Global do Desenvolvimento. PROCEDIMENTOS: pesquisa de natureza clínico-qualitativa desenvolvida por meio de estudo de caso. O material utilizado foi elaborado a partir de registros em forma de relatórios e abrangem os atendimentos à escola, de julho/2002 a novembro/2004. Os recortes no material obtido retratam o percurso seguido ao longo do eixo da história do paciente enfatizando os momentos significativos que geraram desenvolvimento do processo terapêutico fonoaudiológico no que se refere à comunicação oral, integração social no ambiente escolar. RESULTADOS: o paciente envolvido neste estudo frequenta classe de ensino regular e, a partir dos atendimentos fonoaudiológicos, apresentou desenvolvimento significativo em seu comportamento social no ambiente escolar, além de efetivo avanço em sua comunicação oral. CONCLUSÃO: considera-se significativo o papel do fonoaudiólogo no atendimento à Escola de modo que terapeuta e educador propiciem o respeito à singularidade de cada criança. Prover condições e estratégias para que a Escola se transforme em um ambiente favorável para o desenvolvimento da criança com necessidades especiais favorece mudanças na constituição de suas relações interpessoais e abre caminho para que se consolide sua inclusão na comunidade.BACKGROUND: to reflect and discuss about the role of a speech therapist in therapeutical strategies for a child with Pervasive Development Disorder in the inclusive educational system. PROCEDURES: this is a case report research of a child with Pervasive Development Disorder. The clips of the clinical material includes written reports, obtained in appointments with the school, showing the course followed during the patient's history, giving emphasis to the significant moments that generated the

  3. Physics as a Part of Liberal Education

    Science.gov (United States)

    Evans, James

    2001-05-01

    The natural sciences once had a distinguished place among the liberal arts. Indeed, the arts degree at the medieval university was a science major's degree. The quadrivium (arithmetic, geometry, harmonics and astronomy) represented a conscious revival of the school curriculum of late antiquity, which had deep roots in Platonism. In the Middle Ages, all who aspired to enter the higher faculties (theology, medicine, law) had first to take a science degree. This was because scientific education mattered--it offered something essential for understanding both the world of nature and the world of man. When in the twelfth century the lost works of Aristotle were recovered, university professors risked excommunication in order to teach the new philosophy of nature. Aristotle's physics and cosmology passionately mattered, and within a century they had won a place in the core curriculum. A few centuries later, the followers of Descartes risked their careers to get Aristotle back out of the curriculum and Descartes in. Despite the supposed primacy of science in our own day, it has been a long while since comparable battles were waged over a curriculum of physics. In a profound way, the sciences matter less to the broader culture than they once did. In this talk I shall address the question of how this came to be and what purpose physics might have in a program of liberal education.

  4. Reversing the AAPT Photo Contest: A Physics Teacher Education Activity

    Science.gov (United States)

    Hechter, Richard P.

    2016-01-01

    This year while awaiting the arrival of the AAPT High School Physics Photo Contest poster, I developed an idea for my physics teacher education course that used the photo contest in a new context. While using an external source like a photograph to learn physics is not new to physics education, this article describes how we used the foundational…

  5. No Issue, No Problem? Co-Education in Dutch Secondary Physical Education during the Twentieth Century.

    Science.gov (United States)

    Van Essen, Mineke

    2003-01-01

    Examines the development co-education in Dutch secondary physical education, suggesting that the dominant 20th century co-educational tradition in the Netherlands has influenced educational ideals and school practice with respect to physical education. Asserts that a historical lack of discussions about co-education trivializes today's problems in…

  6. Alcohol consuption among academics of physical education

    Directory of Open Access Journals (Sweden)

    João Jorge da Costa Júnior

    2012-06-01

    Full Text Available This is a cross-sectional study that aims to determine the prevalence of alcohol consumption among physical education students of a public university of São Luís-MA. The sample consisted of 80 students. It was identified the following profile: 44 men and 36 women, aged between 18 and 21 years, most Catholics and having family income between $ 1,440.00 and $ 2,400.00. The prevalence of alcohol use was 95%, being higher among men (97.72%. The problematic use of alcohol, detected by the CAGE test, showed that 15% had physical and psychic problems and 23.75% mentioned to have missed classes in the last 30 days because of alcohol consumption. The study showed a significant number of students that had an exacerbated level of alcohol consumption, which draws attention to the need of addressing the topic of alcoholism in the academic scenario.

  7. CYBERCULTURE AND PHYSICAL EDUCATION: some ontological considerations

    Directory of Open Access Journals (Sweden)

    Fabio Zoboli

    2010-12-01

    Full Text Available This work is a synthesis of a philosophical inquiry about epistemological impasses provoked by social and cultural changes in sports cyberculture of electronic games and robotic and its implications in physical education. We define philosophy like a justification and signification of the human questions drawn by the limits of the conscience while experience of the world and the implications of the material conflicts over social relationships. So, our theoretical and methodological horizon derives from materialism dialect (Adorno, ontology (Merleau-Ponty and the semiotics (Peirce and Lévy.

  8. Experiential learning in physical therapy education

    Directory of Open Access Journals (Sweden)

    Smith SN

    2017-06-01

    Full Text Available Susan N Smith, Amy F Crocker School of Physical Therapy, University of the Incarnate Word, San Antonio, TX, USA Background and purpose: Experiential learning can provide students in entry-level physical therapy (PT education programs the opportunity to practice skills and techniques, learned in the classroom, in a real-world setting. Experiential learning is currently being utilized in all entry-level PT programs in the form of professional practice experiences but may be integrated throughout the curriculum to enhance student engagement and knowledge application and retention. The purpose of this paper is to express the need for increased integration of experiential learning into entry-level PT education curricula. Position and rationale: Experiential learning can effectively replace a portion of in-class laboratory time in entry-level PT education programs. Several methods of experiential learning exist, including simulation, integrated clinical experiences, service learning, community patient resource groups, and professional practice opportunities. Students benefit from the ability to practice hands-on skills in a safe, nonjudgmental environment. Students can still experience consequences of poor decisions but can have multiple opportunities to master the skill without the fear of negative outcomes. Incorporation of high-risk age ranges and diagnoses can be achieved through simulation. Discussion and conclusion: Experiential learning can be integrated into any PT curriculum if faculties are committed and flexible. Experiential learning may be particularly useful in specialty practice areas where there are fewer opportunities for students to practice skills. The practice of reflection upon experiences that is commonly performed in conjunction with experiential learning will help prepare students for the type of reflective practice that is essential to transition from novice to expert practitioners. Keywords: simulation, integrated clinical

  9. Emplotment, Embodiment, Engagement: Narrative Technology in Support of Physical Education, Sport and Physical Activity

    Science.gov (United States)

    Hall, Tony

    2012-01-01

    This paper is based on a keynote lecture delivered at the International Association of Physical Education in Higher Education 2011 Conference, University of Limerick, on the sub theme: "Technologies in Support of Physical Education, Sport, and Physical Activity." The paper outlines and illustrates a framework: narrative technology, which can be…

  10. Feminism and the physical : sex education, physical education and dress reform in Victoria, 1880-1930

    OpenAIRE

    Young, Lois

    2017-01-01

    In the late ninetheenth century Australia, an "ideal" woman was married and a mother. Limited to her domestic sphere, she depended completely for her well-being on men. Feministes wanted to improve woman's lot and make her more independent, both by extending her traditional spere and by giving her greater autonomy within it. I argue that the physical aspect of emancipation was the most important to women. Feminists justified sex education, physical exercise and dress ...

  11. Community occupational therapists' clinical reasoning: identifying tacit knowledge.

    Science.gov (United States)

    Carrier, Annie; Levasseur, Mélanie; Bédard, Denis; Desrosiers, Johanne

    2010-12-01

      Occupational therapy interventions in the community, a fast expanding practice setting, are central to an important social priority, the ability to live at home. These interventions generally involve only a small number of home visits, which aim at maximising the safety and autonomy of community-dwelling clients. Knowing how community occupational therapists determine their interventions, i.e. their clinical reasoning, can improve intervention efficacy. However, occupational therapists are often uninformed about and neglect the importance of clinical reasoning, which could underoptimise their interventions.   To synthesise current knowledge about community occupational therapists' clinical reasoning.   A scoping study of the literature on community occupational therapists' clinical reasoning was undertaken.   Fifteen textbooks and 25 articles, including six focussing on community occupational therapists' clinical reasoning, were reviewed. Community occupational therapists' clinical reasoning is influenced by internal and external factors. Internal factors include past experiences, expertise and perceived complexity of a problem. One of the external factors, practice context (e.g. organisational or cultural imperatives, physical location of intervention), particularly shapes community occupational therapists' clinical reasoning, which is interactive, complex and multidimensional. However, the exact influence of many factors (personal context, organisational and legal aspects of health care, lack of resources and increased number of referrals) remains unclear.   Further studies are needed to understand better the influence of internal and external factors. The extent to which these factors mould the way community occupational therapists think and act could have a direct influence on the services they provide to their clients. © 2010 The Authors. Australian Occupational Therapy Journal © 2010 Australian Association of Occupational Therapists.

  12. FEATURES OF METHODS OF FUTURE PHYSICAL CULTURE TEACHERS’ TRAINING FOR PHYSICAL EDUCATION OF HIGH SCHOOL STUDENTS

    Directory of Open Access Journals (Sweden)

    Петро Джуринський

    2014-12-01

    Full Text Available The paper presents the methodical approaches and recommendations on implementation of methods of future Physical Culture teachers to physical education of high school students into study process at a higher educational institution. The role of the approbated study discipline “Theory and methods of physical education at high school” has been determined in this research. It has also been defined, that future Physical Culture teacher’s training for physical education of high school students is a system of organizational and educational measures, ensuring the formation of future teacher’s professional knowledge and skills. The article presents the defined tasks, criteria, tools, forms, pedagogical conditions and stages of students’ training for teaching classes of Physical Education to high school students. Approbation of methodical approaches to future Physical Culture teachers’ training for physical education of high school students demonstrated their efficacy

  13. Physical active rest in education of active personality of students

    Directory of Open Access Journals (Sweden)

    Zaycev V.P.

    2010-10-01

    Full Text Available Meaningfulness of physical recreation is rotined in education of active personality of students. Research material is literary sources on this issue. Factors which influence on an educate function of personality of students are considered. Application of physical recreation is grounded for education of active personality of students. It is marked that physical recreation in pedagogical process decides educate, educational, health and social tasks. It positively influences on education of active personality of students. It is rotined that in education of active personality of students an important role is played by their research activity.

  14. Achievement motive of future physical education teachers

    Directory of Open Access Journals (Sweden)

    Lazarević Dušanka

    2007-01-01

    Full Text Available This paper presents the results of the research of the characteristics of achievement motive of future physical education teachers. Starting from understanding of the importance of achievement motive for the successful accomplishment of professional goals and roles of teachers, the aim of our research is to examine the level of achievement motive, the characteristics of its structure and differences according to gender. The instrument MOP2002 (Franceško et al., 2002a was applied, which presupposes the complex structure of this motive. The sample consisted of 373 students (263 male and 110 female of the Faculty of Sport and Physical Education in Belgrade. The results show that their achievement motive is characterized by the tendency towards high level of presence, and its structure is in the largest degree determined by the components accomplishing goals as a source of pleasure and perseverance in accomplishing goals, which is followed by orientation towards planning. The component competing with others is demonstrated in a moderate degree and it is least expressed. It was shown that female students have a larger degree of achievement motive when compared to male students, and accomplishing goals as a source of pleasure and perseverance in accomplishing goals mostly contribute to the difference in structure of achievement motive. It can be expected that the achievement motive, with the structure and degree of presence determined in our respondents, will contribute that they, as future teachers, become a good motivational model and the creators of a desirable motivational climate.

