Sheffield Hallam University. MODULE LEADER Helen Batty NOTIONAL STUDY Tutor-led Tutor-directed Self-directed Total Hours

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1 MODULE DESCRIPTOR TITLE Rehabilitation of functional movement SI MODULE CODE L CREDITS 10 LEVEL 5 JACS CODE B160 SUBJECT GROUP Physiotherapy DEPARTMENT Health and Wellbeing MODULE LEADER Helen Batty NOTIONAL STUDY Tutor-led Tutor-directed Self-directed Total Hours HOURS BY TYPE MODULE AIM(S) This module aims to help students develop a sound understanding of exercise theory and practice in order to maximise effectiveness of using exercise within physiotherapy. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to 1. Develop and deliver a safe exercise programme for a specific clinical scenario that applies a variety of exercise techniques with appropriate progression and modification for that scenario. 2. Teach, facilitate and manage a group exercise class. 3. Demonstrate an understanding of the effect of exercise on physical and psychological function in a specific client group, which is informed by evidence and theory. 4. Demonstrate an ability, to assess effectiveness of group exercise interventions specific to a given client group and reflect on your role in class delivery INDICATIVE CONTENT The use of strengthening exercises and their impact on healthy people and people with different types of weakness Aerobic exercise/fitness training and its impact on healthy people and those with different pathologies, such as cardiac and respiratory compromise or neurological deficit Principles of exercise prescription in cardiac and pulmonary rehabilitation The importance of nutrition in strengthening and conditioning Exercise to increase joint range and muscle length, impact on healthy people and those with specific musculoskeletal deficits Making exercise specific to muscle type - local vs. global, phasic vs. tonic Exercise as pain relief - mobilisation exercises, McKenzie approach Exercise to improve coordination, balance and agility The impact of exercise on psychological function - mood, anxiety, depression, selfefficacy, coping skills. Using exercise as an adjunct to other physiotherapy modalities Practical guidelines for prescribing exercises in a way that encourages patient involvement and motivation Barriers to engaging with exercise and ways of overcoming these - pain avoidance, depression, self-efficacy, motivational changes. Running an exercise class - development of a programme and the personal skills involved

2 Measurement of strength, power, aerobic capacity, body composition, exercise intensity and the effectiveness of group exercise interventions. LEARNING AND TEACHING METHODS The module will mix consideration of theory and evidence in seminar sessions with an active learning approach. Tutor-led activities Seminars will present theory and evidence behind exercise principles and application of these to scenarios. Exercise activities will be used as "homework" for student groups and the experience of these and some use of role play within sessions will be used to highlight different aspects of exercise prescription. These experiences will feed into group discussion. Practical sessions utilising gym facilities and measurement equipment will be used to assist application of principles taught in seminar sessions and encourage active learning. Some practical sessions will focus on the skills involved in motivating and supervising group exercise sessions. Formative assessment will be used to encourage understanding of theories and concepts behind exercise prescription with a web-based quiz presented partway through the module. This will enable immediate feedback and tips for further reading. ASSESSMENT STRATEGY AND METHODS Task No. TASK DESCRIPTION Sub-task description 1 Practical: Exercise class Group presentation Individual viva Task Descriptions and SI Codes SI Code Task Weighting % Word Count / Duration PR 30% 30 minutes PR 70% 10 minutes In-module retrieval available ASSESSMENT CRITERIA Summative assessment Summative assessment will take the form of a group presentation in which a group of 5 students will work together to design and run an exercise class for a given clinical scenario. The presentation shall include an introduction to the problems presented by this group and the aims of the exercise class. The group presentation will last 30 minutes. This will assess Learning Outcomes 1 and 2. This will be followed by an individual viva examining the reasoning behind the exercises chosen, their progression and how to deal with difficulties presenting. The viva will also discuss the use of individual exercise for this scenario. The viva will last 10 minutes and will assess Learning Outcomes 3 and 4. The marks for these two aspects will be combined to form a single module mark.

3 In-module retrieval will not be available due to the timing of the module towards the end of the academic year. LO1 LO2 LO3 LO4 Develop and deliver a safe exercise programme for a specific clinical scenario that applies a variety of exercise techniques with appropriate progression and modification for that scenario. Teach, facilitate and manage a group exercise class. Demonstrate an understanding of the effect of exercise on physical and psychological function in a specific client group, which is informed by evidence and theory. Demonstrate an ability, to assess effectiveness of group exercise interventions specific to a given client group and reflect on your role in class delivery Pass Criteria A number of exercises are included that are all safe to use, meet some of the aims of the class and are mainly appropriate for the client group. Strengthening, stretching and, cardiovascular components are all included. There are appropriate ideas for progression and regression during the class and some evidence of modification of programme appropriate to client group. Presentation, organisation and communication style are appropriate to a group setting and potentially able to achieve effective group exercise. Demonstrates an understanding of some of the effects of exercise on physical and psychological function in given client group. Justification uses background knowledge that is currently accepted in the field, to build a reasoned argument. Identifies key methods of assessing effectiveness of a group exercise intervention. Reflects on own performance but offers limited suggestion for potential improvement. FEEDBACK Feedback on development of skills during the module will be available during group sessions. Many of the activities and practical sessions will be designed so that student performance will be clear from the success of the activity. Engagement with the assessment criteria is encouraged through formative group exercise and module review sessions. Feedback on the group assessment and viva will be via audiofeedback and will usually be made available within two weeks of the assessment. It will include clear suggestions for improving performance.

