1. The Physiotherapist as Educator Movement Studies 2008-9

2. Learning Outcomes Following this session and appropriate independent study the student should be able to:  Outline the elements of a positive and negative learning experience  Describe how different methods of teaching are used at different stages of the learning process  Demonstrate the use of these principles of learning when teaching a practical task  Plan and progress an exercise programme

3. Physiotherapist as ‘Educator’ Why is it important for physiotherapists to understand how people learn and have an understanding of the principles of teaching and learning? Who do physiotherapists teach?

4. Learning Styles Visual Aural Read/Write Kinaesthetic Multimodal See link to VARK learning styles on StudyNet What is the relevance for our patients?

5. Somebody asks you for directions to the University... How would you help them? Why have you decided to do it in this way? What does this say about your learning style? Why might a person have difficulty with this answer?

6. Group Work I What qualities do you need to be a good educator? Think about your previous positive learning experiences and teachers who have inspired you – what qualities did they have?

7. Group Work II Now think about negative learning experiences – what did those teachers fail to do? What about the teaching environment – what factors contribute to, or detract from a positive learning experience?

8. Now imagine you’re a patient…. What might you be feeling in a hospital/patient environment? How might this affect your ability to take in information?

9. Personal Experience Think back to when you learnt a complex task, driving, playing a sport or musical instrument: How did you learn the skills required? How did you perfect your skills? What strategies were required on your part and on the part of the teacher/instructor to facilitate the process?

10. Stages of (Motor) Learning Cognitive (verbal) Associative Autonomous (automatic)

11. Motor Learning 3 types of motor task: 1.Discrete—single actions with clear start and finish 2.Serial—multiple stages e.g. feeding, wheelchair transfer 3.Continuous e.g. walking, cycling

12. Motor Learning: Part Vs Whole- Practice Discrete tasks are taught as a whole Serial tasks can be partitioned and part-practised Continuous tasks are mainly taught as a whole but could possibly be part-practised

13. Feedback: Extrinsic  Comes from the physio/coach and may be: 1.Concurrent – during activity 2.Terminal – at end of activity  Tends to occur most when participant is a novice e.g. driving instructor talks++ early on

14. Feedback: Intrinsic Arises directly from performance either during or at end of task Sensory cue or set of cues: e.g. proprioceptive, kinaesthetic, tactile, visual or auditory

15. Exercise Instruction: Essentials Establish positive relationship with patient Establish agreed goals with the patient —enter a ‘partnership’ Identify patient’s attitude to exercise

16. Exercise Instruction: Practicalities Non-distracting environment Demonstrate exercise, in stages if appropriate, using clear instructions Ask patient to demonstrate and repeat with guidance/correction/feedback as appropriate Give written illustrated instructions in addition to verbal e.g. ‘physio-tools’ Ask patient to demonstrate exercises at next visit to ensure correct performance (Kisner & Colby 2002)

17. Group work task In groups of 3: Decide on an appropriate exercise(s) for an elderly gentleman to strengthen his quadriceps muscle Decide on the best way to teach the exercise What modifications could you use if he did not seem to understand your instructions? How will you keep your patient interested and motivated to continue with their exercise programme

18. Remember exercise progression.. Use the example of elderly gentleman Set a starting point for numbers and frequency of exercise How do you know if he’s ready to progress and how could you progress him?

19. Learning Outcomes You should now be able to Outline the elements of a positive and negative learning experience Describe how different methods of teaching are used at different stages of the learning process Demonstrate the use of these principles of learning when teaching a practical task Plan and progress an exercise programme