  15. Research on Technology and Physics Education

    Science.gov (United States)

    Bonham, Scott

    2010-10-01

    From Facebook to smart phones, technology is an integral part of our student's lives. For better or for worse, technology has become nearly inescapable in the classroom, enhancing instruction, distracting students, or simply complicating life. As good teachers we want to harness the power we have available to impact our students, but it is getting harder as the pace of technological change accelerates. How can we make good choices in which technologies to invest time and resources in to use effectively? Do some technologies make more of a difference in student learning? In this talk we will look at research studies looking at technology use in the physics classroom---both my work and that of others---and their impact on student learning. Examples will include computers in the laboratory, web-based homework, and different forms of electronic communication. From these examples, I will draw some general principles for effective educational technology and physics education. Technology is simply a tool; the key is how we use those tools to help our students develop their abilities and understanding.

  16. Education In Medical Physics. Chapter 16

    International Nuclear Information System (INIS)

    Meghzifene, A.; Van Der Merwe, D.

    2017-01-01

    Medical physics is a specialty which applies physics principles to medicine. It covers a wide range of subspecialties, including ionizing and non-ionizing radiation. Medical physicists work in clinical settings, academic and research institutes and the commercial sector. They fulfil an essential role in modern medicine, most commonly in the fields of diagnosis and treatment of cancer. Those working in the field of radiation oncology are generally called ‘clinically qualified medical physicists (CQMPs) in radiotherapy’, or ‘radiation oncology medical physicists’, depending on the country in which they work. They are part of an interdisciplinary team in a radiation oncology department dedicated to providing safe and effective treatment of cancer. Other members of the team include radiation oncologists, radiographers, dosimetrists, maintenance engineers and nurses. In radiation oncology, CQMPs contribute to the safe and effective treatment of patients. Their knowledge of radiation physics and how radiation interacts with human tissue and of the complex technology involved in modern treatment of cancer are essential to the successful application of radiotherapy. The primary responsibility of the CQMP within this team is to optimize the use of radiation to ensure the quality and safety of a diagnostic or therapeutic procedure. This is achieved predominantly through the use of physical and technical aspects of appropriate quality assurance (QA) programmes and control of dosimetry and calibration of beams. CQMPs working in radiation oncology are expected to have a core competency in medical physics, acquired through a postgraduate academic education programme. In addition, clinical competence, acquired through a structured clinical training programme or residency within a clinical department, is also required. It has been well documented that accidents can occur in the practice of radiation oncology when proper QA is not performed [16.1, 16.2]. Appropriate QA can

  17. The Importance of Indirect Teaching Behaviour and Its Educational Effects in Physical Education

    Science.gov (United States)

    Jung, Hyunwoo; Choi, Euichang

    2016-01-01

    Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of…

  18. Effect of Physical Education Teachers' Computer Literacy on Technology Use in Physical Education

    Science.gov (United States)

    Kretschmann, Rolf

    2015-01-01

    Teachers' computer literacy has been identified as a factor that determines their technology use in class. The aim of this study was to investigate the relationship between physical education (PE) teachers' computer literacy and their technology use in PE. The study group consisted of 57 high school level in-service PE teachers. A survey was used…

  19. The Primary Schoolteacher and Physical Education: A Review of Research and Implications for Irish Physical Education

    Science.gov (United States)

    Fletcher, Tim; Mandigo, James

    2012-01-01

    This article reviews research on primary physical education (PE). In primary schools around the world PE is taught by the classroom teacher rather than by a PE specialist. Most classroom teachers feel poorly prepared to teach PE programmes that are meaningful to pupils and provide the types of experiences that lead to lifelong participation. This…

  20. Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

    Science.gov (United States)

    Kern, Ben D.; Graber, Kim C.

    2017-01-01

    Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

  1. Quantitative Methodology: A Guide for Emerging Physical Education and Adapted Physical Education Researchers

    Science.gov (United States)

    Haegele, Justin A.; Hodge, Samuel R.

    2015-01-01

    Emerging professionals, particularly senior-level undergraduate and graduate students in kinesiology who have an interest in physical education for individuals with and without disabilities, should understand the basic assumptions of the quantitative research paradigm. Knowledge of basic assumptions is critical for conducting, analyzing, and…

  2. Physical activity patterns of college students with and without high school physical education.

    Science.gov (United States)

    Everhart, Brett; Kernodle, Michael; Ballard, Kesley; McKey, Cathy; Eason, Billy; Weeks, Megan

    2005-06-01

    The purpose of this study was to examine differences in physical activity patterns of high school graduates in Texas who completed physical education class credit during high school and those who did not but who were varsity athletes. A questionnaire was designed and tested for reliability prior to being administered to 201 college students. Analysis indicated that participants who completed high school physical education class credit do not currently participate in regular physical activity as much as those who were not required to complete such credit. Conversely, athletes who did not participate in physical education reported currently engaging in more cardiovascular exercise and team sports than the physical education students during high school.

  3. Optimizing the Role of Physical Education in Promoting Physical Activity: A Social-Ecological Approach.

    Science.gov (United States)

    Solmon, Melinda A

    2015-01-01

    The benefits associated with being physically active are well documented, but a significant proportion of the population is insufficiently active. Physical inactivity is a major health risk factor in our society, and physical education programs are consistently identified as a means to address this concern. The purpose of this article is to use the social-ecological model as a framework to examine ways in which physical education programs can play an important role in promoting physical activity. Policies that require time allocations and resources for physical education and physical activity in schools and community designs that provide infrastructure that makes being physically active accessible and convenient are important factors in making schools and communities healthier spaces. It is clear, however, that policies alone are not sufficient to address concerns about physical inactivity. We must consider individual factors that influence decisions to be physically active in efforts to engage children in physical education programs that promote active lifestyles. The learning climate that teachers create determines what students do and learn in physical education classes. Ensuring that students see value in the content presented and structuring classes so that students believe they can experience success when they exert effort are key elements in an effective motivational climate. Efforts to address public health concerns about physical inactivity require a comprehensive approach including quality physical education. It is critical that kinesiology professionals emerge as leaders in these efforts to place physical education programs at the center of promoting children's physical activity.

  4. Dental therapists: a global perspective.

    Science.gov (United States)

    Nash, David A; Friedman, Jay W; Kardos, Thomas B; Kardos, Rosemary L; Schwarz, Eli; Satur, Julie; Berg, Darren G; Nasruddin, Jaafar; Mumghamba, Elifuraha G; Davenport, Elizabeth S; Nagel, Ron

    2008-04-01

    In 1921, New Zealand began training school dental nurses, subsequently deploying them throughout the country in school-based clinics providing basic dental care for children. The concept of training dental nurses, later to be designated dental therapists, was adopted by other countries as a means of improving access to care, particularly for children. This paper profiles six countries that utilise dental therapists, with a description of the training that therapists receive in these countries, and the context in which they practice. Based on available demographic information, it also updates the number of dental therapists practising globally, as well as the countries in which they practice. In several countries, dental therapy is now being integrated with dental hygiene in training and practice to create a new type of professional complementary to a dentist. Increasingly, dental therapists are permitted to treat adults as well as children. The paper also describes the status of a current initiative to introduce dental therapy to the United States. It concludes by suggesting that dental therapists can become valued members of the dental team throughout the world, helping to improve access to care and reducing existing disparities in oral health.

  5. Pedagogical Principles of Learning to Teach Meaningful Physical Education

    Science.gov (United States)

    Ní Chróinín, Déirdre; Fletcher, Tim; O'Sullivan, Mary

    2018-01-01

    Background: Concerns that current forms of physical education teacher education (PETE) are not adequately providing teachers with the tools necessary for working with the realities and challenges of teaching physical education in contemporary schools has led some scholars to advocate for an approach that prioritises meaningfulness in physical…

  6. Physical Education and Sport at School in Europe

    Science.gov (United States)

    Kerpanova, Viera; Borodankova, Olga

    2013-01-01

    "Physical Education and Sport at School in Europe" maps the state of play of physical education and sport activities at school in 30 European countries. The report covers primary and lower secondary education and provides an insight into the following topics: national strategies and large-scale initiatives where they exist, the status of…

  7. Physical education and school sport: The International Sport in ...

    African Journals Online (AJOL)

    The World Summit on Physical Education, held in Berlin in November 1999, called attention to the serious decline in the state and status of physical education and school sport, all over the world. This report outlines the methods of the Sport in Education Project (SpinEd), an international research project, funded by the ...

  8. Same Sneakers, New Tricks: Curricular Alternatives for Physical Education.

    Science.gov (United States)

    Lund, Jacalyn L.

    1993-01-01

    As societal demands for health and fitness are changing, physical education curricula must also change. The traditional multiactivity curriculum is inadequate, because poorly skilled students lack enough time to learn the necessary skills. Three alternative curriculum models (adventure education, physical fitness, and sports education)…

  9. Investigating Attitudes toward Physical Education: Validation across Two Instruments

    Science.gov (United States)

    Donovan, Corinne Baron; Mercier, Kevin; Phillips, Sharon R.

    2015-01-01

    The Centers for Disease Control have suggested that physical education plays a role in promoting healthy lifestyles. Prior research suggests a link between attitudes toward physical education and physical activity outside school. The current study provides additional evidence of construct validity through a validation across two instruments…

  10. Physical Education and Academic Performance in Urban African American Girls

    Science.gov (United States)

    Shen, Bo

    2017-01-01

    This study was designed to examine urban African American girls' participation in physical education and its association with academic performance. One hundred eighty four participants completed questionnaires assessing moderate-to-vigorous physical activity and learning engagement in physical education while their academic performance was based…

  11. 100 Years of Attempts to Transform Physics Education

    Science.gov (United States)

    Otero, Valerie K.; Meltzer, David E.

    2016-01-01

    As far back as the late 1800s, U.S. physics teachers expressed many of the same ideas about physics education reform that are advocated today. However, several popular reform efforts eventually failed to have wide impact, despite strong and enthusiastic support within the physics education community. Broad-scale implementation of improved…

  12. Health physics education and training in Iran

    International Nuclear Information System (INIS)

    Sohrabi, M.

    1996-01-01

    Health physics education and training (HPET) are close counterparts for an effective enforcement of radiation protection (RP) regulations and development of an advanced RP infrastructure in a country. The related history in Iran dates back to over 30 years ago advancing towards promotion of a 'Sustainable Training Program' (STP) through programs such as academic courses, intensive courses, research, on-the-job training and media training. The STP has been effective in development of an advanced national infrastructure for effective enforcement of regulations in different applications and provision of self-sustained national services. In this paper, the elements of a long-term national STP are discussed with a hope it could act as a model in developing countries. (author)

  13. Critical features of peer assessment of clinical performance to enhance adherence to a low back pain guideline for physical therapists: a mixed methods design

    NARCIS (Netherlands)

    Maas, M.J.M.; Dulmen, S.A. van; Sagasser, M.H.; Heerkens, Y.F.; Vleuten, C.P.M. van der; Nijhuis, M.W.; Wees, P.J. van der

    2015-01-01

    BACKGROUND: Clinical practice guidelines are intended to improve the process and outcomes of patient care. However, their implementation remains a challenge. We designed an implementation strategy, based on peer assessment (PA) focusing on barriers to change in physical therapy care. A previously

  14. Physics Education Research and the Teaching and Learning of Physics

    OpenAIRE

    Rojas, Sergio

    2011-01-01

    A brief account of some recent controversies about the teaching and learning of physics is presented. A shorter version of this outcome was accepted by The Physics Teacher, but publication is still pending.

