Therapeutic Kinesiology:Musculoskeletal Systems, Palpation, and Body Mechanics

Therapeutic Kinesiology Instructor Manual: Ch01 p.1 TK INSTRUCTOR MANUAL: CHAPTER 1 Introduction to Therapeutic Kinesiology Chapter manuals include: Objectives Lecture Notes Suggested Classroom and Student Development Activities For other chapter-by-chapter resources, see: Key Term Quizzes Muscle Origin and Insertion Worksheets Muscle OIAs List by Chapter MyTest Test Bank For additional resources see “Teaching Tips and Tools”: 7 research-based learning principles for kinesiology courses in massage 5-step self-directed learning cycle for body mechanics courses Tools that build metacognitive skills: e.g., concept (mind) maps, grading rubrics, and self-assessments inventories OBJECTIVES Define kinesiology and biomechanics. Describe the difference between statics and dynamics, and between mobility and motility. Define force. Name two internal and two external forces that generate or affect movement. Define mass. Describe a kinematic chain using several examples. List movement patterns of early motor development, naming the four neurological actions and five neurological pathways. Define the terms neuromuscular and musculoskeletal. Name the correct terms to identify general areas of and locations in the body. Name the three axes and the three cardinal planes. Describe how they relate to each other. Describe the anatomical position and its relevance to the study of kinesiology. List the body systems directly involved in the production of human movement. Define active technique, passive technique, and neuromuscular patterning. LECTURE NOTES CONCEPTS Kinesiology: Study of human movement, muscle and joint function Biomechanics: Application of physics of force and mass to study of human movement; includes statics and dynamics Mobility: Movement of body in space Mobility: Intrinsic movement within body Kinetic chains: Series of successively linked joints connected by muscles and connective tissue along a movement pathway Whole body patterns: Sum of more than the parts SPATIAL TERMS Areas of body Directional terms Planes and axes Anatomical and standing position Dimensional balance in good posture Muscle balance Poor balance affects joint alignment, posture, and movement Adaptively shortened or stretch-weakened muscles Addressing poor balance with bodywork THERAPEUTIC SKILLS Multisystems approach muscular, skeletal, and nervous systems Contrast passive and active techniques, describe NM patterning Pattern recognition skills Somatic nature of body patterns SUGGESTED CLASSROOM AND STUDENT DEVELOPMENT ACTIVITIES BEGIN WITH A COURSE ORIENTATION Check prior knowledge. If needed, administer a self-assessment test. Go over syllabus, requirements, structure of class. PROVIDE AN OVERVIEW OF THE CLASS Before class, write a short, schematic overview of the class on the board, then go over it at the beginning of class. For example: Today's class covers: Basic concepts and movement patterns Describing areas and positions in the body Describing the body in space Therapeutic kinesiology applications Activities: Orientation, lecture and learning activities, recap EXERCISE TO IDENTIFY THE PLANES Have students break up into three groups. Give each group 5 minutes to come up with three or more movements in each plane. Then have one member of each group demonstrate. DISCUSSION QUESTION: Which areas of the body are generally located in each plane? Frontal plane entire front and back of the body Horizontal planes tops of head, soles of feet, upper palate, perineum Sagittal inside and outside of legs, sides of body, ears DISCUSSION POINTS: The importance of dimensional balance in posture (see Figure 1.15 on p. 15). Emphasize the position of the body masses (head, thorax, pelvis). Then have students look at how dimensional balance is distorted under conditions of poor posture. For example, in a slouched, rounded shoulder, the shoulders tilt from the frontal plane toward the horizontal plane. The spinal curves also increase in this a zig-zag pattern of bony alignment. Discuss postural patterns. "What is good posture? What kind of faulty postural patterns do you see? How do they affect the dimensions of the body?" Have one volunteer demonstrate a faulty posture. LARGE GROUP EXERCISE: Identifying the axis of movement in each plane First demonstrate how a plane turns around an axis by spinning a paper around a pencil poked through it. Have students note how the axis is perpendicular to the plane. Then ask for a volunteer and have her or him demonstrate any one movement. Next, identify the axis for that movement by holding a pen along the axis. For example, during knee flexion and extension, hold the pen as though it were sticking out the side of the knee. Then have a new volunteer demonstrate another movement and ask another volunteer to hold a pen along the axis of movement. Keep repeating the exercise until movement in each plane and each major joint has been covered. DIMENSIONAL BALANCE AND OBSERVATION EXERCISE Have one student volunteer to walk so that class can assess dimensional balance of one student as he or she walks back and forth. Instruct students to observe student walking and ask these questions while they observe gait. What parts of the body move in which plane? Which movements occur in which plane at which joints? What is the axis of each movement? Sagittal: arm swing and leg swing, ankle/knee/hip flexion Frontal: lateral hip motion Horizontal: upper/lower rotation Spatial pulls in one plane during gait limit motion in another plane. Examples: Excessive lateral swing in hips limits step length and sagittal propulsion. Excessive vertical pull in heel poppers also limits step length. Overstriding with excessively large steps may limit lateral motion. Given the gait pattern, what muscles might be adaptively shortened? Which one might be stretch-weakened? How would you treat this client? PATTERN RECOGNITION ACTIVITY In class, have students break into groups of three, then have each group come up three stretches in each plane. For homework, have students observe postural patterns in people they see from the perspective of dimensional balance, noticing where muscles have become adaptively shortened or stretch-weakened. Have students choose one postural pattern that they can demonstrate and discuss in the next class. CHAPTER 1 RUBRIC Criteria 3 2 1 0 Relates Graphics to Text Student accurately explains how each graphic/diagram is related to the text, and accurately determines whether each graphic/diagram agrees with the information in the text. Student accurately explains how each graphic/diagram is related to the text. Student accurately explains how some of the diagrams are related to the text. Student has difficulty relating graphics and diagrams to the text. Identifies important information Student lists all the main points of the chapter with accuracy and examples. Student lists most of the main points of the chapter with accuracy and examples. Student lists some of the main points of the chapter with accuracy and examples. The student cannot list any of the main points with accuracy or examples. Identifies key terms and definitions Student identifies all the key terms and their definitions. Student identifies most of the key terms and their definitions. Student identifies some of the key terms and their definitions. Student struggles to identify some of the key terms and their definitions. © 2013 by Education, Inc. Foster, Instructor Resources for Therapeutic Kinesiology