Fallproof!

Course Goals:      

This course is intended to instruct the student through self-paced study on the FallProof! balance and mobility program and to educate the students  on such topics as: center-of-gravity control training, multisensory training, postural strategy training, strength, endurance and flexibility training for the balance impaired patient.

Student Objectives:               

At the end of this course the student will be able to:

1.  Identify important terminology used in the study of balance and mobility

2.  Identify the multiple systems that contribute to postural stability

3.  Identify the major age-related changes in balance and mobility

4.  Identify the intrinsic and extrinsic risk factors contributing to falls among older adults

5.  Identify the signs and symptoms associated with common medical conditions evident among older adults

6.  Understand and be able to modify balance and mobility activities that are contraindicated or likely to exacerbate symptoms associated with a medical condition

7.  Identify categories of medications that produce side effects likely to adversely affect balance and mobility

8.  Identify areas in and around the home that are contributing to heightened fall risk

9.  Better understand which intrinsic risk factors can be eliminated or reduced through targeted exercise programming

10. Identify several tests used to evaluate balance and mobility in older adults

11.  Screen and evaluate the multiple dimensions of balance and mobility

12.  Interpret test results and be able to identify underlying impairments

13.  Identify how center-of-gravity control influences balance

14.  Develop a set of exercise progressions designed to improve center-of-gravity control in seated, standing, and moving task situations

15.  Manipulate the difficulty of a balance activity by altering the task demands or environmental constraints, or both

16.  Manipulate the task demands or the environment, or both, to ensure safety

17.  Identify how each of the three sensory systems (i.e., visual, somatosensory, vestibular) contribute to postural control in different sensory environments

18.  Identify how the type of sensory system impairment will affect exercise selection and progression

19.  Develop a set of exercise progressions designed to improve the use of each of the three sensory systems to control balance

20.  Structure a safe practice environment

21.  Understand how the task demands and environmental context influence the type of postural strategy used to maintain or restore balance

22.  Manipulate the challenge of a balance activity by altering the task demands or environmental constraints, or both

23.  Develop a set of exercise progressions designed to improve the voluntary and involuntary use of the ankle, hip, and step strategies

24.  Manipulate the task or environmental demands, or both, to ensure a safe practice environment

25.  Identify the important phases of the gait cycle and the neural mechanisms that control gait

26.  Identify the changes in the gait cycle that are due to age or pathology

27.  Identify the characteristics of gait in persons with various medical conditions

28.  Develop a set of progressive gait activities designed to help older adults develop a more flexible and efficient gait pattern

29.  Understand the contribution of muscle strength to the multiple dimensions of balance and mobility

30.  Develop a set of exercise progressions designed to improve upper and lower body muscle strength

31.  Incorporate strength exercises into a balance environment

32.  Understand the contribution of joint and muscle flexibility to the multiple dimensions of balance and mobility 

33.  Identify the age-associated changes in joint and muscle flexibility

34.  Develop a set of exercise progressions designed to improve upper and lower body joint and muscle flexibility

35.  Incorporate flexibility exercises into a balance environment

36.  Identify and apply basic motor learning principles for optimal participant learning and retention

37.  Understand when and how to apply basic motor learning principles based on each participant’s stage of learning

38.  Design tasks and practice environments that progress participants from a more conscious to less conscious control of balance

39.  Understand what type of feedback to present at each stage of learning an dhow often is should be presented for optimal learning and transfer

40.  Effectively plan and implement group-based lessons

41.  Effectively manage participants in group-based programs to ensure optimal activity levels and safety

42.  Communicate effectively with participants