  15. South African Journal for Research in Sport, Physical Education and ...

    African Journals Online (AJOL)

    South African Journal for Research in Sport, Physical Education and Recreation. ... Contributions from the fields of Sport Science, Movement Education, ... Causes of customer dropouts in fitness and wellness centres: A qualitative analysis ...

  16. South African Journal for Research in Sport, Physical Education and ...

    African Journals Online (AJOL)

    South African Journal for Research in Sport, Physical Education and Recreation. ... with reference to game-specific-, anthropometric-, physical and motor variables · EMAIL FULL TEXT EMAIL FULL TEXT ... AJOL African Journals Online.

  17. Behavior Management in Physical Education, Recreation, and Sport: A Bibliography.

    Science.gov (United States)

    Lavay, Barry

    1986-01-01

    This bibliography contains references specifically pertaining to physical education, recreation, or sport and to behavior management. The references are classified into areas of behavior management overview, reinforcement systems, motor performance, physical fitness, recreation, and sport. (MT)

  18. Outside-School Physical Activity Participation and Motivation in Physical Education

    Science.gov (United States)

    Shen, Bo

    2014-01-01

    Background: Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has…

  19. Physical Education Lesson Content and Teacher Style and Elementary Students' Motivation and Physical Activity Levels

    Science.gov (United States)

    Erwin, Heather E.; Stellino, Megan Babkes; Beets, Michael W.; Beighle, Aaron; Johnson, Christine E.

    2013-01-01

    Obesity levels among American children are increasing at an alarming rate, due in part to a lack of regular physical activity (PA). Physical education (PE) is one way to facilitate student PA. The overarching PA goal for physical educators is 50% PA for students. Self-determination theory suggests that PA levels in PE and a variety of other…

  20. Physical Educators' Habitual Physical Activity and Self-Efficacy for Regular Exercise

    Science.gov (United States)

    Zhu, Xihe; Haegele, Justin A.; Davis, Summer

    2018-01-01

    The purpose of this study was to examine physical education teachers' habitual physical activity and self-efficacy for regular exercise. In-service physical education teachers (N = 168) voluntarily completed an online questionnaire that included items to collect demographic information (gender, race/ethnicity, years of teaching experience, and…

  1. Negotiating a Physical Identity: Girls, Bodies and Physical Education

    Science.gov (United States)

    Garrett, Robyne

    2004-01-01

    A physically active lifestyle can be empowering for young women in allowing them to resist many of the dominant and limiting discourses around femininity and gender. In finding pleasure in their physical state a positive sense of self is embodied and long-term engagement in a physical culture can be fostered. However, research repeatedly cites…

  2. Six Steps for Implementing Plyometric Training in Elementary Physical Education

    Science.gov (United States)

    Howard-Shaughnessy, Candice; Bush, Gayle; Cherry, Starla

    2013-01-01

    Physical education should have a powerful and positive impact on students' ability and desire to be physically active for a lifetime. Increasing physical activity continues to be a national priority because of the positive physical and mental health benefits associated with an active lifestyle (Pangrazi & Beighle, 2010). To promote these…

  3. A 30-Minute Physical Education Program Improves Students' Executive Attention

    Science.gov (United States)

    Kubesch, Sabine; Walk, Laura; Spitzer, Manfred; Kammer, Thomas; Lainburg, Alyona; Heim, Rudiger; Hille, Katrin

    2009-01-01

    Physical activity is not only beneficial to physical health but also to cognitive functions. In particular, executive functions that are closely related to learning achievement can be improved by acute and recurring physical activity. We examined the effects of a single 30-min physical education program in contrast to a 5-min movement break on…

  4. Dogs, Cats, and Kids: Integrating Yoga into Elementary Physical Education

    Science.gov (United States)

    Toscano, Lisa; Clemente, Fran

    2008-01-01

    This article describes the benefits of integrating yoga into elementary physical education classes. Taught as warm-up exercises or as an entire class, yoga offers children of any age and physical ability the opportunity to experience success in physical activity. Children need to experience joy while participating in physical activity in order to…

  5. What Can We Learn from PER: Physics Education Research?

    Science.gov (United States)

    Singh, Chandralekha

    2014-01-01

    Physics Education Research (PER) focuses on understanding how students learn physics at all levels and developing strategies to help students with diverse prior preparations learn physics more effectively. New physics instructors are encouraged to visit http://PhysPort.org, a website devoted to helping instructors find effective teaching resources…

  6. Implementing Physical Protection Education for an Enhanced Nuclear Security Culture

    Energy Technology Data Exchange (ETDEWEB)

    Lee, Jeong Ho; Kim, Hyun Chul; Shin, Ick Hyun; Lee, Hyung Kyung; Choe, Kwan Kyoo [KINAC, Daejeon (Korea, Republic of)

    2013-10-15

    In this paper, we are going to outline our efforts and experiences at implementing physical protection education. KINAC (as the only designated educational institute) places great effort in delivering an effective and a high-quality education program for physical protection. We have also provided a way for nuclear operators to share the lessons they have gained through their own experiences. We made physical protection education an important communication channel, not only among nuclear operators but also between operators and a regulatory body. There is growing attention given to education and training on the subject of physical protection in order to enhance the nuclear security culture. The IAEA recommends that all personnel in organizations directly involved with the nuclear industry receive regularly education in physical protection according to the recently revised INFCIRC/225/Rev.5. The Korea Institute of Nuclear Nonproliferation and Control (KINAC) and the Nuclear Safety and Security Commission (NSSC), which are mainly responsible for the national nuclear security regime, have already recognized the importance of education and training in physical protection. The NSSC enacted its decree on physical protection education and training in 2010. KINAC was designated as the first educational institute in 2011 and implemented physical protection education as mandatory from 2012.

  7. Implementing Physical Protection Education for an Enhanced Nuclear Security Culture

    International Nuclear Information System (INIS)

    Lee, Jeong Ho; Kim, Hyun Chul; Shin, Ick Hyun; Lee, Hyung Kyung; Choe, Kwan Kyoo

    2013-01-01

    In this paper, we are going to outline our efforts and experiences at implementing physical protection education. KINAC (as the only designated educational institute) places great effort in delivering an effective and a high-quality education program for physical protection. We have also provided a way for nuclear operators to share the lessons they have gained through their own experiences. We made physical protection education an important communication channel, not only among nuclear operators but also between operators and a regulatory body. There is growing attention given to education and training on the subject of physical protection in order to enhance the nuclear security culture. The IAEA recommends that all personnel in organizations directly involved with the nuclear industry receive regularly education in physical protection according to the recently revised INFCIRC/225/Rev.5. The Korea Institute of Nuclear Nonproliferation and Control (KINAC) and the Nuclear Safety and Security Commission (NSSC), which are mainly responsible for the national nuclear security regime, have already recognized the importance of education and training in physical protection. The NSSC enacted its decree on physical protection education and training in 2010. KINAC was designated as the first educational institute in 2011 and implemented physical protection education as mandatory from 2012

  8. Physical therapists' role in prevention and management of patellar tendinopathy injuries in youth, collegiate, and middle-aged indoor volleyball athletes

    Science.gov (United States)

    Kulig, Kornelia; Noceti-DeWit, Lisa M.; Reischl, Stephen F.; Landel, Rob F.

    2015-01-01

    Patellar tendinopathy is highly prevalent in all ages and skill levels of volleyball athletes. To illustrate this, we discuss the clinical, biomechanical, and ultrasound imaging presentation and the intervention strategies of three volleyball athletes at different stages of their athletic career: youth, middle-aged, and collegiate. We present our examination strategies and interpret the data collected, including visual movement analysis and dynamics, relating these findings to the probable causes of their pain and dysfunction. Using the framework of the EdUReP concept, incorporating Education, Unloading, Reloading, and Prevention, we propose intervention strategies that target each athlete's specific issues in terms of education, rehabilitation, training, and return to sport. This framework can be generalized to manage patellar tendinopathy in other sports requiring jumping, from youth to middle age, and from recreational to elite competitive levels. PMID:26537811

  9. Adolescents' physical activity in physical education, school recess, and extra-curricular sport by motivational profiles.

    Science.gov (United States)

    Mayorga-Vega, Daniel; Viciana, Jesús

    2014-06-01

    The main purpose of this study was to evaluate the differences in adolescents´ objective physical activity levels and perceived effort in physical education, school recess, and extra-curricular organized sport by motivational profiles in physical education. A sample of 102 students 11-16 yr. old completed a self-report questionnaire assessing self-determined motivation toward physical education. Subsequently, students' objective physical activity levels (steps/min., METs, and moderate-to-vigorous physical activity) and perceived effort were evaluated for each situation. Cluster analysis identified a two-cluster structure: "Moderate motivation toward physical education profile" and "High motivation toward physical education profile." Adolescents in the second cluster had higher physical activity and perceived effort values than adolescents in the first cluster, except for METs and moderate-to-vigorous physical activity in extra-curricular sport. These results support the importance of physical education teachers who should promote self-determined motivation toward physical education so that students can reach the recommended physical activity levels.

  10. Project as an education method in teaching of physics

    OpenAIRE

    ŽAHOUREK, Martin

    2011-01-01

    The diploma thesis ?Project as an educational method for teaching physics ?deals with the possibilities of using project-based method for teaching physics at primary schools. Not only does it contain the theoretical background of project-based teaching, but also deals with practical issues in the form of an implementation of a chosen project ?Physics and physical education?. The aim of said project was to evaluate the efficiency of project-based teaching as far as the knowledge of pupils and ...

  11. In-Service Physical Educators' Experiences of Online Adapted Physical Education Endorsement Courses.

    Science.gov (United States)

    Sato, Takahiro; Haegele, Justin A; Foot, Rachel

    2017-04-01

    The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

  12. Disseminating Evidence-Based Physical Education Practices in Rural Schools: The San Luis Valley Physical Education Academy.

    Science.gov (United States)

    Belansky, Elaine S; Cutforth, Nick; Kern, Ben; Scarbro, Sharon

    2016-09-01

    To address childhood obesity, strategies are needed to maximize physical activity during the school day. The San Luis Valley Physical Education Academy was a public health intervention designed to increase the quality of physical education and quantity of moderate to vigorous physical activity (MVPA) during physical education class. Elementary school physical education teachers from 17 schools participated in the intervention. They received SPARK curriculum and equipment, workshops, and site coordinator support for 2 years. A pre/post/post within physical education teacher design was used to measure intervention effectiveness. System for Observing Fitness Instruction Time (SOFIT) and a physical education teacher survey were collected 3 times. MVPA increased from 51.1% to 67.3% over the 2-year intervention resulting in approximately 14.6 additional hours of physical activity over a school year and 4662 kcal or 1.33 lbs. of weight gain prevention. More time was spent on skill drills and less time on classroom management and free play. The San Luis Valley Physical Education Academy succeeded in increasing rural, low-income students' physical activity. The multicomponent intervention contributed to the program's success. However, cost-effective approaches are needed to disseminate and implement evidencebased practices aimed at increasing students' physical activity during the school day.

  13. Change in physical education motivation and physical activity behavior during middle school.

    Science.gov (United States)

    Cox, Anne E; Smith, Alan L; Williams, Lavon

    2008-11-01

    To test a mediational model of the relationships among motivation-related variables in middle-school physical education and leisure-time physical activity behavior. Sixth- and seventh-grade physical education students from five middle schools in the midwest United States completed a survey containing measures of study variables on two occasions, 1 year apart. Motivation-related constructs positively predicted leisure-time physical activity behavior. Enjoyment of activities in physical education and physical activity during class mediated the relationship between self-determined motivation in physical education and leisure-time physical activity. Perceived competence, autonomy, and relatedness were important antecedent variables in the model, with autonomy and relatedness showing less stability over time and positively predicting self-determined motivation. Students' leisure-time physical activity is linked to motivation-related experiences in physical education. Perceptions of competence, autonomy, and relatedness, self-determined motivation, enjoyment, and physical activity in the physical education setting directly or indirectly predict leisure-time physical activity. The associations suggest that more adaptive motivation corresponds to transfer of behavior across contexts. Also, the findings suggest that the efficacy of school-based physical activity interventions, within and outside of school, is linked to the degree of support for students' self-determined motivation.

