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Exercise TherapyWorkbook and Study Guide

Exercise Therapy Workbook and Study Guide (First Edition)

Study Guide for: ISSA’s Specialist in Exercise Therapy program

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Copyright © 2014 International Sports Sciences Association. All rights reserved. No part of this work may be reproduced or trans-mitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system, except as may be expressly permitted by 1976 Copyright Act or in writing by the Publisher.

All correspondence and inquiries should be directed to: International Sports Sciences Association 1015 Mark Avenue • Carpinteria, CA 93013 1-800-892-4772 / (805) 745-8111 • (805) 745-8119 faxISSAonline.edu

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SET COURSE REVIEWAbout this Study Guide

ABOUT the Workbook and Study Guide The Exercsie Therapy Workbook and Study Guide serves as a resource companion to Exercise Therapy. The Workbook and Study Guide has been designed to help you better understand the content of the main text and to introduce you to practical applications of exercise therapy.

Students employ different strategies to learn course materials and to prepare for the Specialist in Exercise Therapy (SET) certification exam. The most commonly used strategy employs reading and underlining text material; another includes outlining or writing key concepts. This workbook encour-ages each of these methods.

Experience has shown that individuals who faithfully use the Workbook and Study Guide achieve greater understanding of the course materials than those who do not use a workbook. The ISSA recommends that you actively use the Workbook and Study Guide to prepare for the SET certification exam.

Chapter 1: Therapeutic Exercise

C H A P T E R R E V I E W

5

What negative connotations do the words “handicapped”and “crippled” imply?

Honestly contemplate your attitude towards different types of disabilities, i.e., how would you like to work with:

a. The blind?

b. Older adults?

c. Non-communicative, post-stroke students?

d. Disabled children?

C H A P T E R R E V I E WChapter 1: Therapeutic Exercise

Chapter 2: Understanding the Disabled


7

C H A P T E R R E V I E WChapter 2: Understanding the Disabled

How do Exercise Therapy programs differ from typical fitness programs?

List 6 benefits of increased physical activity

1. 2.

3. 4.

5. 6.

What are ADLs?

What key points should a sound exercise therapy program address?

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.

List 2 terms currently used in reference to persons with physical disabilities.

8

The role of exercise intervention for chronic conditions is____________________________________

______________________________________________________________________________________.

If you become permanently physically disabled, would any changes occur in your career choices, hobbies, friends, and method of learning in school? Answer the same question but substitute mental, learning, visual, and auditory disabilities for physical disabilities.

How can sports help to change stigmatization, stereotyping, and prejudice towards persons with disabilities?

Differentiate between the terms “disability” and “handicap.” Provide an example to illustrate the differ-ence.

Chapter 2: Understanding the Disabled


9

Develop 2 intervention techniques to improve your peer group’s attitude toward persons with disabilities.

C H A P T E R R E V I E WChapter 2: Understanding the Disabled

Chapter 3: Exercise as Therapy


11

List 6 areas positively influenced by physical activity.

1. 2.

3. 4.

5. 6.

What is the role of the Specialist in Exercise Therapy?

List 5 signs that should lead you to refer to a medical professional.

1. 2.

3. 4.

5. 6.

List 6 effects of a sedentary lifestyle.

1. 2.

3. 4.

5. 6.

C H A P T E R R E V I E WChapter 3: Exercise as Therapy

Chapter 4: Functional Fitness


13

What is the major reason people come to rehabilitation?

What is the first and immediate reason for rehabilitation?

By what percentage does muscular strength decrease with in 72 hours?

Within 6 weeks?

Define functional exercise.

List the keys to proper functional exercise.

C H A P T E R R E V I E WChapter 4: Functional Fitness

Chapter 5: Fundamentals of Exercise Therapy


15

Define congenital disability.

Define acquired disability.

List the physiological, psychological, and social benefits of an exercise therapy program.

Physiological

Psychological

Social

From what does disuse syndrome result?

What basic information should you gather for each client?

C H A P T E R R E V I E WChapter 5: Fundamentals of Exercise Therapy

16

List 5 factors to keep in mind when designing an exercise therapy program.

1. 2.

3. 4.

5.

Describe proper body mechanics for the following:

Lifting

Reaching

Pushing/Pulling

Try picking up an object from the floor. In what position is your back? How can you improve your pos-ture? Why is this important?

Chapter 5: Fundamentals of Exercise Therapy


17

Are you yourself predominantly a visual, auditory, or kinesthetic learner? On what do you base your answer? Give some specific examples of how you learn best.

Describe 2 methods to instructing clients with each of the following learning styles.

