Transcript Electrode Placement for Chest Leads, V1 to V6

C H A P T E R
14
Careers in Therapeutic
Exercise
Chad Starkey
Chapter 14 Careers in Therapeutic Exercise
Therapeutic Exercise Defined
• Systematic and scientific application of
exercise and movement experiences to
develop or restore muscular strength,
endurance, or flexibility; neuromuscular
coordination; cardiovascular efficiency;
and other health and performance factors
• Programmed physical activity aimed at
improving or restoring the quality of life
• Classified as being rehabilitative or
habilitative
Therapeutic Exercise Professionals
Goals:To help people restore lost function
(rehabilitative) or acquire skills & functions
considered normal or expected (habilitative)
Focus:To help individuals who are
experiencing physical dysfunction stemming
from traumatic injury, congenital defects, or
disease to regain the use of the affected
body part or compensate for its disability
Types of Therapeutic Exercise
• Rehabilitative therapeutic exercise refers to
processes and treatments that restore skills or
functions that were previously acquired but
have been lost because of injury, disease, or
behavioral traits.
• Habilitative therapeutic exercise refers to
processes and treatments leading to the
acquisition of skills and functions that are
considered normal and expected for an
individual of a certain age and status.
Rehabilitative Therapeutic Exercise
Exercise therapy for the rehabilitation of
– Musculoskeletal injuries
– Athletic injuries
– Postsurgical trauma
– Older populations
– Psychological disorders (mind–body
relationship)
– Cardiopulmonary system
Habilitative Therapeutic Exercise
Exercise therapy for habilitation of
– Obese populations
– Children with developmental disorders
– General fitness
– Specialized performance (meet standards
that exceed rather than merely meet those of
the general population such as sport training,
military boot camp, fire or police academy)
Therapeutic Exercise Settings
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Inpatient facilities
Outpatient clinic settings
Sport team settings
Private practice
Overviews of Professions in
Therapeutic Exercise
• Credentials for each profession vary,
overlap, and also change regularly.
Pay careful attention to the changing
required standards for employment for
education, licensure, and so on.
• A strong science base and an active clinical
education component are critical to your
preparation and success.
Athletic Trainer
Responsible for the prevention, evaluation,
management, treatment, & rehabilitation of
athletic injuries
• Education and credentials
Certification through the Commission on Accreditation
of Athletic Training Education (CAATE); clinical
experience required
• Employment opportunities
High schools, colleges and universities, and
professional sport teams, hospitals, sports medicine
clinics, industrial rehabilitation clinics, and other
allied medical environments
Clinical Exercise Physiologist
• Cardiac, pulmonary, and metabolic disease care
– Exercise testing and prescription
– Program administration
• Education and credentials
– Recommended undergraduate and graduate degree
– Specialized courses and certifications (ACSM)
• Exercise specialist (ES)
• Registered clinical exercise physiologist (RCEP)
– Required credentials vary by state
• Employment opportunities
Growth in aging population resulting in growth of these types of
positions
Occupational Therapist
• Helps injured or ill individuals reach their
maximum level of independence by
emphasizing the acquisition and retention
of functional skills
• Education and credentials
– National Board for Certification in Occupational
Therapy, Inc.
– State licensure
– OT: master’s degree (as of 2007)
– COTA (certified occupational therapy assistants)
two-year degree program
(continued)
Physical Therapy Specialty
Certifications
Physical Therapist
• Provides rehabilitative care to a diverse patient
population with a wide range of injuries, illnesses,
and diseases
• Education and credentials
– Physical therapist (plans, directs, implements patient
care)
• Accredited master’s degree program (doctorate of PT
required by 2020)
• State licensure
– Physical therapist assistant
• Delivers care under direction of PT
• Accredited two-year program
• State licensure
(continued)
Physical Therapist (continued)
• Employment settings
– Geriatric care
– Pediatric care
– Sport physical therapy
• Employment opportunities
Increased survival rates of accident victims along with
increased support from employers indicates growth
in job opportunities.
Therapeutic Recreation Specialist
• Treats people with physical, cognitive, emotional,
or behavioral disabilities to restore function &
reduce or eliminate the effects of disability &
develop independence.
