Assessment and Measurement of Health Related Fitness and Physiotherapy for Supporting Health and Functional Ability of Clients at Different Ages (5 cr)

Evaluation scale

H-5

Content scheduling

Implementation Plan (changes possible)
- Detailed information can be found on Itslearning

Weeks 5-6 In-person teaching (1 x 2h, 1 x 4h)
- Course orientation (MANDATORY ATTENDANCE, Formation of small groups)
- Physiotherapeutic examination & health fitness assessment
- Muscle strength examination
- Practice of health fitness tests (muscle strength)

Independent study
- Basics of strength training - learning path
- Starting group work on assessing and training muscle strength

Week 7 In-person teaching (2 x 2h)
- Examination of general endurance
- Practice of health fitness tests (general endurance)

Independent study
- Basics of endurance training - learning path
- Continuing group work on assessing and training muscle strength

Weeks 8-9 Independent study
- Theory of testing - learning path
- Recovery - learning path
- Mobility training - learning path
- Continuing group work on assessing and training muscle strength

Weeks 10-11 In-person teaching (3 x 2h, 1 x 4h)
- Examination of motor control (balance and coordination)
- Practice of health fitness tests (balance and coordination)
- Analysis of research results
- Goals and planning

Independent study
- Balance and coordination - learning path
- Continuing group work on assessing and training muscle strength

Weeks 12-13 In-person teaching (1 x 2h, 2 x 4h)
- Applied exercises, case work
- Practice and review of health fitness tests
- Indirect bicycle ergometer test (demo)

Independent study
- Practicing and reviewing health fitness tests (preparing for the exam)
- Continuing group work on assessing and training muscle strength
- Starting group work on health fitness assessment

Weeks 14-15 In-person teaching (1 x 8h (approx. 30 min per student))
- Practical exam (health fitness tests)
- Retakes of the practical exam

Independent study
- Continuing group work on assessing and training muscle strength
- Continuing group work on health fitness assessment

Weeks 16-18 Independent study
- Previous course content
- Continuing group work on assessing and training muscle strength
- Finalizing and submitting group work on health fitness assessment

Week 19 In-person teaching (1 x 3h)
- Theory exam

Independent study
- Previous course content
- Continuing group work on assessing and training muscle strength

Weeks 21-23 In-person teaching (1 x 2h, 1 x 4h)
- Summary of personal training experiences (MANDATORY ATTENDANCE)
- Summary of health fitness assessment and training
- Retakes of the theory exam

Independent study
- Finalizing and submitting group work on assessing and training muscle strength

Objective

The student is able to
• explain the means of physiotherapeutic examination and the factors affecting their reliable use,
• explain the phenomena of muscle strength, aerobic condition, flexibility and elasticity,
• name factors affecting on muscle strength, aerobic condition, flexibility and elasticity,
• examine muscle strength, aerobic condition and elasticity reliably from the health point of view as well as draw up conclusions and form goals based on examination,
• apply the principles of exercising muscle strength, aerobic condition and elasticity for promoting well-being and health taking into account clients’ resources,
• indentify the significance of client’s recovery as a part of exercising health related condition.

Content

Examination and documentation in physiotherapy: observation, interviewing, palpation and measurement, principles of reliable measurement and testing, factors affecting realibility

Muscle strength and its subareas, the principles of measuring and exercising muscle strength, RM, the principles of measuring and exercising muscle elasticity, the principles of measuring and exercising aerobic condition.

Materials

Voi vielä tarkentua

Tarnanen, S., & Holopainen, R. (2022). Harjoittelu ja tule-terveys (1. painos.). VK-Kustannus. (Koko teos soveltuu sellaisenaan materiaaliksi, alla muutamia tärkeimpiä kappaleita)
Kpl 4 (koko kappale) Suoritus- ja toimintakykyä parantavan harjoittelun perusteet
Kpl 5 (koko kappale) Harjoittelun erityiskysymyksiä

Kisner C.,Colby L. A. & Borstad J. 2023. Therapeutic Exercise - Foundations and techniques. 8. Painos.
Chapter 1 (Therapeutic exercise, foundational concepts)
Chapter 3 (Range of motion): s. 65-67
Chapter 4 (Stretching): s. 86-116, (PNF nice to know -asiaa)
Chapter 6 (Resistance exercise): s. 171-212, 230-246
Chapter 7 (Aerobic exercise): s. 253-269
Chapter 8 (Balance): s. 271-297
Chapter 23 (Functional training) nice to know -asiaa
Chapter 24: (The Older Adult: Physical Activity and Exercise s. 973-100

Kauranen, K. (2022) Kuormitusfysiologia. Liikuntatieteellinen seura. 2. uud. painos.
1.3 Fyysisen kuormituksen fysiologiset vaikutukset elimistöön s. 24–26, (nice to know s. 27–30)
1.4 Fyysisen harjoittelun yleiset periaatteet s. 31–39
1.5 Kuormitusfysiologiset mittaus- ja tutkimusmenetelmät s. 40–53,
verenpaineen mittausmenetelmät s. 56–60,
Maksimaalisen hapenkulutuksen mittaaminen ja arviointi s. 72–79,
Hermolihasjärjestelmän suorituskyvyn mittausmenetelmät s. 94–99
Lihaksen voimantuottaminen s. 228–232 (3. Hermolihasjärjestelmän toiminta kuormituksessa -osio käydään muutoin pitkälti Anatomia 2:ssa)
7. Optimaalinen kuormitus elinkaaren eri vaiheissa s. 426–475
8.6 Pitkäkestoinen inaktiivisuus s. 537–549
9. Palautuminen s. 550–559
10. Ylikuormittuminen s. 576–589

