Functional Anatomy and Human Activity

Scholar Year: 2021/2022

Courses

Head Teacher Responsability Maria José Abrantes Bule Head Jorge Duarte dos Santos Bravo Colaborador

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 1,53 ,07 Lectures Type Teacher Classes Hours Theoretical Totals 1 1,53 Jorge Bravo   0,26 Maria José Bule   1,26 Orientação Tutorial Totals 1 0,07 Maria José Bule   0,06

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

-To Clarify the fundamentals of human functional anatomy;
-To describe posture in different anatomical reference plans.
-To explain the gait cycle.
-To connect motor activity with the principles of Kinesiology.
-To discriminate references of surface Anatomy in the human body.
-To link physical activity with health.
-To analyse the relationship of physical environment with human activity (ergonomics).
-Evaluation of neuropsychomotor expression

Syllabus

1-Functional anatomy.
Joint movements of spine: cervical, lumbar segments.
Joint movements of the chest and thoracic spine segment.
Joint movements of the upper limbs: shoulder, elbow, wrist and hand.
Joint movements of lower extremity: hip, knee, ankle and foot.
Pelvic movement.
2- Muscle Actions
Physiology of muscle contraction.
Types of contraction and movement.
Functional groups.
Coordination of muscular functions.
Leverage in the human body.
3- Posture and gait
Good posture.
Evaluation of posture in the transverse, sagittal, and frontal plane.
Gait cycle.
Muscle actions in the gait cycle.
4- Surface Anatomy.
Bony, muscular and cutaneous references of head, neck, trunk and members.
5 – Physical activity and health
Physical exercise in healthy populations
6-Human activity and physical environment
Concept of ergonomics
Working postures; Nature of tasks
7- Psychomotricity
Conceptualization and evaluation of seven psychomotor factors.

Demonstration of the syllabus coherence with the UC intended learning outcomes

Functional anatomy is the structure from which reaches the understanding of movement and posture. Nervous coordination has a full realization when the muscle and skeletal components have a maximum response. The ability to plan interventions whose purpose is to optimize the action and consequently the functionality of people, has as its starting point the knowledge of Anatomy and Physiology. Posture is important not only for description and evaluation but also in the relationship that it has with the different activities, a good posture always works in an energy gain in addition to decrease overloads in musculoskeletal structures. The physical environment and activity is the last point, that requires the mobilization of previous knowledge and skills for students to understand the Impact and, above all, build capacity to intervene in order to introduce the changes that lead to equilibrium between the action, the energy spent and the workload

Teaching methodologies

It´s focus on learning methodologies using the analysis and discussion of texts, the anatomical models simulation and visualization, discussion and analysis of cases. Content groups are started with exhibition sessions in which are presented the maps of concepts. In individual work and in small groups targeted activities are planned by teacher and with defined objectives. The activities provide data for evaluation that are collected by grid of observation records. The results are discussed, in terms of students adjust the individual strategies of approach to the study. The evidence of individual evaluation are modular, the process of dissemination of the results is identical to the previously mentioned.
In compliance with the regulation school students may choose to review schemes by tests which will be carried out accordingly.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

According to defined competences, learning process of students go beyond the acquisition of declarative knowledge. Content transmission strategies include some of this knowledge but focus on explicit lines forinterpretation and understanding of the contents. The strategies contained in the research, selection and synthesis of information, are essential for development of competencies in order to explain, analyse and synthesise the phenomena of anatomy and motor activity. The demonstration of skills is carried out also by the verbal behaviours what fits in the teaching methodologies proposed.

Assessment methodologies and evidences

In compliance with the regulation school students may choose to review schemes by tests which will be carried out accordingly.

Assement and Attendance registers

Bibliografia

Dodler, G. (2003).Cinesiologia – Fundamentos Prática Esquemas de terapia. Barueri: Editora Manole
Fonseca, V. (2010). Manual de observação psicomotora. Lisboa: Âncora.
Magee, D. J. (2002). Avaliação Musculosquelética. Barueri: Editora Manole 4ª ed.
Muscolini, J. E. (2008). Cinesiologia: o sistema do esquelético e a função muscular. Loures: Lusodidacta.
Pina, J.A.E. (2010). Anatomia Humana da Locomoção. Lousã: LIDEL Edições Técnicas Lda 4ª ed.
Rouvière, H.; Delmas, A. (2006). Anatomia humana descriptiva, topográfica e funcional. Barcelona: Masson SA. 11ªed.
Schünke, M.; Schulte, E.; Schumacher, U.; Rude, J. (2006). Prometheus, atlas de anatomia: Anatomia geral e aparelho locomotor. Rio de Janeiro: Guanabara Koogan.
Souchard, P. (2012). Reeducación postural global: El método de a RPG. Barcelona: Elsevier España S.L.
Thompson, J. C. (2006). Atlas de anatomia ortopédica de Netter. Porto Alegre: Artmed.