Chapter 14 Careers in Therapeutic Exercise

1. Chapter 14 Careers in Therapeutic Exercise C H A P T E R 14 Careers in Therapeutic Exercise Chad Starkey

2. Therapeutic Exercise Defined Systematic and scientific application of exercise and movement experiences to develop or restore muscular strength, endurance, or flexibility; neuromuscular coordination; cardiovascular efficiency; and other health and performance factors Programmed physical activity aimed at improving or restoring the quality of life Classified as being rehabilitative or habilitative

3. Therapeutic Exercise Professionals Goals:To help people restore lost function (rehabilitative) or acquire skills & functions considered normal or expected (habilitative) Focus:To help individuals who are experiencing physical dysfunction stemming from traumatic injury, congenital defects, or disease to regain the use of the affected body part or compensate for its disability

4. Types of Therapeutic Exercise Rehabilitative therapeutic exercise refers to processes and treatments that restoreskills or functions that were previously acquired but have been lost because of injury, disease, or behavioral traits. Habilitative therapeutic exercise refers to processes and treatments leading to the acquisition of skills and functions that are considered normal and expected for an individual of a certain age and status.

5. Rehabilitative Therapeutic Exercise Exercise therapy for the rehabilitation of Musculoskeletal injuries Athletic injuries Postsurgical trauma Older populations Psychological disorders (mind–body relationship) Cardiopulmonary system

6. Habilitative Therapeutic Exercise Exercise therapy for habilitation of Obese populations Children with developmental disorders General fitness Specialized performance (meet standards that exceed rather than merely meet those of the general population such as sport training, military boot camp, fire or police academy)

7. Therapeutic Exercise Settings Inpatient facilities Outpatient clinic settings Sport team settings Private practice

8. Overviews of Professions in Therapeutic Exercise Credentials for each profession vary, overlap, and also change regularly. Pay careful attention to the changing required standards for employment for education, licensure, and so on. A strong science base and an active clinical education component are critical to your preparation and success.

9. Athletic Trainer Responsible for the prevention, evaluation, management, treatment, & rehabilitation of athletic injuries Education and credentials Certification through the Commission on Accreditation of Athletic Training Education (CAATE); clinical experience required Employment opportunities High schools, colleges and universities, and professional sport teams, hospitals, sports medicine clinics, industrial rehabilitation clinics, and other allied medical environments

10. Clinical Exercise Physiologist Cardiac, pulmonary, and metabolic disease care Exercise testing and prescription Program administration Education and credentials Recommended undergraduate and graduate degree Specialized courses and certifications (ACSM) Exercise specialist (ES) Registered clinical exercise physiologist (RCEP) Required credentials vary by state Employment opportunities Growth in aging population resulting in growth of these types of positions (continued)

11. Occupational Therapist Helps injured or ill individuals reach their maximum level of independence by emphasizing the acquisition and retention of functional skills Education and credentials National Board for Certification in Occupational Therapy, Inc. State licensure OT: master’s degree (as of 2007) COTA (certified occupational therapy assistants) two-year degree program (continued)

12. Physical Therapy Specialty Certifications

13. Physical Therapist Provides rehabilitative care to a diverse patient population with a wide range of injuries, illnesses, and diseases Education and credentials Physical therapist (plans, directs, implements patient care) Accredited master’s degree program (doctorate of PT required by 2020) State licensure Physical therapist assistant Delivers care under direction of PT Accredited two-year program State licensure (continued)

14. Physical Therapist (continued) Employment settings Geriatric care Pediatric care Sport physical therapy Employment opportunities Increased survival rates of accident victims along with increased support from employers indicates growth in job opportunities.

15. Therapeutic Recreation Specialist Treats people with physical, cognitive, emotional, or behavioral disabilities to restore function & reduce or eliminate the effects of disability & develop independence. Recreation therapists utilize leisure activities to restore function. Education and credentials Bachelor's degree in therapeutic recreation Internship under a certified recreation specialist National certification exam: Certified therapeutic recreation specialists (CTRS) Employment opportunities Limited growth because of cuts in hospital settings (continued)

16. Strength and Conditioning Specialist Maximizes physical performance, reduces the frequency of injury, and decreases the possibility of cardiovascular disease by designing programs for the specific needs of the individual (sport and activity specific) Education and credentials Bachelor’s degree in kinesiology preferred, required for some certifications Certifications recommended (such as National Strength and Conditioning Association Certified Strength and Conditioning Specialist) Current CPR certification Employment opportunities

17. Careers in Therapeutic Exercise Fulfill a societal need Assist in attaining desired levels of fitness (habilitation) Assist in regaining lost function (rehabilitation) Cover a wide range of populations Newborns to geriatrics Athletes to unskilled performers

18. Chapter 15 Careers in Teaching Physical Education C H A P T E R 15 Careers in Teaching Physical Education Kim C. Graber and Thomas J. Templin

19. Why Study Pedagogyof Physical Activity? Pedagogy (sport pedagogy) of physical activity is the study of teaching physical activity. Effective instructors understand their subject and know how to convey it in a manner that will lead to success for all students at levels that meet their individual needs.

20. Importance of Pedagogical Knowledge A person with a background in pedagogy should be able to answer these questions: How will you get and keep the students’ attention? How much time should you spend talking, and how much time should students spend practicing? (continued)

21. Importance of Pedagogical Knowledge (continued) • Will your methods work? • How will you structure class to ensure that students have adequate time during class to improve their fitness levels? • How will you motivate students to engage in physical activity outside of the school setting and make appropriate nutritional selections?