  14. Continuing education in physical education at school: principals and challenges for a critical education project

    Directory of Open Access Journals (Sweden)

    Marina Ferreira de Souza Antunes

    2017-06-01

    Full Text Available The theme of teacher's formation has gained a spotlight in academic research, especially in the context of the researches conducted in the perspective of the "researcher professor", and in the consolidation of the partnerships between universities and educational systems by promoting programs of continuing education. The Laboratory of Studies about School, Curriculum and Physical Education of the Faculty of Physical Education at the Federal University of Uberlândia (LECEF/FAEFI/UFU is constituted as a unifying space for teachers and students whose aim is the further study on issues related to school, teaching and curriculum planning for physical education as a curriculum component as well as providing space for continuing education to promote qualitative changes in teaching practice. This article presents a model of educational planning held on the curricular component of physical education, developed in a collective planning context, under an extension project offered by LECEF. We underline the principles and assumptions leading the planning process adopted. We emphasize that the collective work gives us dialogue, exchange of experience, inclination to listen, overcoming the difficulties of individualism and isolation presents in the organization and realization of pedagogical work routine.

  15. The Physical Education before and after of 1959. Its treatment from the theory and methodology of the Physical Education

    OpenAIRE

    Naivy Lanza-Escobar; Ana Belkis Amador-Cabrera; María Cecilia Soto-Paulín

    2014-01-01

    All regularity is a constant that it repeats in the time, being reiterated evidently, the institutionalization of the Physical Education and the Sport and its incidence in the man's performance. For this reason the institutionalization of the Physical Education and the Sport and its incidence in the man's performance is an investigation work that supposes to present which has been the development of the Physical Education and the sciences conceptions that try to delimit the field of scientifi...

  16. Educational trajectories of graduate students in physics education research

    Science.gov (United States)

    Van Dusen, Ben; Barthelemy, Ramón S.; Henderson, Charles

    2014-12-01

    Physics education research (PER) is a rapidly growing area of PhD specialization. In this article we examine the trajectories that led respondents into a PER graduate program as well as their expected future trajectories. Data were collected in the form of an online survey sent to graduate students in PER. Our findings show a lack of visibility of PER as a field of study, a dominance of work at the undergraduate level, and a mismatch of future desires and expectations. We suggest that greater exposure is needed so PER is known as a field of inquiry for graduates, that more emphasis should be placed on research beyond the undergraduate level, and that there needs to be stronger communication to graduate students about potential careers.

  17. Modifiable variables in physical therapy education programs associated with first-time and three-year National Physical Therapy Examination pass rates in the United States

    Directory of Open Access Journals (Sweden)

    Chad Cook

    2015-09-01

    Full Text Available Purpose: This study aimed to examine the modifiable programmatic characteristics reflected in the Commission on Accreditation in Physical Therapy Education (CAPTE Annual Accreditation Report for all accredited programs that reported pass rates on the National Physical Therapist Examination, and to build a predictive model for first-time and three-year ultimate pass rates. Methods: This observational study analyzed programmatic information from the 185 CAPTE-accredited physical therapy programs in the United States and Puerto Rico out of a total of 193 programs that provided the first-time and three-year ultimate pass rates in 2011. Fourteen predictive variables representing student selection and composition, clinical education length and design, and general program length and design were analyzed against first-time pass rates and ultimate pass rates on the NPTE. Univariate and multivariate multinomial regression analysis for first-time pass rates and logistic regression analysis for three-year ultimate pass rates were performed. Results: The variables associated with the first-time pass rate in the multivariate analysis were the mean undergraduate grade point average (GPA and the average age of the cohort. Multivariate analysis showed that mean undergraduate GPA was associated with the three-year ultimate pass rate. Conclusions: Mean undergraduate GPA was found to be the only modifiable predictor for both first-time and three-year pass rates among CAPTE-accredited physical therapy programs.

  18. A brief history of physics education in the United States

    Science.gov (United States)

    Meltzer, David E.; Otero, Valerie K.

    2015-05-01

    In order to provide insight into current physics teaching practices and recommended reforms, we outline the history of physics education in the United States—and the accompanying pedagogical issues and debates—over the period 1860-2014. We identify key events, personalities, and issues for each of ten separate time periods, comparing and contrasting the outlooks and viewpoints of the different eras. This discussion should help physics educators to (1) become aware of previous research in physics education and of the major efforts to transform physics instruction that have taken place in the U.S., (2) place the national reform movements of today, as well as current physics education research, in the context of past efforts, and (3) evaluate the effectiveness of various education transformation efforts of the past, so as better to determine what reform methods might have the greatest chances of success in the future.

  19. Education of Social Skills among Senior High School Age Students in Physical Education Classes

    Science.gov (United States)

    Akelaitis, Arturas V.; Malinauskas, Romualdas K.

    2016-01-01

    Research aim was to reveal peculiarities of the education of social skills among senior high school age students in physical education classes. We hypothesized that after the end of the educational experiment the senior high school age students will have more developed social skills in physical education classes. Participants in the study were 51…

  20. Design of the Model of Constructivist Learning Theory for Moral Education in Physical Education Teaching

    Science.gov (United States)

    Wang, Chenyu

    2011-01-01

    In order to achieve better effect of moral education in physical education teaching, this article employed constructivist learning theory to design the model of moral education according to the characteristics of physical education teaching, in order that the majority of P.E. teachers draw lessons from it in their teaching practice, and service to…

  1. Assessing Knowledge Levels of Secondary School Physical Education and Sports Teachers about Inclusive Education

    Science.gov (United States)

    Aydin, Mensure

    2014-01-01

    The purpose of the research is to assess knowledge levels of physical education teachers in inclusive education in secondary schools. For the research, the survey method was employed. It consisted of 55 physical education teachers employed in 47 secondary schools included in inclusive education program under Kocaeli Provincial Directorate of…

  2. Lessons of physical education and inclusion: a case study with physical disabilities

    Directory of Open Access Journals (Sweden)

    Luciana Erina Palma

    2012-03-01

    Full Text Available This study aimed to describe the participation of a student with physical disability in physical education classes of a 2nd year elementary school in a regular school. We observed seven physical education classes, the information was recorded on an observation form and later was applied an interview with pre-established guidelines to disabled student. The datas were analyzed from two categories: a Students with Disabilities and Participation in Physical Education classes and b the relationship between student with Disabilities and Colleagues. From the data, it was observed that most of the activities proposed by the teacher in physical education classes, favored the inclusion of the students who had physical disabilities, in addition to that, there was an interaction between him and his classmates. Thus, we can affirm that inclusion is being accomplished in the classroom and in physical education classes surveyed.

  3. Actual and preferred personality characteristics of physical educators

    Directory of Open Access Journals (Sweden)

    Saša Cecić Erpič

    2002-12-01

    Full Text Available The Five-Factor Model of personality, which includes dimensions energy, agreeableness, conscientiousness, emotional stability, and openness, gained a growing acceptance by personality researchers. In the present study the actual personality characteristics of physical educators and the personality profile of an ideal (according to subjective evaluations of experts physical educator were investigated. The aim of the study was to examine differences between profiles of actual and preferred personality characteristics and to present differences in personality characteristics between male and female physical educators of different ages. The study included 76 (40 male, 36 female 24 to 58 year-old physical educators (mean age 39.7 years. 34 experts from the field of sport, physical education, and kinesiology evaluated the preferred personality structure of an ideal physical educator. The Big Five Observer (BFO was used to assess actual and preferred personality structures. These results show that the actual personality profile of physical educators is described with all five moderately high dimensions, which is relatively congruent with the social type from Holland's typology, characteristic of educators. In comparison with participants, an ideal physical educator should have equally expressed agreeableness, while other four dimensions should be highly expressed. Gender differences in energy and agreeableness (women have higher results in both dimensions were found significant. No significant age differences in the personality structure were obtained by a cross-sectional comparison.

  4. Sports injuries in physical education teacher education students.

    Science.gov (United States)

    Goossens, L; Verrelst, R; Cardon, G; De Clercq, D

    2014-08-01

    Sports injuries could be highly detrimental to the career of a physical education teacher education (PETE) student. To enable the development of future sports injury prevention programs, sports injuries in 128 first-year academic bachelor PETE students were registered prospectively during one academic year. Common risk factors for sports injuries, taken from the literature, were also evaluated by means of logistic regression analysis. We found an incidence rate of 1.91 and an injury risk of 0.85, which is higher than generally found in a sports-active population. Most injuries involved the lower extremities, were acute, newly occurring injuries, and took place in non-contact situations. More than half of all injuries lead to an inactivity period of 1 week or more and over 80% of all injuries required medical attention. A major part of these injuries happened during the intracurricular sports classes. Few differences were seen between women and men. A history of injury was a significant risk factor (P = 0.018) for the occurrence of injuries, and performance of cooling-down exercises was significantly related to a lower occurrence of ankle injuries (P = 0.031). These data can inform future programs for the prevention of sports injuries in PETE students. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  5. Health promotion through employee assistance programs: a role for occupational therapists.

    Science.gov (United States)

    Maynard, M

    1986-11-01

    Health promotion is predicted to have a major impact on occupational therapy practice. Keeping people well and promoting a healthy life-style will be the focus for the future. Many companies and agencies are taking the lead by instituting employee assistance programs (EAPs). With the de-emphasis on long-term hospital care, many occupational therapists will be seeking employment with community health programs. This paper advocates a role for occupational therapists in health promotion and disease prevention in an EAP. A description of EAPs and the contributions that occupational therapists can make to these programs is offered. Practice and education considerations for occupational therapists' roles in EAPs are provided.

  6. Engaging Middle School Students in Physical Education and Physical Activity Programs

    Science.gov (United States)

    Doolittle, Sarah

    2016-01-01

    With school-based physical activity emerging as a public health issue, it is more important than ever to understand what keeps children and adolescents interested and participating in physical education and physical activity. As the research on physical activity patterns indicates, the middle school years may be a watershed moment in the lives of…

  7. Cross-cultural adaptation and reproducibility of the Brazilian-Portuguese version of the modified FRESNO Test to evaluate the competence in evidence based practice by physical therapists

    Science.gov (United States)

    Silva, Anderson M.; Costa, Lucíola C. M.; Comper, Maria L.; Padula, Rosimeire S.

    2016-01-01

    BACKGROUND: The Modified Fresno Test was developed to assess knowledge and skills of both physical therapy (PT) professionals and students to use evidence-based practice (EBP). OBJECTIVES: To translate the Modified Fresno Test into Brazilian-Portuguese and to evaluate the test's reproducibility. METHOD: The first step consisted of adapting the instrument into the Brazilian-Portuguese language. Then, a total of 57 participants, including PT students, PT professors and PT practitioners, completed the translated instrument. The responses from the participants were used to evaluate reproducibility of the translated instrument. Internal consistency was calculated using the Cronbach's alpha. Reliability was calculated using the intraclass correlation coefficient (ICC) for continuous variables, and the Kappa coefficient (K) for categorical variables. The agreement was assessed using the standard error of the measurement (SEM). RESULTS: The cross-cultural adaptation process was appropriate, providing an adequate Brazilian-Portuguese version of the instrument. The internal consistency was good (α=0.769). The reliability for inter- and intra-rater assessment were ICC=0.89 (95% CI 0.82 to 0.93); for evaluator 1 was ICC=0.85 (95% CI 0.57 to 0.93); and for evaluator 2 was ICC=0.98 (95% CI 0.97 to 0.99). The SEM was 13.04 points for inter-rater assessment, 12.57 points for rater 1 and 4.59 points for rater 2. CONCLUSION: The Brazilian-Portuguese language version of the Modified Fresno Test showed satisfactory results in terms of reproducibility. The Modified Fresno Test will allow physical therapy professionals and students to be evaluated on the use of understanding EBP. PMID:26786079

  8. Cross-cultural adaptation and reproducibility of the Brazilian-Portuguese version of the modified FRESNO Test to evaluate the competence in evidence based practice by physical therapists.