• Recreation therapists utilize leisure activities to
restore function.
• Education and credentials
– Bachelor's degree in therapeutic recreation
– Internship under a certified recreation specialist
– National certification exam: Certified therapeutic recreation
specialists (CTRS)
• Employment opportunities
Limited growth because of cuts in hospital settings
Strength and Conditioning Specialist
• Maximizes physical performance, reduces the
frequency of injury, and decreases the possibility
of cardiovascular disease by designing programs
for the specific needs of the individual (sport and
activity specific)
• Education and credentials
– Bachelor’s degree in kinesiology preferred, required for some
certifications
– Certifications recommended (such as National Strength and
Conditioning Association Certified Strength and Conditioning
Specialist)
– Current CPR certification
• Employment opportunities
Careers in Therapeutic Exercise
• Fulfill a societal need
• Assist in attaining desired levels of
fitness (habilitation)
• Assist in regaining lost function
(rehabilitation)
• Cover a wide range of populations
– Newborns to geriatrics
– Athletes to unskilled performers
C H A P T E R
15
Careers in Teaching
Physical Education
Kim C. Graber and Thomas J. Templin
Chapter 15 Careers in Teaching Physical Education
Why Study Pedagogy
of Physical Activity?
• Pedagogy (sport pedagogy) of physical
activity is the study of teaching physical
activity.
• Effective instructors understand their
subject and know how to convey it in a
manner that will lead to success for all
students at levels that meet their
individual needs.
Importance of Pedagogical
Knowledge
A person with a background in pedagogy
should be able to answer these questions:
• How will you get and keep the students’
attention?
• How much time should you spend talking, and
how much time should students spend
practicing?
(continued)
Importance of Pedagogical
Knowledge (continued)
• Will your methods work?
• How will you structure class to ensure that
students have adequate time during class to
improve their fitness levels?
• How will you motivate students to engage in
physical activity outside of the school setting
and make appropriate nutritional selections?
What Do Physical Activity
Pedagogues Do?
• Teach in public and private schools (PE;
adapted physical education; curriculum
specialist)
• Coach
• Recreation leaders
• Instructors at corporate fitness centers or
community recreation centers
• Specialists or skill instructors
• Professors and/ or Researchers
(continued)
Certification and Continuing
Education
• Degree from accredited teacher education
program
• Passing Praxis I and Praxis II tests as
required by individual states
• State license requirement
• Continuing education requirements (vary by
state)
• Additional certifications (may be required
for coaching and other specializations)
Key Pedagogical Principles
Based on Research
1. Begin to develop expertise by acquiring
experience and new knowledge.
2. Provide appropriate practice.
3. Provide a high amount of academic
learning time.
4. Always be concerned about class
management and discipline.
5. Assess for student learning.
(continued)
Key Pedagogical Principles
Based on Research (continued)
6. Provide clear, specific feedback.
7. Develop knowledge about alternative
curricular models.
8. Ensure an equitable learning environment
that addresses the individual needs of all
learners. Consider how your expectations
influence students.
9. Be mindful of teacher–coach role conflict.
Teaching Expertise
• Requires ongoing education (Reading and
attending professional conferences are
critical).
• Teaching experience alone does not
guarantee expertise (burnout and boredom
are potential risks).
• Requires implementation of research-based
best practices into instruction.
Appropriate Practice Experiences for
Students
For students to succeed at any skill, they
must be exposed to appropriate practice.
(The principle of quality and the principle of
quantity are discussed in chapter 3.)
Active Learning Time
• Time on task, also called engaged time, is
defined as the time students spend actually
doing physical activity or sport.
• Students should spend at least 50% of the
time appropriately engaged (performing
correctly with frequent success); this is
called academic or functional learning or
learning time.
Effective Class Management and
Discipline
• Class management means proper
organization is critical for teaching
effectiveness and maximal student
engagement and learning.
• Discipline means teaching rules, enforcing
them when they are broken, and rewarding
exceptional behavior.