Visual

Auditory

Kinesthetic

List 5 elements important to developing a professional working relationship with clients.

1. 2.

3. 4.

5.

Describe how to attend to visually impaired students.

C H A P T E R R E V I E WChapter 5: Fundamentals of Exercise Therapy

Chapter 6: Muscles and Movement


19


Fill in the appropriate anatomical term next to its definition.

TERM DEFINITION TERM DEFINITIONBackward tilt of the pelvis Rotation of the scapula

counter-clockwise

Flexion of the foot (ankle joint) upward

Raising the medial border of the foot

Forward tilt of the pelvic girdle (present in lordosis)

Pointing or extending the foot (ankle joint) down-ward

Movement away from midline of body

Movement of the wrist and hand towards the radius

Movement beyond the position of normal exten-sion

Movement of the wrist and hand toward the ulna

Movement circumscribing a conical area (e.g., hip and shoulder), involving flexion, abduction, exten-sion, and adduction in sequence

Movement resulting in the increase of joint angle (i.e., straightening at a joint). Return from flex-ion to anatomical position

Movement of a bone around its long axis

Forward movement of a part (e.g., shoulder girdle)

Movement toward the midline of the body in the frontal plane

Raising the lateral border of the foot

Foot: Inversion com-bined with adduction of the forefoot. Forearm: Rotating wrist or hand laterally from elbow, as if drinking soup

Foot: Eversion com-bined with abduction of the forefoot. Forearm: Rotating wrist and hand towards the radius

Resulting in a decrease of a joint angle (i.e., bend-ing at a joint)

Flexing the trunk or the neck to the left or the right in the frontal plane

Rotation of a bone in a clockwise direction away from midline

Downward movement of a part (e.g., shoulder and pelvic girdles)

Rotation of a bone in counter-clockwise direc-tion toward the midline

Backward movement of a part (e.g., shoulder girdle)

Chapter 6: Muscles and Movement

20

C H A P T E R R E V I E WChapter 6: Muscles and Movement

What roles do muscles play? List and define.

1.

2.

3.

4.

5.

6.

7.

Differentiate between the 3 different types of muscle contractions.

21

Muscles and Movement

1

7

8

611

162

9

12 4

14

153

17

10

5

13

12

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

Identify the major muscle groups.

C H A P T E R R E V I E WChapter 6: Muscles and Movement

Chapter 7: Contraindicated Exercises


23

Explain the benefits to risk ratio.

What exercises have you done in the past that would now be considered contraindicated?

Which is easier: abdominal curls with feet held or without feet held?

Why should the knees and hips be flexed for any exercise performed in the supine position?

List exercise “don’ts.”

C H A P T E R R E V I E WChapter 7: Contraindicated Exercises

Chapter 8: Overview of Chronic Conditions


25

Describe functional fitness.

List 8 common health problems seen among older adults.

In order to be a successful exercise instructor, what do you need to teach your clients to do?

Why is communication between a client’s physician, physical therapist, and Specialist in Exercise Therapy important?

How can you benefit from keeping communication with your client’s physician open?

C H A P T E R R E V I E WChapter 8: Overview of Chronic Conditions

Chapter 9: Cardiorespiratory Conditions


27

C H A P T E R R E V I E WChapter 9: Cardiorespiratory Conditions

What is the difference between essential hypertension and secondary hypertension.

List 4 contraindications for high blood pressure.

1.

2.

3.

4.

List 3 precautions to keep in mind while designing an exercise program for those with hypertension.

1.

2.

3.

List 3 in-class activities suggested for hypotension.

1.

2.

3.

28

List 9 outside-class activities for those with hypotension.

1. 2.

3. 4.

5. 6.

7. 8.

9.

A sensible and prudent exercise program for a person who has already suffered a cardiac event may include:

What are some of the effects of exercise as it relates to heart disease?

While working with a client who has a history of heart disease, the trainer must watch for these signs:



29

Define COPD.

What are some common conditions that fall under the heading of COPD?

What are 5 goals of breathing exercises?

1. 2.

3. 4.

5.

Define and describe pursed-lip breathing.

What are the benefits of pursed-lip breathing?

Describe the procedure for diaphragm breathing.


30

What are the benefits of diaphragm breathing exercises for those with COPD?

Define asthma.

List 3 symptoms of asthma.

1.

2.

3.

What are the emergency procedures for an asthma attack?

What information should you have in your client’s file if he or she suffers from asthma?



31

What are the physical characteristics of persons with asthma?


Chapter 10: Metabolic Conditions


33

Discuss the difference between Type I and Type II diabetes.

List 4 general cautions for those with diabetes.