    Science.gov (United States)

    Silva, Anderson M; Costa, Lucíola C M; Comper, Maria L; Padula, Rosimeire S

    2016-01-01

    The Modified Fresno Test was developed to assess knowledge and skills of both physical therapy (PT) professionals and students to use evidence-based practice (EBP). To translate the Modified Fresno Test into Brazilian-Portuguese and to evaluate the test's reproducibility. The first step consisted of adapting the instrument into the Brazilian-Portuguese language. Then, a total of 57 participants, including PT students, PT professors and PT practitioners, completed the translated instrument. The responses from the participants were used to evaluate reproducibility of the translated instrument. Internal consistency was calculated using the Cronbach's alpha. Reliability was calculated using the intraclass correlation coefficient (ICC) for continuous variables, and the Kappa coefficient (K) for categorical variables. The agreement was assessed using the standard error of the measurement (SEM). The cross-cultural adaptation process was appropriate, providing an adequate Brazilian-Portuguese version of the instrument. The internal consistency was good (α=0.769). The reliability for inter- and intra-rater assessment were ICC=0.89 (95% CI 0.82 to 0.93); for evaluator 1 was ICC=0.85 (95% CI 0.57 to 0.93); and for evaluator 2 was ICC=0.98 (95% CI 0.97 to 0.99). The SEM was 13.04 points for inter-rater assessment, 12.57 points for rater 1 and 4.59 points for rater 2. The Brazilian-Portuguese language version of the Modified Fresno Test showed satisfactory results in terms of reproducibility. The Modified Fresno Test will allow physical therapy professionals and students to be evaluated on the use of understanding EBP.

  9. Cross-cultural adaptation and reproducibility of the Brazilian-Portuguese version of the modified FRESNO Test to evaluate the competence in evidence based practice by physical therapists

    Directory of Open Access Journals (Sweden)

    Anderson M. Silva

    2016-02-01

    Full Text Available BACKGROUND: The Modified Fresno Test was developed to assess knowledge and skills of both physical therapy (PT professionals and students to use evidence-based practice (EBP. OBJECTIVES: To translate the Modified Fresno Test into Brazilian-Portuguese and to evaluate the test's reproducibility. METHOD: The first step consisted of adapting the instrument into the Brazilian-Portuguese language. Then, a total of 57 participants, including PT students, PT professors and PT practitioners, completed the translated instrument. The responses from the participants were used to evaluate reproducibility of the translated instrument. Internal consistency was calculated using the Cronbach's alpha. Reliability was calculated using the intraclass correlation coefficient (ICC for continuous variables, and the Kappa coefficient (K for categorical variables. The agreement was assessed using the standard error of the measurement (SEM. RESULTS: The cross-cultural adaptation process was appropriate, providing an adequate Brazilian-Portuguese version of the instrument. The internal consistency was good (α=0.769. The reliability for inter- and intra-rater assessment were ICC=0.89 (95% CI 0.82 to 0.93; for evaluator 1 was ICC=0.85 (95% CI 0.57 to 0.93; and for evaluator 2 was ICC=0.98 (95% CI 0.97 to 0.99. The SEM was 13.04 points for inter-rater assessment, 12.57 points for rater 1 and 4.59 points for rater 2. CONCLUSION: The Brazilian-Portuguese language version of the Modified Fresno Test showed satisfactory results in terms of reproducibility. The Modified Fresno Test will allow physical therapy professionals and students to be evaluated on the use of understanding EBP.

  10. The role of supervision in the training of behavior therapists: Case study

    Directory of Open Access Journals (Sweden)

    Raquel Martins Sartori

    2014-08-01

    Full Text Available The therapeutic process therapist requires skills that go beyond the theoretical and technical knowledge, the therapeutic relationship is a prerequisite for the success of behavioral psychotherapy variable. Supervision of clinical care is a fundamental skill development of the future therapist educational resource as well as to increase the supply conditions of a more appropriate psychotherapeutic customer service. The article reports on supervisory experience in the first client of a therapist in training showed behavioral patterns of aggression. The default client produced in therapist behaviors and feelings that hindered progress and therapeutic success. Supervision thus occupied a role in analyzing and modeling the behavior therapist as a strategy to increase the chances of success of the case. As a result of the strategies adopted in supervision, there were changes in the pattern of interaction between therapist and client training with his progress in the case.

  11. Sustaining the Progress to Improve Physics Education

    Science.gov (United States)

    Abdul-Razzaq, Wathiq

    2010-01-01

    One of the problems we face in teaching introductory physics courses at the college level is that about 2/3 of students never had physics prior coming to college. Thus, many students find it very difficult to learn physics for the first time at the relatively fast-paced teaching of college physics courses. Sometimes the drop/failure/withdrawal…

  12. Physical Education, Sociology, and Sociology of Sport: Points of Intersection.

    Science.gov (United States)

    Sage, George H.

    1997-01-01

    Examines the rise of sociology and physical education (PE), discussing linkages that initially existed and the separation that transpired between them. Also examines connections between social theory and PE before the sociology of sport was formally developed. Details the rise of sociology of sport, highlighting roles of physical educators. (SM)

  13. Aligning Digital Video Technology with Game Pedagogy in Physical Education

    Science.gov (United States)

    Koekoek, Jeroen; van der Mars, Hans; van der Kamp, John; Walinga, Wytse; van Hilvoorde, Ivo

    2018-01-01

    The rapid development of digital technology has expanded the prospects and promises for its application in physical education programs. Physical educators are becoming increasingly interested in technology but often remain inadequately equipped to effectively integrate these technological resources in their daily practice, and/or lack the…

  14. The West Virginia Health and Physical Education Leadership Academy

    Science.gov (United States)

    Housner, Lynn; Chapman, Don; Childers, Sue; Deem, Rick; Elliott, Eloise; Klemick, Peggy; McCracken, Bane; Weikle, Mary; Workman, Gerald

    2008-01-01

    Health and physical education are expected to improve the wellness of children and youths. Unfortunately, many health and physical educators may not be fully prepared to meet the challenge of providing high quality, standards-based programs that produce tangible results. In view of the current standards and policies and the important role that…

  15. Stakeholders' Perceptions of Physical Education at a Selected Elementary School

    Science.gov (United States)

    Gonzales, Monica

    2013-01-01

    The motivation for this study stemmed from a lack of understanding of why members of an elementary school community did not support the physical education program. The purpose of this study was to understand teachers', administrators', and parents' perceptions about the value and importance of physical education at the school. Guided by the…

  16. Opinions of Physical Education Teachers on the Concept of Sportsmanship

    Science.gov (United States)

    Koç, Yakup; Esentürk, Oguz Kaan

    2018-01-01

    The purpose of this study is to evaluate the opinions of physical education teachers on the concept of sportsmanship. This study, which has been based on the qualitative research paradigm, involves opinions of 13 physical education teachers (9 males and 4 females) which serve in public schools of Turkey and which have been specified through a…

  17. Including Critical Thinking and Problem Solving in Physical Education

    Science.gov (United States)

    Pill, Shane; SueSee, Brendan

    2017-01-01

    Many physical education curriculum frameworks include statements about the inclusion of critical inquiry processes and the development of creativity and problem-solving skills. The learning environment created by physical education can encourage or limit the application and development of the learners' cognitive resources for critical and creative…

  18. Physical Education Pedagogy Faculty Perceptions of Journal Quality

    Science.gov (United States)

    Silverman, Stephen; Kulinna, Pamela Hodges; Phillips, Sharon R.

    2013-01-01

    This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether…

  19. Moving Primary Physical Education Forward: Start at the Beginning

    Science.gov (United States)

    Jess, Mike; McEvilly, Nollaig; Carse, Nicola

    2017-01-01

    This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers' personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical…

  20. Assessing Student Achievement in Physical Education for Teacher Evaluation

    Science.gov (United States)

    Mercier, Kevin; Doolittle, Sarah

    2013-01-01

    While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

  1. Teacher-Led Change in Secondary School Physical Education

    Science.gov (United States)

    Cameron, Jay; Mercier, Kevin; Doolittle, Sarah

    2016-01-01

    How and why meaningful curriculum or program changes happen in physical education is important, but not well understood, especially at the secondary school level. In this longitudinal case study, we examined teacher-initiated changes in a high school physical education program. Data were collected through prolonged engagement over 5 years and…

  2. Profiles of Change: Lessons for Improving High School Physical Education

    Science.gov (United States)

    Doolittle, Sarah

    2014-01-01

    This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and…

  3. The Detroit Approach to Adapted Physical Education and Recreation.

    Science.gov (United States)

    Elkins, Bruce; Czapski, Stephen

    The report describes Detroit's Adaptive Physical Education Consortium Project in Michigan. Among the main objectives of the project are to coordinate all physical education and recreation services to the handicapped in the Detroit area; to facilitate the mainstreaming of capable handicapped individuals into existing "regular" physical…

  4. Students' Individual and Social Behaviors with Physical Education Teachers' Personality

    Science.gov (United States)

    Arbabisarjou, Azizollah; Sourki, Mehdi Sadeghian; Bonjar, Seyedeh Elaham Hashemi

    2016-01-01

    The main objective for this survey is to assess the relationship between physical education teachers' personality and students' individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were…

  5. Surveillance as a Technique of Power in Physical Education

    Science.gov (United States)

    Webb, Louisa; McCaughtry, Nate; MacDonald, Doune

    2004-01-01

    This paper analyses surveillance as a technique of power in the culture of physical education, including its impact upon the health of teachers. Additionally, gendered aspects of surveillance are investigated because physical education is an important location in and through which bodies are inscribed with gendered identities. The embodied nature…

  6. Curricula Equity in Required Ninth-Grade Physical Education.

    Science.gov (United States)

    Napper-Owen, Gloria E.; Kovar, Susan K.; Ermler, Kathy L.; Mehrhof, Joella H.

    1999-01-01

    Surveyed high school physical educators regarding required physical education programs, examining hidden curriculum about gender equity and culture. Team sports dominated the instructional units. Teachers had problems involving all students in coeducational activities. Female teachers were more apt to teach outside their socially accepted area of…

  7. Creative Funding Ideas for Your Physical Education Program

    Science.gov (United States)

    Bodie, Mark C.

    2014-01-01

    Physical educators often find it difficult to secure funding for their programs in these tough economic times. However, there is funding out there, if one knows where to look and how to ask for it. This article describes how physical education teachers can make a funding action plan, who to contact, where to write to, and how to get equipment for…

  8. Learning to Play: A "Hedgehog Concept" for Physical Education

    Science.gov (United States)

    Johnson, Tyler

    2014-01-01

    What is physical education and why does it exist? Despite its relatively long and storied history, consensus about the main purpose of physical education remains minimal. This article explores three questions, developed by Jim Collins in his best-selling book Good to Great, to help organizations identify a hedgehog concept, or primary reason for…

  9. Physical Education and Health: Global Perspectives and Best Practice

    Science.gov (United States)

    Chin, Ming-Kai, Ed.; Edginton, Christopher R.

