Kinesiology Foundations - Vocabulary Flashcards
Foundations of Kinesiology and Occupational Therapy (OT)
know this: kinesiology alone cannot predict outcomes and engagement in occupation. It studies the principles of mechanics and anatomy in relation to human movement, but outcomes depend on multiple factors beyond movement alone.
Definition of occupation:
Occupation is anything that makes up your time.
Examples from the lecture: current occupation of a student; the instructor’s occupation is teaching; after class, the occupation becomes being a mom.
Scope of kinesiology in OT:
Encompasses physical, social, psychological, biomechanical, motivational aspects, and each individual situation.
While it focuses on movement, it informs assessment and intervention across many domains (intro to therapy, therapy exercise, etc.).
Core disciplines feeding into kinesiology:
Anatomy: body components that produce movement (muscles, bones, joints).
Physiology: body systems and functions that influence movement.
Physics: force, motion, energy as they apply to movement.
Calculus: explains how change occurs and helps quantify movement.
Biomechanics: mechanical principles of human movement.
Movement assessment: quantitative vs qualitative
Quantitative: numerical information.
Examples: range of motion (ROM), manual muscle testing (MMT), video or computer analysis of movement.
Quantitative details include giving a number (e.g., ROM degrees, strength grade, repetitions).
Example phrases: "arm moved through 180^ ext{\circ}"; "he did 10 reps".
Qualitative: descriptive, observational data.
Examples: a patient saying they feel tired; noting how someone performs an exercise (e.g., looks tired, exercises cause shoulder soreness).
Descriptions of movement quality, patterns, and task performance without exact numbers.
Examples to connect concepts:
Gross ROM and gross MMT are often qualitative or coarse quantitative measures used early in assessment.
Qualitative descriptions can guide monitoring of progress when precise measurements aren’t required.
Certification and standards in OT:
NBCOT (National Board for Certification in Occupational Therapy): certifies OTs and OTAs.
AOTA (American Occupational Therapy Association): sets standards related to schooling and accreditation.
ACOTE (Accreditation Council for Occupational Therapy Education): accredits OT education programs.
NEBCOT/NBOT in the transcript refers to NBCOT; exam is required to become an OT or OTA.
Note: AOTA and ACOTE focus on education and professional standards; NBCOT focuses on certification.
Historical influence on OT and kinesiology:
Early 1900s: individuals with conditions were placed in asylums; occupation therapy began as activities to occupy and improve functioning.
World War I: soldiers returned with injuries; meaningful, purposeful activity aided recovery and functional restoration.
Emergence of biomechanics and a more medical lens; OT started to integrate with biomedical approaches.
Post-WWII: increased demand for OT; biomechanics became a foundational model within kinesiology and OT.
The field evolved from simple crafts to a systematized, medical-model-informed practice.
World Health Organization (WHO) and International Classification of Functioning (ICF): key concepts
ICF provides a holistic perspective: diagnosis does not equal decreased function.
ICF integrates medical and social models; focuses on functioning and health rather than just impairment.
Biopsychosocial model arises from combining impairment, activity, and participation with personal and environmental factors.
ICF components and levels (illustrative examples):
Impairment: body-part level (e.g., burns on the face).
Activity limitation: individual level (e.g., reduced ability to perform tasks like brushing hair).
Participation restriction: societal level (e.g., limited public participation due to appearance and stigma).
Example notes:
A lower-extremity amputation might involve body impairment with potential activity limitations depending on prosthetics or wheelchairs; participation depends on accessibility and environment.
Anxiety or traumatic brain injury (TBI) may present with cognitive or functional limitations that affect participation; severity influences functional impact.
ICF levels and terminology (relevant to OT practice):
Impairment (body structures/functions)
Activity limitation (individual execution of tasks)
Participation restriction (involvement in life situations, often influenced by society and environment)
Occupational Therapy Practice Framework (OTPF) – core ideas from the lecture
Two main sections described: Domain and knowledge/expertise areas (as part of the framework discussed in intro).