1. 2.

3. 4.

List 10 exercise guidelines for diabetics.

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.

Clinical obesity is defined as above what percentage for females and males?

females: males:

People who are obese have an increased incidence of what illnesses?

List contraindications for obese clients.

C H A P T E R R E V I E WChapter 10: Metabolic Conditions

Chapter 11: Neurological Conditions


35

C H A P T E R R E V I E WChapter 11: Neurological Conditions

Define ABI (Acquired Brain Injury).

What are the 3 main areas of the brain?

Name the 4 lobes of the cortex and discuss what role each lobe plays.

Discuss what physiological effects a stroke may have on an individual.

List 3 teaching tips for those with left brain damage and right hemiplegia.

1. 2.

3.

List 3 teaching tips for those with left brain damage and right hemiplegia.

1. 2.

3.

36



Name 4 exercises for the neurologically impaired and the movements associated with each.

1. 2.

3. 4.

Define epilepsy.

Define etiology.

List the different types of epilepsy.

1. 2.

3. 4.

What should a trainer do in the event of a grand mal seizure?

Define Peripheral Vascular Disease.

37

Define spinal cord injury.

List the different types of spinal cord injuries.

1. 2.

List 5 medical complications associated with spinal cord injuries.

1. 2. 3.

4. 5.

Discuss etiological factors of learning disabilities.

List 3 symptoms of visual perception deficiencies.

1.

2.

3.

List 3 symptoms of auditory perception deficiencies.

1.

2.

3.


38



Define Multiple Sclerosis (MS).

List 2 benefits of exercise for those with MS.

1.

2.

What should be included in an exercise program for those with MS?

Define Parkinson’s Disease.

List the primary characteristics of those with Parkinson’s Disease.

1.

2.

3.

4.

39

Discuss the indicated exercise program for those with Parkinson’s Disease.


Chapter 12: Orthopedic Conditions


41

Define osteoarthritis and discuss the benefits of exercise for those with osteoarthritis.

Define rheumatoid arthritis (RA) and discuss the benefits of exercise for those with RA.

Define gout and discuss the benefits of exercise for those with gout.

Discuss the difference between rheumatoid arthritis and osteoarthritis.

How often and when should those with arthritis exercise?

C H A P T E R R E V I E WChapter 12: Orthopedic Conditions

42

List contraindications for those with arthritis.

1. 2.

3. 4.

Define Fibromyalgia Syndrome (FMS) and discuss what is included in an indicated exercise program.

What activities should be avoided for those with neck problems?

List 3 recommendations for those with neck problems.

1.

2.

3.

Guide a partner through the 5-Step program to better posture and less back pain. Comment on the experience.



43


List 5 common sense ways to reduce back pain.

1.

2.

3.

4.

5.

List and discuss 3 causes of rotator cuff injuries.

1.

2.

3.

List and describe 3 corrective exercises.

1.

2.

3.

List 5 causes of hip problems.

1. 2.

3. 4.

5.

44



What exercise program would you recommend for a person with knee problems?

What exercise program would you recommend for a person with ankle problems?

List the leading causes of osteoporosis.

1.

2.

3.

4.

What should a client with osteoporosis discuss with his or her physician?

45

What would you recommend to a client who you suspect may have osteoporosis?

Define amputation and list the possible causes.

Define phantom limb syndrome.

What is the difference between hemimelia and amelia?

List 3 indicated exercises for those with amputated limbs.

1.

2.

3.


Chapter 13: Sensory Impairments


47

Identify the characteristics of those with hearing impairments.

Define sensorineural loss.

List teaching strategies that are effective for those with hearing disorders.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

C H A P T E R R E V I E WChapter 13: Sensory Impairments

48

List 5 possible causes (etiology) of visual impairment.

1.

2.

3.

4.

5.

Describe the characteristics of those with visual impairments.

Describe the techniques for guiding clients with visual impairments.

Chapter 13: Sensory Impairments


49

Why is it important to involve a visually impaired client’s ophthalmologist in exercise program design?

How can a visually impaired client engage in cardiovascular exercise?

How can visually impaired clients get information on competitive sports?

C H A P T E R R E V I E WChapter 13: Sensory Impairments

Chapter 14: Other Health Conditions


51

Describe the 3 stages of HIV/AIDS.

Stage I

Stage II

Stage III

List the contraindications to exercise for clients with HIV/AIDS.

List the contraindications to exercise for clients with cancer.

C H A P T E R R E V I E WChapter 14: Other Health Conditions

52

Describe exercise indications for clients with cancer.

List the contraindications to exercise for pregnant clients.