    2014-01-01

    "Physical Education and Health: Global Perspectives and Best Practice" draws together global scholars, researchers, and practitioners to provide a review and analysis of new directions in physical education and health worldwide. The book provides descriptive information from 40 countries regarding contemporary practices, models, and…

  10. Re-Conceiving Ability in Physical Education: A Social Analysis

    Science.gov (United States)

    Wright, Jan; Burrows, Lisette

    2006-01-01

    In this paper we explore how "ability" is currently conceptualised in physical education and with what effects for different groups of young people. We interrogate approaches to theorising ability in physical education that draw on sociological and phenomenological "foundations" together with notions of ability as…

  11. Development of a Physical Education Teaching Efficacy Scale

    Science.gov (United States)

    Humphries, Charlotte A.; Hebert, Edward; Daigle, Kay; Martin, Jeffrey

    2012-01-01

    Relationships have been found between teacher efficacy and many teaching and learning variables, but few researchers have examined teaching efficacy in physical education. The instrument reported here, the Physical Education Teaching Efficacy Scale, was developed based on the teaching efficacy literature, existing scales, and National Association…

  12. Teaching Physical Education to Students with Autism Spectrum Disorders

    Science.gov (United States)

    Menear, Kristi Sayers; Smith, Shannon C.

    2011-01-01

    The U.S. Centers for Disease Control and Prevention (2007) estimates that one in every 110 children is affected by an autism spectrum disorder (ASD). The prevalence of ASDs makes it very likely that every physical education teacher is teaching at least one student with an ASD. This article will provide physical educators with a brief overview of…

  13. Physical Education Cultures in Sweden: Fitness, Sports, Dancing … Learning?

    Science.gov (United States)

    Larsson, Håkan; Karlefors, Inger

    2015-01-01

    In a significant article from 1993, Crum describes the purpose of physical education (PE) as a "planned introduction into movement culture". In broad terms, this purpose is tantamount to the stated purpose of Swedish PE in national steering documents. Crum contends, however, that physical educators do not prioritise learning, which is…

  14. The Idea of Physical Education: A Memetic Perspective

    Science.gov (United States)

    Tinning, Richard

    2012-01-01

    Background: Despite dire predictions of its demise, physical education continues to survive across most countries of the world. Moreover, the form of its survival is remarkably similar across cultures. Why has physical education survived as a cultural practice and why is its form so similar given the marked differences that exist between many…

  15. Fun and Enjoyment in Physical Education: Young People's Attitudes

    Science.gov (United States)

    Dismore, Harriet; Bailey, Richard

    2011-01-01

    Fun and enjoyment are recurring themes in physical education literature, although there has been some debate concerning the distinction between the two concepts. Whereas enjoyment is generally regarded as helpful in fostering positive attitudes towards physical education, fun has not always been considered an appropriate outcome of physical…

  16. Ideals and Realities: Articulating Feminist Perspectives in Physical Education.

    Science.gov (United States)

    Smeal, Georgia; And Others

    1994-01-01

    Information from feminist physical educators helps examine relationships between theoretical debates in feminism and feminist practice in secondary schools. The article discusses debates over equality, how theoretical struggles between feminists are handled in sport and physical education, and how calls for equality are understood as calls for…

  17. Physical Education Teachers' Career-Long Professional Learning: Getting Personal

    Science.gov (United States)

    Makopoulou, Kyriaki; Armour, Kathleen M.

    2011-01-01

    The aim of this study was to build upon previous PE-CPD (Physical Education Continuing Professional Development) research by exploring Greek case study physical education (PE) teachers' engagement in professional learning. It is argued that in the contemporary European context, where the teaching profession is viewed as central to achieving wider…

  18. Secondary Physical Education Avoidance and Gender: Problems and Antidotes

    Science.gov (United States)

    Ryan, Thomas; Poirier, Yves

    2012-01-01

    Our goal was to locate and evaluate the barriers that impact and cause females to avoid secondary elective physical education courses. We sought to find answers to stop the further decline of female enrolment in secondary physical education by looking into curricula, program and instructional variables. Anecdotal evidence informed this study which…

  19. Gadgets in the Gymnasium: Physical Educators' Use of Digital Technologies

    Science.gov (United States)

    Robinson, Daniel B.; Randall, Lynn

    2017-01-01

    This article highlights results from a recent study that investigated Atlantic Canadian physical educators' adoption and implementation of various digital technologies. Employing a mixed-methods research design (survey participants, n = 206; focus group participants, n = 12), the research intended to provide a clear overview of physical educators'…

  20. Challenge Activities for the Physical Education Classroom: Considerations

    Science.gov (United States)

    McKenzie, Emily; Tapps, Tyler; Fink, Kevin; Symonds, Matthew L.

    2018-01-01

    The purpose of this article is to provide physical education teachers with the tools to develop and implement challenge course-like activities in their physical education classes. The article also covers environmental considerations for teachers who have the desire to create a challenge-based classroom setting in order to reach a wider and more…

  1. Creative Problem Solving and Social Cooperation of Effective Physical Therapy Practice: A Pioneer Study and Overview

    Directory of Open Access Journals (Sweden)

    Eli Carmeli

    2003-01-01

    Full Text Available Action research (AR has an important role to play in educating physical therapists. Increasing efforts should be encouraged to instigate AR programs in physical therapy practice and clinical education. Such programs commonly require considerable effort and understanding by clinical instructors, and require adoption of new educational methods. AR programs can lead physical therapists and clinicians to be more questioning and reflective in evaluating practical questions regarding patient therapy and education. The purpose of this article is to educate the readers on the importance of AR and to provide a few relevant references on that topic. A specific study is described in this paper in which physical therapy clinical instructors participated in a structured workshop designed to demonstrate the values of AR and how such values can be incorporated in teaching their students. AR can lead to improved therapist-patient interaction and help solve specific practical problems arising during therapy sessions.

  2. Health, physical education and physical development of students in historically and personally developing paradigm

    Directory of Open Access Journals (Sweden)

    S.I. Belykh

    2013-05-01

    Full Text Available It is considered the general health situation of the population of Europe. It is shown that in the last decade in the European Union there is a steady trend towards better health. It is noted that in the countries of the former Soviet Union, including Ukraine, the reverse process. Revealed the possibility of improved system of physical education students in improving indicators of physical development, functional status and health of students and the general population. It is noted that the intense physical activity of young people is only 3 - 4 minutes per day, and moderate and total - just over 1 hour. It is noted that the enhancement of the educational component of university discipline Physical Education is defined professional and personal characteristics of teachers of physical education departments, their willingness to self-improvement and development. The prospects for the use of personal-oriented campaign in the reform of university academic discipline Physical Education.

  3. Influence of Physical Activity on Students' Physical Self-Concept and Satisfaction with Life: Physical and Non-Physical Education Students' Perspective

    OpenAIRE

    MEHDINEZHAD, Vali; GOLSANAMLOU, Masoumeh

    2014-01-01

    The purpose of this study was to find out the physical and non-physical education students' physical self-concept and satisfaction with life. 470 students were selected randomly as two sample groups (physical and non-physical education students). The valid sample of study was 449. The two questionnaires employed here were the Physical Self-Description Questionnaire (PSDQ-S) and the Satisfaction with Life Scale. SPSS 20 was used to produce the Mean; Standard Deviations; Pearson's Pro...

  4. RELATIONSHIPS BETWEEN PHYSICAL EDUCATION STUDENTS' MOTIVATIONAL PROFILES, ENJOYMENT, STATE ANXIETY, AND SELF-REPORTED PHYSICAL ACTIVITY

    Directory of Open Access Journals (Sweden)

    Sami Yli-Piipari

    2009-09-01

    Full Text Available The purpose of this study was to analyze motivational profiles based on the self-determination theory (Deci and Ryan, 2000 and how these profiles are related to physical education students' enjoyment, state anxiety, and physical activity. The participants, 429 sixth grade students (girls = 216; boys = 213 completed SMS, Sport Enjoyment Scale, PESAS, and Physical Activity Scale. Cluster analyses identified two motivational profiles: 1 the "High motivation profile", in which the students had high intrinsic and extrinsic motivation, and low levels of amotivation, and 2 the "Low motivation profile", in which the students had low intrinsic and extrinsic motivation, and low levels of amotivation. The students in the first cluster enjoyed physical education more and were physically more active. The results revealed that students may be motivated towards physical education lessons both intrinsically and extrinsically, and still experience enjoyment in physical education.

  5. Physics education: Understanding the barriers for young women in Ontario

    Science.gov (United States)

    Mainhood, Lindsay Ann

    In nearly all countries of the world, at every level of education, physics as a field of science is failing to recruit and retain women. This phenomenon is believed to relate to girls' educational experiences from K-12, but the reasons for the gender gap in physics are not fully understood. The purpose of this phenomenological research is to explore and understand the barriers encountered by Ontario female high school students during their physics education and the meanings attributed to those barriers by these young women. This research is guided by social cognitive career theory (SCCT) and uses the concept of physics identity as a lens through which the influence of contextual barriers can be understood. Nine participants, selected via snowball sampling from an Eastern Ontario university, together participated in four semi-structured focus group meetings and individually participated in a single in-depth, one-on-one interview. Audio data was transcribed verbatim and analyzed using a general inductive approach. Emergent themes are descriptively presented as the findings of the research study: perceiving the high school physics experience, experiencing high school physics education, and identity and gender in the high school physics experience. Sub-themes presented include limited prior experiences, negative perceptions of physics, images of physics learners, decision-making, reactions to pedagogy, learning needs, physics identity, gender-dependent influences, and making meaning of the experiences in high school physics. The shared experience of high school physics education for young women is understood as both a richly challenging and rewarding experience. Based on the findings of this research, recommendations are made for practical and research settings, and for future work in this area. Drawing on literature on underrepresentation of women in physics, this research contributes to the physics education research community and beyond; it offers voices of Ontario

  6. Adapted physical education for a student with visual impairment

    OpenAIRE

    Debevec, Karin

    2016-01-01

    Pupils with special needs, among which are blind and visually impaired children, are involved in various educational programs and attend all educational subjects, including physical education. However, teachers lack experience with teaching blind and visually impaired pupils and often find it challenging to find a way to include such pupils in physical activities. The purpose of this master's thesis was to identify the most common issues and adjustments that need to be made to individual p...

  7. Modern History and Problems of Physical Education in Japan.

    OpenAIRE

    片桐, 芳雄

    1993-01-01

    Japanese school is controlled under the strict rules, and student's individuality is often avoided. Going through this kind of schooling, character of most Japanese people devoting themselves to authority or total system has been build up. Physical education at Japanese school also has made one of the core of such education. That is essentially uniform and conservative. The physical education at school and sports in Japan were imported form the Western countries after modernization at the Mei...

  8. Hygienic aspects of physical education and health of schoolchildren

    OpenAIRE

    J.D. Svystun; V.M. Trach; Kh.E. Shavel; J.M. Kukujuk

    2017-01-01

    Aim: to analyze the state of physical education in secondary schools of Ukraine and to observe hygienic requirements during physical education lessons. Material: the study was attended by schoolchildren (n=40, age - 12-13 years) and schoolchildren of specialized sports classes (n=40, age - 14-16 years). Studied: the level of physical health; functional state of the respiratory and cardiovascular systems; the state of energy supply of children’s organism; the influence of mobile games on the f...

  9. Risk and Safety in Physical Education for Children with Disabilities: Adapted Physical Education Textbook Review and Primer for Teachers

    Science.gov (United States)

    Hughes, Patricia Paulsen; Ramos, Nilo; Mwarumba, Njoki

    2017-01-01

    Purpose: Much of the information physical educators learn about children with disabilities occurs in an introduction to adapted physical education course. Because disabilities often have concomitant medical conditions, it is critical that PE teachers are knowledgeable about risks and safety measures for children with special needs. The purpose of…

  10. Data bank for nuclear-physical studies in educational facilities

    International Nuclear Information System (INIS)

    Boboshin, I.N.; Varlamov, V.V.; Ishkhanov, B.S.; Kapitonov, I.M.; Lenskaya, N.A.; Surgutanov, V.V.; Khoronenko, A.A.; Chernyaev, A.P.