Domain terminology to know:
ADL (Activities of Daily Living): tasks for self-care (e.g., bathing, dressing, brushing teeth).
IADL (Instrumental Activities of Daily Living): more complex, support daily life at home or in the community (e.g., studying, managing finances, transportation).
Health management, participation in residency, education, work, play, leisure, social participation.
Context factors include environment and personal factors.
Environments and personal factors influence functioning and outcomes; conditions are interrelated.
Environment and personal factors in OT:
Environment: physical, social, and attitudinal aspects surrounding the client; cultural, temporal, and virtual dimensions also matter.
Personal factors: unique to the person (psychological, gender, age, coping style, etc.).
Examples to illustrate cultural considerations:
A pediatric Hispanic family example where cultural norms (grandmother taking care of the child) impact therapy participation and goals; the need to engage extended family to support therapy.
Performance patterns, performance skills, and their roles in OT
Performance patterns: habitual ways of doing things, routines, roles, and rituals that influence how tasks are performed.
Example: an elderly farmer accustomed to outdoor work may resist changes to routines or new tasks that aren’t meaningful to him.
Performance skills: observed ability to perform actions; includes motor skills, process skills, and social interaction.
Interrelated conditions: all factors are interconnected; motivation and personal significance affect engagement and outcomes.
Practical implications: if a task isn’t meaningful to the client, engagement and effort will likely be low; therapy should align with meaningful roles and routines.
Motivation, control, and life context in OT
Internal vs external factors influence engagement:
Internal: personal beliefs, motivation, interest, perceived control over environment.
External: environmental supports, family dynamics, societal expectations.
The client’s sense of control over their environment is ongoing and can fluctuate (dynamic throughout therapy and life).
Practical implications and caveats for OT practice and learning
perfect-world vs real-world distinctions: exam scenarios (NBCOT, ICF-based questions) may present ideal conditions; real-world practice often involves imperfect environments and barriers.
It’s essential to assess not just the impairment but how environment, personal factors, and meaningful goals influence engagement and outcomes.
Quick reference to key concepts to memorize
Occupation: what you do in life; a broad term used across OT frameworks.
ADL: self-care activities.
IADL: complex, life-sustaining activities beyond basic self-care.
ROM and MMT: quantitative measures of movement and strength.
Qualitative vs quantitative data: descriptive vs numerical.
ICF: International Classification of Functioning; integrates medical and social models; focuses on functioning.
Biopsychosocial model: combination of biological, psychological, and social factors.
Domain (OTPFramework): areas of knowledge and expertise in OT practice.
Context: environment and personal factors shaping performance.
Performance patterns and performance skills: habitual ways and actual abilities in task performance.
Cultural and family dynamics: important in planning interventions and ensuring engagement.
Summary connection to exam readiness
Be prepared to distinguish quantitative vs qualitative movement data, and to explain how ROM, MMT, and observation contribute to assessment.
Understand the historical context of OT and kinesiology as it informs current practice, including the shift toward holistic, biopsychosocial models.
Be able to apply ICF concepts (impairment, activity limitation, participation restriction) to clinical examples, and articulate how environmental and personal factors modulate functioning.
Recognize ADL vs IADL definitions and examples, and explain how context and performance patterns influence therapy planning.
Appreciate the client-centered approach: motivation, meaning, culture, and family dynamics shape goals and outcomes.
Example scenario tie-in (hypothetical):
A patient with lower limb amputation prepares to return to community ambulation.
Impairment: limb loss; activity limitation: reduced walking distance without prosthesis; participation restriction: difficulty participating in community activities due to accessibility and stigma.
OT considerations: evaluate ROM and strength of remaining limb; assess prosthetic fit, mobility skills, and energy expenditure; explore meaningful daily activities and roles (work, family care); address environmental barriers (home and community accessibility); engage personal factors (motivation, coping strategies) to maximize engagement and function.
Final emphasis: the goal of kinesiology within OT is to understand movement to support meaningful engagement in occupation, while always considering the whole person, their environment, and their goals.