22. What Do Physical Activity Pedagogues Do? Teach in public and private schools (PE; adapted physical education; curriculum specialist) Coach Recreation leaders Instructors at corporate fitness centers or community recreation centers Specialists or skill instructors Professors and/ or Researchers (continued) (continued)

23. Certification and Continuing Education • Degree from accredited teacher education program • Passing Praxis I and Praxis II tests as required by individual states • State license requirement • Continuing education requirements (vary by state) • Additional certifications (may be required for coaching and other specializations)

24. Key Pedagogical Principles Based on Research Begin to develop expertise by acquiring experience and new knowledge. Provide appropriate practice. Provide a high amount of academic learning time. Always be concerned about class management and discipline. Assess for student learning. (continued)

25. Key Pedagogical Principles Based on Research (continued) Provide clear, specific feedback. Develop knowledge about alternative curricular models. Ensure an equitable learning environment that addresses the individual needs of all learners. Consider how your expectations influence students. Be mindful of teacher–coach role conflict.

26. Teaching Expertise Requires ongoing education (Reading and attending professional conferences are critical). Teaching experience alone does not guarantee expertise (burnout and boredom are potential risks). Requires implementation of research-based best practices into instruction.

27. Appropriate Practice Experiences for Students For students to succeed at any skill, they must be exposed to appropriate practice. (The principle of quality and the principle of quantity are discussed in chapter 3.)

28. Active Learning Time Time on task, also called engaged time, is defined as the time students spend actually doing physical activity or sport. Students should spend at least 50% of the time appropriately engaged (performing correctly with frequent success); this is called academic or functional learning or learning time.

29. Effective Class Management and Discipline Class managementmeans proper organization is critical for teaching effectiveness and maximal student engagement and learning. Disciplinemeans teaching rules, enforcing them when they are broken, and rewarding exceptional behavior. (continued)

30. Effective Class Management and Discipline (continued) • Instructors can best assist students as they learn rules and routines by • having high expectations, • being firm but warm, • developing clear rules, and • describing how rules will be enforced.

31. Accountability Students learn accountability through clearly stated and consistently enforced expectations. Instructors demonstrate “with-it-ness” by knowing what’s happening in the learning environment and by displaying this awareness through oral or other communication with students. Educators who ignore off-task behavior encourage further manipulation by students. Additional students engaging in off-task behavior Increased numbers of competent bystanders (well-behaved students who consistently avoid participation without attracting notice)

32. Specific Feedback Common instructor mistakes when providing feedback: Feedback is often incorrect. Teachers sometimes focus on an aspect of performance that does not require feedback while neglecting an area that does require feedback. Teachers provide less feedback during game play. Feedback provided during game play can be valuable; it gives all students information about ways to improve. Teachers can increase the probability that instruction will be effective by providing appropriate learning activities; maximal active learning time; and correct, prompt, and specific feedback.

33. Alternative Curriculums The elective curriculum The fitness curriculum The sport education model The wilderness and adventure education curriculum The social development model The teaching games for understanding model Effective teachers are concerned with implementing curricular models that are interesting to students and produce the greatest opportunity for student learning.

34. Equity Issues and Student Needs Common forms of discrimination: Having a bias against students with less ability (such as using elimination games) Singling out obese and out-of-shape students in negative ways Allowing other students to ridicule or embarrass low-skilled or obese students Neglecting to adjust the teaching approach for students who carry personal problems into the learning environment

35. Teacher–Coach Role Conflict Role conflict is defined as two or more incompatible roles that are difficult to perform simultaneously. Role withdrawal or retreatism occurs when one role is selected over another and results in one role suffering. Both teaching and coaching are satisfying career choices, but people must be careful to fulfill the obligations of each role if they elect to engage in both simultaneously.

36. Teaching Settings & Workplace Conditions The instructor’s enjoyment is influenced by many factors, including the work environment (teaching setting). Workplace conditions have the potential to facilitate or constrain the physical activity instructor. Gymnasiums that are cheerful and well equipped also send a message to students about the importance of the subject matter.

37. NASPE Standards for Initial Physical Education Teachers • Standard 1: Scientific and Theoretical Knowledge • Standard 2: Skill-Based and Fitness-Based Competence • Standard 3: Planning and Implementation • Standard 4: Instructional Delivery and Management • Standard 5: Impact on Student Learning • Standard 6: Professionalism

38. Growing Support for Physical Education in Schools • Teachers now assume a major role in leading the school initiative to improve the health and fitness levels of students. • New public laws recognize the value of maintaining physical education and health in the school setting (for instance, Public Law 108-265, National School Lunch Act, requires a school-wide plan addressing physical activity and nutrition).

39. Successful Physical Education Teachers • Utilize innovative instructional strategies and novel curriculums • Integrate physical education with other subject matters • Utilize unique ways to promote learning progressions • Promote their programs (public relations) • Have supportive colleagues and administrators (continued)

40. Successful Physical Education Teachers: (continued) • Have adequate funding (grants, fundraisers, etc.) • Display exemplary classroom management strategies • Engage in professional development activities • Offer after-school programs for students & adults • Model athletic skill and fitness • Promote equitable learning settings

41. Advice for Future Teachers Never stop learning to teach (embrace belief that learning is a lifelong process). Join professional associations (start now with student membership). Remain current on research literature (put research-based best practices into action). Strive to be your best (become the next Teacher of the Year; local, state, national honors).

42. Make a Commitment to Sport Pedagogy Remain committed to student learning, effective teaching practices, ongoing development of subject matter expertise, professional involvement, and believing you can make a difference in the lives of children.