    1986-01-01

    Purposes and tasks of nuclear data Centers of the USSR Ministry of Education are discussed in short. Files of both bibliographic and factographic nuclear-physical data widely used with the Centres to provide the state organizations and scientists, first of all educational facilities, with nuclear data to increase effectiveness of fundamental and applied investigations and educational process are described

  11. Physical education, sport and recreation: A triad pedagogy of hope ...

    African Journals Online (AJOL)

    Bloch (2009, 58), a previous advocate of Outcomes-based Education (OBE), states that schooling in SA is a national disaster. Quality holistic education that includes Physical Education (PE) and school sport should be the focal point of progress in developing countries. However, PE is worldwide in a political crisis and the ...

  12. Politics, policy and physical education | van Deventer | South African ...

    African Journals Online (AJOL)

    To understand educational reform and the form that Physical Education (PE) takes on we need to understand how policy becomes practice and the nature of the political agenda at any particular time. The research problem focuses on the politics involved in the policy process within educational reform regarding PE as a ...

  13. Legitimate, Expert and Referent Power in Physical Education

    Science.gov (United States)

    Lyngstad, Idar

    2017-01-01

    Physical Education (PE) in school aims to help pupils experience the joy of movement through various forms of physical activity and to acquire a positive attitude to physical activity and exercise. The teacher's task is to mediate the joy of movement and instil a positive attitude to exercise in the pupils. Drawing on the methodology of van Manen…

  14. Concepts in Physical Education with Laboratories and Experiments. Second Edition.

    Science.gov (United States)

    Corbin, Charles B.; And Others

    This text is designed for student use in introductory course of physical education at the college level and deals with the specific areas of physical activity, exercise, health, physical fitness, skill learning, and body mechanics. Twenty concepts and thirty accompanying laboratory exercises suitable for both men and women are presented. Two…

  15. Gender and Physics: Feminist Philosophy and Science Education

    Science.gov (United States)

    Rolin, Kristina

    2008-01-01

    Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons. One reason is that feminist analyses contribute to an understanding of a "chilly climate" women encounter in many physics university departments. Another reason is that feminist analyses reveal that certain styles of…

  16. Physics Meets Art in the General Education Core

    Science.gov (United States)

    Dark, Marta L.; Hylton, Derrick J.

    2018-01-01

    This article describes a general education course offering, Physics and the Arts. During the development of this course, physics and arts faculty collaborated closely. We cover the usual physics phenomena for such a course--light, color, and sound--in addition to gravity, equilibrium, and spacetime. Goals of the course are to increase students'…

  17. Music Teachers and Music Therapists: Helping Children Together.

    Science.gov (United States)

    Patterson, Allyson

    2003-01-01

    Provides background information on music therapy. Discusses how music therapy works in the public school setting and offers advice to music teachers. Explores music therapy and the Individuals with Disabilities Education Act, addressing the benefits of having access to music therapists. (CMK)

  18. Longitudinal Associations between Physical Activity and Educational Outcomes.

    Science.gov (United States)

    Kari, Jaana T; Pehkonen, Jaakko; Hutri-Kähönen, Nina; Raitakari, Olli T; Tammelin, Tuija H

    2017-11-01

    This longitudinal study examined the role of leisure-time physical activity in academic achievement at the end of compulsory basic education and educational attainment in adulthood. The data were drawn from the ongoing longitudinal Cardiovascular Risk in Young Finns Study, which was combined with register-based data from Statistics Finland. The study consisted of children who were 12 yr (n = 1723, 49% boys) and 15 yr (n = 2445, 48% boys) of age at the time when physical activity was measured. The children were followed up until 2010, when their mean age was 40 yr. Physical activity was self-reported and included several measurements: overall leisure-time physical activity outside school hours, participation in sports club training sessions, and participation in sports competitions. Individuals' educational outcomes were measured with the self-reported grade point average at age 15 yr and register-based information on the years of completed postcompulsory education in adulthood. Ordinary least squares models and the instrumental variable approach were used to analyze the relationship between physical activity and educational outcomes. Physical activity in adolescence was positively associated with educational outcomes. Both the physical activity level at age 15 yr and an increase in the physical activity level between the ages of 12 and 15 yr were positively related to the grade point average at age 15 yr and the years of postcompulsory education in adulthood. The results were robust to the inclusion of several individual and family background factors, including health endowments, family income, and parents' education. The results provide evidence that physical activity in adolescence may not only predict academic success during compulsory basic education but also boost educational outcomes later in life.

  19. Promoting a Functional Physical Self-Concept in Physical Education: Evaluation of a 10-Week Intervention

    Science.gov (United States)

    Schmidt, Mirko; Valkanover, Stefan; Roebers, Claudia; Conzelmann, Achim

    2013-01-01

    Most physical education intervention studies on the positive effect of sports on self-concept development have attempted to "increase" schoolchildren's self-concept without taking the "veridicality" of the self-concept into account. The present study investigated whether a 10-week intervention in physical education would lead…

  20. Computational Physics as a Path for Physics Education

    Science.gov (United States)

    Landau, Rubin H.

    2008-04-01

    Evidence and arguments will be presented that modifications in the undergraduate physics curriculum are necessary to maintain the long-term relevance of physics. Suggested will a balance of analytic, experimental, computational, and communication skills, that in many cases will require an increased inclusion of computation and its associated skill set into the undergraduate physics curriculum. The general arguments will be followed by a detailed enumeration of suggested subjects and student learning outcomes, many of which have already been adopted or advocated by the computational science community, and which permit high performance computing and communication. Several alternative models for how these computational topics can be incorporated into the undergraduate curriculum will be discussed. This includes enhanced topics in the standard existing courses, as well as stand-alone courses. Applications and demonstrations will be presented throughout the talk, as well as prototype video-based materials and electronic books.

  1. Continuing education for Physical Education teachers: Assistive Technology in inclusive education

    Directory of Open Access Journals (Sweden)

    Maria Luiza Salzani Fiorini

    2017-05-01

    Full Text Available This study aimed at describing the development of continuing education for physical education teachers towards the incorporation of Assistive Technology and the creation of favorable conditions to an inclusive school. The methodology employed was reflective and collaborative research. Two teachers who were facing difficulties to include a physically disabled student and one student with global developmental delay took part in the study. The continuing education plan comprised three steps: 1 reflecting on their own practice after watching a video and planning one lesson, together with the researcher, seeking to incorporate Assistive Technology and favor inclusion; 2 videoing the lesson; 3 evaluating and reflecting on what was planned and what was executed and planning a new lesson. Some factors were seen to be essential to the development of continuing education: considering the teacher’s demand, developing collaborative work, promoting reflection on the practices and having Assistive Technology as a support to the human element.

  2. Training Therapists about Client Expectations of Psychotherapy.

    Science.gov (United States)

    Soley, Georgia; Marshall, Renee; Chambliss, Catherine

    Research has indicated that premature termination of therapy is sometimes due to a conflict in goal and outcome expectations between therapists and family members of clients. The present study requested both therapists and parents of child clients to complete questionnaires to determine if there is congruence between therapist and parental…

  3. Physical Education Teacher Educators' Professional Identities, Continuing Professional Development and the Issue of Gender Equality

    Science.gov (United States)

    Dowling, Fiona

    2006-01-01

    Background: Despite the evidence that many girls and some boys are regularly subjected to inequalities within school physical education (PE) in Norway today, and international research showing how physical education teacher education (PETE) courses often construct unequal learning opportunities for their students on the basis of gender, few…

  4. Expert Perspectives on the Future of Physical Education in Higher Education

    Science.gov (United States)

    Lorusso, Jenna R.; Richards, K. Andrew R.

    2018-01-01

    Despite physical education teacher education/physical education sport pedagogy's (PETE/PESP's) significant strides in the past century, there are concerns about its future. Grounded in participatory research, and through an interview-Delphi method, this study purposefully sampled five male PETE/PESP scholars' expert critiques of current threats,…

  5. The Doxa of Physical Education Teacher Education--Set in Stone?

    Science.gov (United States)

    Larsson, Lena; Linnér, Susanne; Schenker, Katarina

    2018-01-01

    In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students' conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of…

  6. Nintendo Wii: Opportunities to Put the Education Back into Physical Education

    Science.gov (United States)

    Perlman, Dana; Forrest, Greg; Pearson, Phil

    2012-01-01

    Movement-based gaming technologies, such as the Nintendo Wii, are becoming more visible within the physical education. As research on movement-based technologies develops, an aspect that has gained interest is the potential educational value for the physical education student. The purpose of this study was to examine movement-based sport games and…

  7. Physical Education and Health Education for Wyoming Elementary Schools, Grades Kindergarten-Six.

    Science.gov (United States)

    Woods, John B., Ed.

    GRADES OR AGES: K-6. SUBJECT MATTER: Physical education and health education. ORGANIZATION AND PHYSICAL APPEARANCE: There are 10 main sections--1) the elementary school program--organization and administration; 2) movement exploration and education; 3) rhythmic activities; 4) games; 5) stunts, tumbling, trampoline, and apparatus; 6) individual,…

  8. Education-oriented Physics-Chemistry for Universities

    Directory of Open Access Journals (Sweden)

    B. Spoelstra

    1985-03-01

    Full Text Available The shortage of well-qualified Science teachers is discussed, and possible contributing factors are mentioned. The need for an education-oriented university education in Physics and Chemistry, parallel to the existing courses in Physics and Chemistry, is justified. At the University of Zululand a subject called “Physical Science” (“Natuurwetenskap” was established, bearing in mind the specific requirements of a teaching career in Physical Science at secondary level. “Physical Science” is offered at second and third year level and the syllabus covers equal amounts of Chemistry and Physics. A less formal-mathematical and more descriptive approach is followed, and as wide a field as possible is covered which includes new developments in the physical sciences. We believe that this new course will enhance the training of well-prepared teachers of Physical Science for secondary schools, where a severe shortage prevails. Special reference is made here to the situation in Black schools.

  9. The algorithm of individualization in physical education students

    Directory of Open Access Journals (Sweden)

    Barybina L.N.

    2012-11-01

    Full Text Available The algorithm of individualization of process of physical education is offered in higher educational establishment. Basis of algorithm is made by the physical, functional and psychophysiological features of students. In research took part 413 students (177 girls and 236 youths. The stages of algorithm of the author system of individualization of physical education of students are presented. It is set that youths (a type of sport is basketball and volleyball have a similar structure of indexes of psycho-physiological possibilities, physical preparedness and progress. High meaningfulness of the computer programs which are instrumental in perfection of the system of physical education is set. Also the programs allow quickly and effectively to determine the psycho-physiological features of students. It is recommended to distribute students on sporting specializations in obedience to their individual features.