Keskinen K., Häkkinen K. & Kallinen M. 2018. Fyysisen kunnon mittaaminen - Käsi- ja oppikirja kuntotestaajille.
Luku 3.2.4 Epäsuorat testit, s. 118–130
Luku 3.3. Hermolihasjärjestelmä, s. 168–182 ja 189–196

Kauranen, K., Müller, E., Saastamoinen, N., & Sinivuori, E. (2021). Fysioterapeutin käsikirja (4., uudistettu painos.). Sanoma Pro Oy.
Kpl 10 Terapeuttinen harjoittelu (soveltuvin osin)

Muu Itslearningissa ilmoitettu materiaali

Teaching methods

Self-directed learning (the student plans and schedules the course to fit their daily life and resources), blended learning (combining in-person, remote, and online teaching with independent student work), group work (developing collaboration and teamwork skills and learning from others' perspectives), simulation-based teaching (practicing clinical skills in pairs or small groups by simulating client situations), evidence-based teaching (the content focuses on evidence-based knowledge, and students must actively seek and analyze research information in their work).

In-person teaching combines theory with the practice of clinical skills, making attendance crucial for learning. It is important to come to in-person sessions prepared according to the pre-instructions, and online studies should be completed according to the planned schedule.

Exam schedules

All course materials are included in the exam material.

There are two exams in the course:
- Theory exam on May 5, 2025, graded numerically 0-5 (retakes on May 26, 2025, and June 3, 2025)
- One practical exam (health fitness tests) on April 1, 2025, graded pass-fail (retakes on April 7, 2025, and April 8, 2025)

Each exam can be taken up to three times (the main exam and two retakes). All exam attempts must be completed during the course.

Additionally, the independent study learning paths include tests that are graded pass-fail.

Pedagogic approaches and sustainable development

Constructive learning (discussion and social interaction in in-person teaching, independent study exercises, reflection on one's own learning), communal learning (group work and knowledge sharing), experiential learning (practical training of clinical skills), problem-based learning (case work and clinical reasoning exercises), reflective learning (reflection on one's own skills and professional development).

Considering the environmental perspective in teaching is mainly done by minimizing the use of disposable materials in teaching and favoring electronic study materials.

Completion alternatives

A student can demonstrate previously acquired skills by successfully completing the course assignments and exams.

Student workload

Opintojakson laajuus, 5 op (5x27h), vastaa 135 h opiskelijan työtä.

Läsnäopetus (ml. tentit)
40 h läsnäopetusta
14 h tentit ja tentteihin valmistautuinen
54 h = 2 op yhteensä

Ryhmä- ja yksilötehtävät
1,0 op Lihasvoiman arvioiminen ja harjoittaminen -ryhmätyö
0,5 op Terveyskuntoraportti -ryhmätyö

Itsenäisesti suoritettavat oppimispolut
0,50 op voimaharjoittelun perusteet
0,25 op kestävyysharjoittelun perusteet
0,50 op liikkuvuusharjoittelun perusteet
0,25 op palautuminen
1,5 op yhteensä

135 h yhteensä

Evaluation methods and criteria

Course assessment is based on the following assignments:

Group work on assessing and training muscle strength 40%
Group work on health fitness assessment 30%
Theory exam 30%
Practical exam pass-fail
Learning paths pass-fail
Other course assignments pass-fail
Detailed assessment criteria for the assignments are provided with the assignment instructions.

All course assignments must be submitted to Itslearning according to the instructions. Students or student groups have the opportunity to receive feedback on written assignments once, after which they can revise the assignment before final submission if desired. A failed assignment can be revised or retaken up to two times.

Late submissions will count as one retake attempt.

Failed (0)

PROFESSIONAL KNOWLEDGE AND INFORMATION RETRIEVAL
The student does not follow the course instructions.
The student has not familiarized themselves with the material available on the learning platform and/or the assignment instructions, nor do they act accordingly.
The student does not justify their actions using the knowledge base of their profession (relative to their stage of study).

PROFESSIONAL SKILLS AND DEVELOPMENT
The student does not recognize or clearly demonstrate the theoretical foundations of physiotherapy:
Understanding and foundations are not demonstrated in assignments at all.
The student’s actions are inconsistent and confusing relative to their stage of study.
The student is unable to reflect on their learning or actions.
The student does not accept feedback and/or does not change their actions based on feedback.
The student endangers patient safety and/or the safety of the work and study environment.
The student cannot choose and use appropriate interaction methods for client or learning situations.