4 LEARNING RESOURCES (INCLUDING READING LISTS) Coats, AJS (1995) BACR guidelines for cardiac rehabilitation Oxford : Blackwell Science. Falla D, Jull G, Russell T, etal. Effect of neck exercise on sitting posture in patients with chronic neck pain. Physical Therapy. 2007;87; Ferreira M, Ferreira P, Latimer J, Herbert R, Hodges P, Jennings M, Maher C, Refshauge K (2007) Comparison of general exercise, motor control exercise and spinal manipulative therapy for chronic low back pain: A randomized trial Pain, 2007 Sep, 131(1-2):31-7 Fronters WR, Slovik DM and Dawson DM (2006) Exercise in rehabilitation medicine Leeds : Human Kinetics. Garrod, R (2004) Pulmonary rehabilitation : an interdisciplinary approach London : Whurr. Hasset, LM, Moseley, AM, Tate R and Harmer AR (2008) Fitness training for cardiorespiratory conditioning after traumatic brain injury. Cochrane Database of Systematic Reviews 16 (2) Johnson RE, Jones GT, Wiles NJ, Chaddock C, Potter RG, Roberts C, Symmons DP, Watson PJ, Torgerson, DJ, Macfarlane GJ (2007) Active Exercise, Education, and Cognitive Behavioral Therapy for Persistent Disabling Low Back Pain: A Randomized Controlled Trial Spine Volume 32(15): Jones MA, Stratton G, Reilly T, Unnithan VB Recurrent non-specific low-back pain in adolescents: the role of exercise Ergonomics Vol. 50, No. 10, October 2007, Kuukkanen T, Mälkiä E, Kautiainen H, Pohjolainen T (2007) Effectiveness of a home exercise programme in low back pain: A randomized five -year follow-up study Physiotherapy Research International 12(4): Lee KC, Chiu TT and Lam TH (2007) The role of fear-avoidance beliefs in patients with neck pain: relationships with current and future disability and work capacity. Clinical Rehabilitation. 21 (9) Morgan M and Singh S (1997) Practical pulmonary rehabilitation London: Chapman and Hall. Plowman, SA and Smith, DL (2008) Exercise physiology: for health, fitness, and performance. London : Wolters Kluwer/Lippincott Williams & Wilkins. Winter EM (ed) (2007) Sport and exercise physiology testing guidelines : the British Association of Sport and Exercise Sciences guide. Vol. 2 in Exercise and clinical testing London : Routledge. Ylinen JJ, Takal, E-P, Nykaken, MJ, Kautiainen, HJ, Hakkinen, AH and Airaksinen, OVP (2006) Effect of twelve month strength training subsequent to twelve month stretching exercise in treatment of chronic neck pain. Journal of Strength and Conditioning Research 20 (2) 304-8

5 SECTION 2 'MODEL A' MODULE (INFORMATION FOR STAFF ONLY) MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE NEW MODULE EXISTING MODULE - NO CHANGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented Semester 2 12/13 academic year MODULE DELIVERY PATTERN - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. See also Further Guidance notes below. Module Begins Module Ends Course Intake 1 13/05/ /06/2013 Course Intake 2 DD/MM/YYYY DD/MM/YYYY Course Intake 3 DD/MM/YYYY DD/MM/YYYY Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? MODULE ASSESSMENT INFORMATION Does the Module (using Model A Assessment Pattern) Require Either* Overall Percentage Mark of 40% Overall Pass / Fail Grade *NB: Choose one of the above Model A module cannot include both percentage mark and pass/fail graded tasks FINAL TASK According to the Assessment Strategy shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Strategy) MODULE REFERRAL STRATEGY Task for Task (as shown for initial assessment strategy) *if YES complete table below Task No. DE SINGLE REFERRAL PACKAGE DETAILS Task TASK DESCRIPTION No. 1 PR SI Code Task Weighting % Word Count / Duration

6 Task Descriptions and SI Codes FURTHER GUIDANCE NOTES This section is for guidance only and should be removed from the module descriptor when completed SECTION 2 - MODULE DELIVERY PATTERN The module descriptor now asks for the start and end dates for each intake of the module rather than the semester of delivery. This is because our external reporting agencies (HESA/HEFCE) require accurate and detailed data about when modules run. By providing these dates, staff in Registry Services will be able to interpret them and decide whether the module is running in a semesterised pattern or whether it is 'non-standard' in delivery. It will also identify those modules which cross the academic year - this is important in ensuring that we receive full funding in the correct reporting year.. CHECKED Date Oct 2013 Reason Checked Against SI