Neurological Physiotherapy II

Scholar Year: 2022/2023

Courses

Head Teacher Responsability Aldina Augusta de Lucena Head Diogo André da Fonseca Pires Gestor de Ano

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes ,66 2,66 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,66 Aldina Lucena   0,66 Theoretical-practical Totals 2 5,32 Aldina Lucena   2,66

Teaching language

Portuguese/English

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

Knowledge and understanding of the theoretical principles underlying the techniques of facilitation/inhibition/stimulation within the concept of NDT;
Knowledge, understanding and use of facilitation techniques/inhibition/stimulation using the key control areas, through appropriate manual contact;
Ability to analyze the selective/global movement in performing the steps of normal neuro-motor development of a child and the transition between each one: Rolling, crawling, Prone/position of sitting/standing on all fours/Position on the knees/position on semi-knees/standing position;
Knowledge and understanding about the initial and final position of the model, in each of the activities;
Ability to manually adjust the contact and the stimulus in different models throughout the activity;
Ability to adjust its position/Movement to the model during the activity;
Ability to select the most appropriate activity, compared with a pre-order set/solving a problem

Syllabus

Historical Perspective and Concept Evolution of the Neuro-development treatment according to Bobath (NDT).
Neurophysiological bases of the concept.
Knowledge, understanding and use of Facilitation Techniques/inhibition/ stimulation.
Definition, classification and use of key control areas for application of these techniques (shoulder girdle and pelvic girdle).
Analysis and understanding of normal movement.
Normal sensory and motor development.
Motor learning concept. The individual in relation to the surroundings.

Teaching methodologies

The teaching and learning strategies used have the aim of creating learning opportunities which allow the understanding and integration of theoretical concepts and their connection to practice. There are theoretical lectures using the expository method. In the theoretical/practical lessons, demonstration and peer simulated practice are used, focused on the acquisition of the technical competences combined with the exposition/discussion of theoretical contents.

There are also other activities of visualization and discussion of videos; assessment of the normal neuro-motor development in children, up to 3 years old, in the classroom context and problem solving.

Assessment methodologies and evidences

In order to succeed, the student must attend 80% of the practical lessons, and obtain approval (at least 9,5/20) in the theoretical/practical evaluation. In case of failure, the student may repeat the assessment in exam time (normal or appeal).

Assement and Attendance registers

Bibliografia

ALS, H.; et al - Early Experience Alters Brain Function and Structure, Pediatrics Vol. 113 No. 4 (2004)
Bobath Concept: Bobath@50: mid-life crisis – What of the future? - Physiotherapy Research International, 13(3) 131-136, 2008. Publicado online: www.interscience.wiley.com
BOBATH, K. A Neurophysiological Basis for the Treatment of Cerebral Palsy. Editora The Lavenham Press LTD; 1980. 2ª ed.
EINSPIELER, C.; MARSCHIK, P.B. AND PRECHTL H. F.R. - Human Motor Behavior Prenatal Origin and Early Postnatal Development. Journal of Psychology 2008; Vol. 216(3):148–154
GRAVEN, S. N. and BROWNE, J. V. Sensory Development in the Fetus, Neonate, and Infant: Introduction and Overview - Published by Elsevier Inc. 2008
MARGARET MAYSTON, (2008) The Bobath Concept Today
MARIKO, Y., et al - Movements and postures of infants aged 3 to 5 months: To what extent is their optimality related to perinatal events and to the neurological outcome? Early Human Development 87 (2011) 231–237