07-01: Introduction to Therapeutic Exercise Flashcards
1
Q
Definition of Therapeutic Exercise
A
- Systematic and planned performance of bodily movement, postures, or physical activities
- True goal: Optimize function
2
Q
Purpose of Therapeutic Exercise (4)
A
- Remediate or prevent impairments
- Improve, restore or enhance physical function
- Prevent or reduce health-related risk factors
- Optimize overall health status, fitness, or sense of well-being
3
Q
Interrelated aspects of physical function (6)
A
- Muscle performance
- Cardiopulmonary/Endurance
- Mobility/Flexibility
- Neuromuscular Control/Coordination
- Stability
- Balance/Postural Equilibrium
4
Q
Therapeutic Exercise Interventions
A
- Aerobic conditioning
- Muscle performance (strength, power, endurance)
- Stretching techniques
- Neuromuscular control
- Posture control, body mechanics, stabilization
- Balance exercises and agility training
- Relaxation exercises
- Task-specific functional training
- Safety is always key
- Intervention vary according to patient, not cookie-cutter
5
Q
Nagi (Disablement) Model
A
- Pathology
- Impairment
- Functional Limitation
- Disability
- Quality of Life = Functional Limitation & Disability
6
Q
Pain (Treatment Approach)
A
- Modalities
- Activity modification
- Pt Education
7
Q
Decreased Strength (Treatment Approach)
A
- Strengthening: Isometric, Isotonic
- Rotator cuff
- Scapular stabilizers
8
Q
Decreased ROM (Treatment Approach)
A
- P/A/AAROM to shoulder complex
- Active/Passive stretching to pecs, subscap, UT
- HEP
9
Q
Decreased Jt. Mobility (Treatment Approach)
A
- Posterior GH glides
- Inferior GH glides
- Lateral and LAD
10
Q
Postural Deficits (Treatment Approach)
A
- Postural education
11
Q
ICF Model
A
- International Classification Function
- Created by WHO (World Health Organization)
- Focuses on function and what patient is ABLE to do or needs to be ABLE to do
- Health condition
- Impairment (Body function, structures)
- Activities
- Participation
- Personal factors
- Environment
12
Q
Patient Management Model
A
- Help patient achieve highest function possible
- Collaboration between PTA/PT and patient
- Comprehensive examination
- Evaluation of data collected
- Determination of a diagnosis based on impairments, functional limitations and disability
- Establishment of a prognosis and plan of care based on patient- oriented goals
- Implementation of appropriate interventions
13
Q
Examination (PM)
A
- Pt history
- Systems review
- Tests and measures
14
Q
Evaluation (PM)
A
- Interpret findings to determine diagnosis, prognosis and plan of care
15
Q
Diagnosis (PM)
A
- Identification of dysfunctions
- Signs & Symptoms
- Impairments
- Functional limitations
- Disabilities
16
Q
Prognosis/POC (PM)
A
- Projection of optimal level and time frame for improvement
- Description of patient/client management
- Anticipated goals/expected outcome
- Frequency and duration of interventions and discharge plans
17
Q
Intervention (PM)
A
- Coordinate, communicate and document
- Patient/client instructions: Active participation, written instructions, PT demos (HEP, Teach inpatient)
- Procedural interventions: Ther-Ex needs to be functional - task specific)
18
Q
Functional Outcomes (3)
A
- Meaningful: Ability to function at work, home, community; important to pt, family, caregivers, employers, etc.
- Practical: Efficient and cost-effective; time management is key (Exercises, SOAP Notes)
- Sustainable: Improvements maintained over time after discharge
- All goals must be measurable or quantifiable
19
Q
Discharge
A
- Anticipated goals and expected outcomes have been attained
- HEP, referral to community resources, transfer of care, or services no longer warranted
20
Q
Discontinuation
A
- Occurs prior to achievement of goals
- Due to status change, pt request, non-compliance, unjustified services per third party payers (denial)
21
Q
Effective Exercises Instruction
A
- Nondistracting environment for instruction
- Teach exercises that replicate movement patterns of simple functional tasks
- Demonstrate proper exercise performance, have pt model movements
- Initially guide pt through desired movement
- Clear and concise verbal/written directions
- Complement written exercises for HEP with illustrations of the exercise
- Have pt demonstrate exercise; supervise and provide feedback
- Specific, action-related feedback (Explain why something was correct or incorrect)
- Teach entire exercise program in small increments
- Optimize exercises with motor learning principles
22
Q
Motor performance
A
- Process of learning to do (acquiring) task
23
Q
Motor learning
A
- Process of acquiring AND retaining task
24
Q
Types of motor tasks (3)
A
- Discrete task
- Serial task
- Continuous task
25
Q
Discrete Task
A
- Simple, non-variable tasks
- Has a recognizable beginning and end
- Ex: Lifting and lowering weight, grasping objects
26
Q
Serial Task
A
- A series of discrete tasks
- Ex: Eating steak = grasping, piercing, cutting, lifting, chewing
27
Q
Continuous Task
A
- No distinct beginning or end
- Ex: Running, walking, cycling
28
Q
Taxonomy of Motor Tasks
A
- Environmental conditions + Desired outcome of action
- Simple: Body Stable without manipulation; no intertrial variability
- Complex: Body transport with manipulation; intertrial variability
29
Q
Stages of Motor Learning
A
- Cognitive Stage: How do you learn? What to do, how to do it?
- Associative Stage: Pt finetunes what they learn; Task in different environments
- Autonomous Stage: Pt can do movement automatically
30
Q
Adherence to Exercise
A
- Adherence = more active involvement of pt
- Best HEP = exercises pt will do
- Help pt see link between exercise and functional goals/outcomes
- Simple; don’t overload, progress slowly but surely
- Figure out how to work into schedule
- Keep a log
- Point out progress
- Identify barriers to adherence; find ways to make exercises work