  10. An analysis of conditions for physical activity and physical education in the Czech Republic

    Directory of Open Access Journals (Sweden)

    Jan Pavelka

    2014-01-01

    Full Text Available BACKGROUND: The school environment is considered suitable for promoting physical activity in children, which influences their attitude not only to physical activity but also to themselves, classmates, and teachers. Besides the family, the school environment is a significant scene for the development of life values, which includes a positive children's attitude to regular physical activity. AIMS: The objective of the study is to use a school-level questionnaire to analyse spatial and organizational conditions for physical activity and schoolbased physical education in primary and secondary schools in the Czech Republic (CR. METHODS: To investigate the conditions for physical activity and physical education in schools in the CR, a selection sample of 92 educational institutions (84 primary schools and 8 multi-year grammar schools were used. Research data were collected in the first half of 2012. Statistical data processing was performed by means of descriptive statistics and graphic illustration from the questionnaire. RESULTS: Apart from physical education lessons, schools provide additional forms of after-school physical activity. As much as 29.4% of schools provide afterschool physical activity, while physically active breaks are promoted by 26.8% of schools. More than 80% of schools have sufficient equipment for the delivery of physical activity and use it on a daily basis. Only in 17% of schools students have free access to this equipment during breaks and free lessons. CONCLUSIONS: Most schools in the CR have sufficient space for the delivery of children's physical activity. The most frequent physical activity during school lessons is physical education, which is delivered in two lessons a week. Promotion of physical activity during breaks and free lessons appears significant in terms of overall physical activity levels in children.

  11. Education in nuclear physics, medical physics and radiation protection in medicine and veterinary medicine

    International Nuclear Information System (INIS)

    Popovic, D.; Djuric, G.; Andric, S.

    2001-01-01

    Education in Nuclear Physics, Medical Physics and Radiation Protection in medicine and veterinary medicine studies on Belgrade University is an integral part of the curriculum, incorporated in different courses of graduate and post-graduate studies. During graduate studies students get basic elements of Nuclear Physics through Physics and/or Biophysics courses in the 1 st year, while basic knowledge in Medical Physics and Radiation Protection is implemented in the courses of Radiology, Physical Therapy, Radiation Hygiene, Diagnostic Radiology and Radiation Therapy in the 4 th or 5 th year. Postgraduate studies offer MSc degree in Radiology, Physical Therapy, while courses in Nuclear Physics, Nuclear Instrumentation, Radiation Protection and Radiology are core or optional. On the Faculty of Veterinary Medicine graduated students may continue their professional education and obtain specialization degree in Radiology, Physical Therapy or Radiation Protection. On the Faculty of Medicine there are specialization degrees in Medical Nuclear Physics. Still, a closer analysis reveals a number of problems both from methodological and cognitive point of view. They are related mostly to graduate students ability to apply their knowledge in practise and with the qualifications of the educators, as those engaged in graduate studies lack basic knowledge in biological and medical sciences, while those engaged in post graduate studies mostly lack basic education in physics. Therefore, a reformed curricula resulting from much closer collaboration among educators, universities and professional societies at the national level should be considered. (author)

  12. SECONDARY PHYSICAL EDUCATION AVOIDANCE AND GENDER: PROBLEMS AND ANTIDOTES

    Directory of Open Access Journals (Sweden)

    Thomas Ryan

    2012-07-01

    Full Text Available Our goal was to locate and evaluate the barriers that impact and cause females to avoid secondary elective physical education courses. We sought to find answers to stop the further decline of female enrolment in secondary physical education by looking into curricula, program and instructional variables. Anecdotal evidence informed this study which was very much exploratory, building upon several key facts. First, Ontario (Canada secondary students are only required to take one credit (course in physical education in order to graduate and second, most students take the required physical education course in grade nine which is their first year of high school. Following this there is an average of 10% fewer females in every physical education class in the province of Ontario and only an average of 12% are enrolled in physical education each year. Several issues were identified and explored including self-confidence; motivation; perceived value of physical activity; opportunities for physical activity; marking scheme; competition; co-ed classes; teaching approach; and peers as possible problems and solutions.

  13. Reform of Medium Education and Physical education: an abyss for the future

    Directory of Open Access Journals (Sweden)

    Robson dos Santos Bastos

    2017-09-01

    Full Text Available It develops analyzes on the reform of secondary education proposed by Provisional Measure . 746, now Law 13.415/17, and its implications in the future of Physical Education. Part of the following scientific question: What are the perspectives for the future of Physical Education in the face of the reform of secondary education proposed by the new educational policy? As methodological strategy a documentary study was developed, having as a source of analysis the texts of the MP and the law that ratifies it, besides the notes published by different entities related to education and Physical Education. The study indicates that the reform of high school will imply significantly in Physical Education in three fields: in its teaching in basic education, in teacher training and in teaching work.

  14. Orientación empática de los estudiantes de dos escuelas de kinesiología de Chile Empathetic orientation of the physical therapist's students from two schools of Chile

    Directory of Open Access Journals (Sweden)

    A.M. Rojas-Serey

    2009-06-01

    Full Text Available Objetivo. Conocer la orientación empática de los alumnos de la carrera de kinesiología de dos escuelas de la región metropolitana. Sujetos y métodos. Este trabajo corresponde a una investigación analítica de corte transversal realizada entre los meses de marzo y noviembre del año 2006. Participaron 274 alumnos de un universo de 351 correspondientes a los niveles I, III y V de la carrera de kinesiología de la Universidad de Chile y la Universidad Mayor. Se aplicó la escala de empatía médica de Jefferson (EEMJ. Para el análisis de los datos, se utilizó la prueba U no paramétrica de Wilcoxon-Mann-Whitney y la prueba no paramétrica de Kruskal-Wallis. Resultados. Se obtuvieron mayores puntuaciones en la EEMJ con significación estadística en el tercer y quinto nivel de la carrera con relación al primero (p Aim. To know the empathetic orientation of the physical therapist's students in two schools of the metropolitan region. Subjects and methods. This work is an analytical cross-sectional research, carried out between the months on March and November, 2006. 274 out of 351 students participated, who belonged to the levels I, III and V of the Universidad de Chile and Universidad Mayor Physical Therapy Programs. The Jefferson Scale of Physician Empathy (JSPE was applied. For data analysis, the non-parametrical Wilcoxon-Mann-Whitney test and the non-parametrical Kruskal-Wallis test were used. Results. Higher scores in the JSPE with statistical significance were obtained in the third and fifth level of the program compared with the first one (p < 0.05. No significant differences were found in the scores related to gender. Conclusions. There exists higher scores obtained in the JSPE in students who are in more advanced levels of the Physical Therapy Program, being this difference significant in both universities. The scores obtained in the JSPE do not have statistical significance in relation to the variable gender in both universities.

  15. 100 Years of Attempts to Transform Physics Education

    Science.gov (United States)

    Otero, Valerie K.; Meltzer, David E.

    2016-12-01

    As far back as the late 1800s, U.S. physics teachers expressed many of the same ideas about physics education reform that are advocated today. However, several popular reform efforts eventually failed to have wide impact, despite strong and enthusiastic support within the physics education community. Broad-scale implementation of improved instructional models today may be just as elusive as it has been in the past, and for similar reasons. Although excellent instructional models exist and have been available for decades, effective and scalable plans for transforming practice on a national basis have yet to be developed and implemented. Present-day teachers, education researchers, and policy makers can find much to learn from past efforts, both in their successes and their failures. To this end, we present a brief outline of some key ideas in U.S. physics education during the past 130 years. We address three core questions that are prominent in the literature: (a) Why and how should physics be taught? (b) What physics should be taught? (c) To whom should physics be taught? Related issues include the role of the laboratory and attempts to make physics relevant to everyday life. We provide here only a brief summary of the issues and debates found in primary-source literature; an extensive collection of historical resources on physics education is available at https://sites.google.com/site/physicseducationhistory/home.

  16. Educational assistance to students with physical handicaps

    Directory of Open Access Journals (Sweden)

    Anselmo Vázquez Vázquez

    2015-03-01

    Full Text Available The present study was developed with the aim of determining the state of educational attention to students with handicaps. The Methods used are: General dialectical, Historic and logical and Systemic, Observation, Interview and Survey. As sample were taken 20 teachers and 100% of the students with handicaps from the faculty. Results: The educational assistance to students with ha ndi caps is being given empirically , regulations and guidelines from the Higher Ministry of Education related to handicaps are not known; There is scarce knowledge about the characteristics of handicaps and needs of guidance for effective learning. It recog nizes the importance of providing necessary resources for inclusion in the Higher Education.

  17. Outside-school physical activity participation and motivation in physical education.

    Science.gov (United States)

    Shen, Bo

    2014-03-01

    Experience in non-school contexts can shape and reshape students' motivation and mediate their learning in school. Outside-school physical activity may provide students with an extensive cognitive and affective foundation and influence their motivation in physical education. Although a trans-contextual effect of physical education has been explored, very little empirical research has examined the impact from outside-school context to physical education. Using self-determination theory and a hierarchical model of motivation, this study was designed to examine the association between participation in organized outside-school physical activity programmes and self-determination process in physical education. Participants included 545 9th graders (305 males and 240 females, age range = 14-16 years, mean age = 14.66 years) enrolled in required physical education classes in three suburban high schools in a large Midwest metropolitan area in the United States. Self-determination variables were measured using relevant instruments, and information on organized outside-school physical activity experiences was gathered in a survey. Structural equation modelling analyses were conducted. Students who participated in organized outside-school physical activity programmes displayed overall higher motivation; however, the strength of associations among the self-determination variables (i.e., pathways from perceived autonomy support to relatedness, from autonomy to competence, and from self-determined motivation to in-class physical activity engagement) was stronger for their non-participant counterparts. There are dynamic relationships between participation in organized outside-school physical activity programmes and self-determination process in physical education. Physical educators need to identify, appreciate, and instructionally address individual students' differences during teaching and learning. © 2012 The British Psychological Society.

  18. Effects of an integrated geriatric group balance class within an entry-level Doctorate of Physical Therapy program on students' perceptions of geriatrics and geriatric education in the United States.

    Science.gov (United States)

    Reneker, Jennifer C; Weems, Kyra; Scaia, Vincent

    2016-01-01

    This study was aimed at determining the effect of an integrated group balance class for community-dwelling older adults within entry-level physical therapist coursework on student perceptions of geriatric physical therapy and geriatric physical therapy education. Twenty-nine Doctor of Physical Therapy (DPT) students, 21-33 years old, in their second year of coursework in 2012, participated in an integrated clinical experience with exposure to geriatric patients at an outpatient facility at the Louis Stokes Cleveland Department of Veterans Affairs Medical Center in Akron, Ohio, USA. Student perceptions were collected before and after participation in the 8-week balance class. The Wilcoxon sign-ranked test was used to identify differences in perceptions after participation in the group balance class. Cohen's d values were calculated to measure the size of the pre-participation to post-participation effect for each measure. At the conclusion of the group class, the DPT students demonstrated an increase in positive perceptions of geriatric physical therapy in 8 measures, with small effect sizes (d=0.15-0.30). Two perceptions of geriatric physical therapy demonstrated a significant positive increase (Pgeriatric education in the curriculum demonstrated a large positive effect for quality (d=1.68) and enjoyment (d=1.96). Positive changes were found in most of the perceptions of geriatrics and geriatric education after participation, suggesting that integrated clinical experiences with geriatric patients are an effective way to positively influence perceptions of physical therapist practice with older adults.

  19. Effects of a Physical Education Supportive Curriculum and Technological Devices on Physical Activity

    Science.gov (United States)

    Clapham, Emily Dean; Sullivan, Eileen C.; Ciccomascolo, Lori E.

    2015-01-01

    The purpose of this study was to examine the effects of a physical education supportive curriculum and technological devices, heart rate monitor (HRM) and pedometer (PED), on physical activity. A single-subject ABAB research design was used to examine amount and level of participation in physical activity among 106 suburban fourth and fifth…

  20. Centralising Space: The Physical Education and Physical Activity Experiences of South Asian, Muslim Girls

    Science.gov (United States)

    Stride, Annette

    2016-01-01

    This paper explores the physical education (PE) and physical activity experiences of a group of South Asian, Muslim girls, a group typically marginalised in PE and physical activity research. The study responds to ongoing calls for research to explore across different spaces in young people's lives. Specifically, I draw on a…