RESPONSIBLE, PROFESSIONAL, AND ETHICAL CONDUCT
The student does not recognize and/or follow the ethical principles, laws, regulations, and agreed guidelines governing the work of a physiotherapist.
Course assignments are not completed, all parts of the assignment instructions are not answered, or they are returned with very incomplete information.
The student’s actions and interactions are not respectful, reliable, and/or honest, and they do not take responsibility for their actions.
The student does not provide an explanation for absences and does not show that they have taken care of their learning during absences.
The student’s actions are unprofessional relative to their stage of study.

Assessment criteria, satisfactory (1-2)

PROFESSIONAL KNOWLEDGE AND INFORMATION RETRIEVAL
The student uses key physiotherapy professional terms in a limited scope and/or quantity.
The student uses given information sources randomly.
The student’s evidence-based information retrieval is inadequate, and they cannot critically evaluate the information they find.
The student’s knowledge base is fragmented, and the relationships between concepts remain unclear.
Written assignments are composed in complete sentences and in good Finnish.
Reflection in written work is superficial, and synthesis of information is not achieved.

PROFESSIONAL SKILLS AND DEVELOPMENT
The student can work under supervision in physiotherapy situations practiced during the course and knows the related factors.
The student can describe the phenomena discussed in the course at a general level and knows the factors affecting them.
The student is capable of self-reflection, but it is superficial and/or unrealistic.
The student works safely in work and study environments.
The use of physiotherapeutic methods and making conclusions/clinical reasoning require guidance and confirmation.
The student is capable of receiving feedback and strives to change their actions based on it.
The student can function in various guidance and interaction situations.

RESPONSIBLE, PROFESSIONAL, AND ETHICAL CONDUCT
The student recognizes and acts according to the ethical principles, laws, regulations, and agreed guidelines governing the work of a physiotherapist.
The student can function as a member of a group, but their actions are not self-directed.
The student can take responsibility for agreed tasks but often submits them late.
The student knows the basic principles of dialogue, but their actions do not always reflect this.
The student’s actions and interactions are respectful, reliable, and honest.
The student recognizes the prerequisites and consequences of their actions.

Assessment criteria, good (3-4)

PROFESSIONAL KNOWLEDGE AND INFORMATION RETRIEVAL
The criteria for grades 1–2 are met. Additionally:
The student’s knowledge base is understood as a whole.
The student can search for evidence-based information from various sources and recognize the difference between everyday knowledge and researched information.
The student can use key information sources systematically.
Written assignments are clearly structured.
The student can use key physiotherapy professional terms systematically.
Written work includes personal reflection and attempts at synthesis.

PROFESSIONAL SKILLS AND DEVELOPMENT
The criteria for grades 1–2 are met. Additionally:
The student can work independently in learning situations according to given instructions.
The student can explain the factors related to the course content and describe the key contents of physiotherapy.
The student works systematically, safely, and reliably in work and study environments.
The student is partially capable of making conclusions/clinical reasoning independently.
The student accepts feedback and changes their actions based on it.

RESPONSIBLE, PROFESSIONAL, AND ETHICAL CONDUCT
The criteria for grades 1–2 are met. Additionally:
The student works purposefully in a group and adheres to agreed schedules.
The student can organize their own activities.
The student can suggest actions and, if necessary, seek approval for their actions.
The student considers dialogue and strives to act equally in interaction situations.
The student can critically evaluate their own actions and skills, recognizing their strengths and areas for development.?

Assessment criteria, excellent (5)

PROFESSIONAL KNOWLEDGE AND INFORMATION RETRIEVAL
The criteria for grades 3–4 are met. Additionally:
The student uses professional terminology expertly.
The student can search for and use evidence-based information expertly and independently.
The student can use key information sources as well as other strong evidence-based sources they find themselves.
Written work shows application, synthesis, and independent reflection of information.

PROFESSIONAL SKILLS AND DEVELOPMENT
The criteria for grades 3–4 are met. Additionally:
The student can work independently in learning situations.
The student understands the methods of physiotherapy and the factors related to their reliable use.
The student can describe the phenomena discussed in the course broadly and understands the factors affecting them deeply.
The student works independently, systematically, safely, and reliably in work and study environments.
The student is capable of making conclusions/clinical reasoning mostly independently.
The student can apply theoretical knowledge in practical situations.
The student reflects on their actions and can engage in discussions about the feedback received.

RESPONSIBLE, PROFESSIONAL, AND ETHICAL CONDUCT
The criteria for grades 3–4 are met. Additionally:
The student takes responsibility for sharing what they have learned and for working in a group.
The student can organize group activities and, if necessary, lead their own and the group’s activities.
The student commits to the group and promotes the group’s goals through their actions.
The student can engage in dialogue and acts equally in interaction situations.

Further information

All communication related to the course will take place through Itslearning. No emails.

Attendance in in-person teaching is generally required on-site, as the classes involve a lot of practical skills training. Information about the possibility of remote participation will be provided separately.

Absences due to illness or other compelling reasons should be reported to the course instructor in advance, if possible. It is the student's responsibility to ensure they learn the material missed during the absence. Competence must be demonstrated to the course instructor in a separately agreed manner.

For in-person teaching, you will generally need clothing suitable for physical activity.