(continued)
Effective Class Management and
Discipline (continued)
• Instructors can best assist students as they
learn rules and routines by
1. having high expectations,
2. being firm but warm,
3. developing clear rules, and
4. describing how rules will be enforced.
Accountability
• Students learn accountability through clearly stated
and consistently enforced expectations.
• Instructors demonstrate “with-it-ness” by knowing
what’s happening in the learning environment and
by displaying this awareness through oral or other
communication with students.
• Educators who ignore off-task behavior encourage
further manipulation by students.
• Additional students engaging in off-task behavior
• Increased numbers of competent bystanders (well-behaved
students who consistently avoid participation without
attracting notice)
Specific Feedback
• Common instructor mistakes when providing
feedback:
– Feedback is often incorrect.
– Teachers sometimes focus on an aspect of performance that
does not require feedback while neglecting an area that does
require feedback.
– Teachers provide less feedback during game play. Feedback
provided during game play can be valuable; it gives all
students information about ways to improve.
• Teachers can increase the probability that
instruction will be effective by providing
appropriate learning activities; maximal active
learning time; and correct, prompt, and specific
feedback.
Alternative Curriculums
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The elective curriculum
The fitness curriculum
The sport education model
The wilderness and adventure education
curriculum
• The social development model
• The teaching games for understanding model
Effective teachers are concerned with implementing
curricular models that are interesting to students
and produce the greatest opportunity for student
learning.
Equity Issues and Student Needs
Common forms of discrimination:
• Having a bias against students with less ability (such as
using elimination games)
• Singling out obese and out-of-shape students in
negative ways
• Allowing other students to ridicule or embarrass lowskilled or obese students
• Neglecting to adjust the teaching approach for students
who carry personal problems into the learning
environment
Teacher–Coach Role Conflict
• Role conflict is defined as two or more
incompatible roles that are difficult to
perform simultaneously.
• Role withdrawal or retreatism occurs when
one role is selected over another and
results in one role suffering.
• Both teaching and coaching are satisfying
career choices, but people must be careful
to fulfill the obligations of each role if they
elect to engage in both simultaneously.
Teaching Settings & Workplace
Conditions
• The instructor’s enjoyment is influenced by
many factors, including the work
environment (teaching setting).
• Workplace conditions have the potential to
facilitate or constrain the physical activity
instructor.
Gymnasiums that are cheerful and well
equipped also send a message to students
about the importance of the subject matter.
NASPE Standards for Initial Physical
Education Teachers
• Standard 1: Scientific and Theoretical Knowledge
• Standard 2: Skill-Based and Fitness-Based
Competence
• Standard 3: Planning and Implementation
• Standard 4: Instructional Delivery and Management
• Standard 5: Impact on Student Learning
• Standard 6: Professionalism
Growing Support for Physical
Education in Schools
• Teachers now assume a major role in
leading the school initiative to improve the
health and fitness levels of students.
• New public laws recognize the value of
maintaining physical education and health
in the school setting (for instance, Public Law 108265, National School Lunch Act, requires a school-wide plan
addressing physical activity and nutrition).
Successful Physical Education
Teachers
• Utilize innovative instructional strategies
and novel curriculums
• Integrate physical education with other
subject matters
• Utilize unique ways to promote learning
progressions
• Promote their programs (public relations)
• Have supportive colleagues and
administrators
(continued)
Successful Physical Education
Teachers: (continued)
• Have adequate funding (grants, fundraisers,
etc.)
• Display exemplary classroom management
strategies
• Engage in professional development
activities
• Offer after-school programs for students &
adults
• Model athletic skill and fitness
• Promote equitable learning settings
Advice for Future Teachers
• Never stop learning to teach (embrace
belief that learning is a lifelong process).
• Join professional associations (start now
with student membership).
• Remain current on research literature (put
research-based best practices into action).
• Strive to be your best (become the next
Teacher of the Year; local, state, national
honors).
Make a Commitment to
Sport Pedagogy
Remain committed to
• student learning,
• effective teaching practices,
• ongoing development of subject matter
expertise,
• professional involvement, and
• believing you can make a difference in the lives
of children.