Chapter 14: Other Health Conditions


53

Why should a pregnant client avoid sit-ups after the 1st trimester?

C H A P T E R R E V I E WChapter 14: Other Health Conditions

Chapter 15: Programming for Ambulation


55

List the general guidelines for performing transfers.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Describe the abilities needed to perform standing and sitting transfers.

With a partner, practice: (a) a transfer from a wheelchair to standing in parallel bars, and (b) a person sitting transfer. Comment on the experience.

C H A P T E R R E V I E WChapter 15: Programming for Ambulation

56

Obtain a vendor catalog of ambulatory aids and determine what abilities each device was intended for. Give 2 examples.

List 5 ambulation exercises.

1. 2.

3. 4.

5.

Identify and define the 2 phases of the step cycle.

List 10 of the components of normal gait.

1. 2.

3. 4.

5. 6.

7. 8.

9. 10.

Chapter 15: Programming for Ambulation


57

Using a partner, follow the procedures for clinical observation of gait. Note any deviations from a normal pattern.

Describe the spastic, steppage, and circumducted gait patterns.

Describe the role of the Specialist in Exercise Therapy in regards to gait training.

C H A P T E R R E V I E WChapter 15: Programming for Ambulation

Chapter 16: Programming for Aquatics


59

Which types of disabilities benefit most from the gentle water environment found in an adaptive aquatics program?

List the physiological, psychological, and social benefits of an adaptive aquatics program.

Visit an aquatics program for adults with disabilities (such as the Arthoswim program). Note the types of disabilities, ages of participants, equipment, music (if any), teaching style and methods, and exercises performed. What conclusions can you draw about this type of program?

How does resistance play a role in water exercise?

Define the zipper stretch test.

Define the jog across pool test.

C H A P T E R R E V I E WChapter 16: Programming for Aquatics

Chapter 17: Programming for Balance and Perceptual-Motor Skills


61

Using a partner, perform the progression of static and dynamic balance exercises described in this chapter. Comment on the experience.

Design and describe an exercise program for static balance.

Devise a perceptual-motor game and explain its purpose.

C H A P T E R R E V I E WChapter 17: Programming for Balance and Perceptual-Motor Skills

Chapter 18: Programming for Cardiovascular Fitness


63

Use Karvonen’s Formula to compute your target heart rate.

Explain why persons with high thoracic and cervical spinal cord lesions cannot use Karvonen’s Formula for determining target heart rate.

Prescribe a training program for yourself, based on your test results.

C H A P T E R R E V I E WChapter 18: Programming for Cardiovascular Fitness

Chapter 19: Programming for Flexibility and Range of Motion


65

Outline the optimal conditions for eliciting a stretch.

What do you think are the advantages of active stretching over passive techniques? (Hint: Consider differ-ences in neuromuscular reflex activity, use of voluntary muscle contractions, practicality, and liability.)

Using a partner, assess active ROM at all major muscle groups. Note any differences between the right and left joints. If any significant bilateral differences are present, question your partner about injuries, habits, or posture that may have contributed to the difference.

List contraindications for performing stretching.

1. 2.

3. 4.

5.

Describe the techniques used for active stretching, passive stretching, and PNF hold-relax.

C H A P T E R R E V I E WChapter 19: Programming for Flexibility and Range of Motion

Chapter 20: Programming for Muscular Strength and Endurance


67

C H A P T E R R E V I E WChapter 20: Programming for Muscular Strength and Endurance

Differentiate between muscular strength and endurance.

Discuss the advantages and disadvantages of the resistive forms of strength techniques.

Describe the protocol for progressive resistive exercise.

68

Chapter 20: Programming for Muscular Strength and Endurance


Outline the phases of a weight training program.

Devise a complete strength-training program for yourself that includes all major muscle groups. Indicate the order of exercises in your workout.

69

Devise a complete upper-body strength-training program for a person using a wheelchair (complete spinal cord injury at thoracic nerve root 10—see Chapter 11). Indicate the order of exercises in the workout, as well as which muscle groups are involved with each exercise.

C H A P T E R R E V I E WChapter 20: Programming for Muscular Strength and Endurance

Chapter 21: Programming for Posture


71

C H A P T E R R E V I E WChapter 21: Programming for Posture

Define posture.

Define plumb line, and describe how to set one up.

What should you note while checking posture from an anterior view?

1.

2.

3.

4.

5.

What should you note while checking posture from a lateral view?

1.

2.

3.

4.

5.

6.

72

Practice a spinal screening on a partner. Comment on the experience.

Describe the movement and purpose of 5 posture exercises.

Chapter 21: Programming for Posture


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