Physical Activity and Health I

Other teachers

• Pau Farrés Godayol
• Meritxell Parareda Ventura

Sustainable Development Goals (SDG)

• 3. Good health and well-being
• 5. Gender equality

Objectives

This subject aims to enable students to use physical activity (PA) and physical exercise as therapeutic tools for both the treatment and prevention of different pathologies in the population. The main objectives are aimed at allowing students to know how to assess and treat patients from a global perspective, in line with their needs, and to bring this assessment and treatment closer to the patient's personal motivations to achieve maximum continuity of treatments that use therapeutic physical exercise as another resource to take into account and to apply these treatments in the different areas of physiotherapy.

Learning outcomes

• LO1. Identifies and recognizes the benefits of healthy practice and the adaptations that this practice causes in the body in different types of population. Also analyzes one's own personal and professional capacities related to the use of physical activity to improve health. (E5, E7, E8, E9, E11)
• LO2. Designs physical activity programs taking into account the particularities and variations of physical condition in different populations, ethically analyzing situations of inequality and proposing compensation measures. (E5, E7, E8, E9, E11)
• LO3. Is able to select, administer and interpret specific instruments for measuring the quality of life related to health. (E5, E7, E8, E9, E11)
• LO4. Shows sensitivity for equitable and equal professional practice between men and women. (T8)
• LO5. It applies strategies for the promotion of gender equality and equity between people in the professional field. (T8)

Competencies

General skills

• Demonstrate commitment to the profession and its values​​, seeking sustained improvements in practice and excellence in the care of individuals, families and the community.

Specific skills

• Act professionally in accordance with the values inherent to the profession, as stated in the ethical code of physiotherapy, respecting the legal framework and with a critical approach.
• Collect, analyze and critically interpret relevant information on the user/patient and their context, within a biopsychosocial approach, to evaluate and make a clinical assessment of functional impairment, activity or participation.
• Communicate with patients/users, with significant others in their context or family, and with other professionals and managers. Use a register and channel of communication that is suited to their needs and characteristics, and the communicative context.
• Critically assess and reflect on the physiotherapy intervention plan and make adjustments as necessary based on dialogue with users/patients and on their context.
• Design, implement and evaluate risk prevention and health promotion actions that have an impact on factors determining health (lifestyle, social and community networks, work environment, etc.), on the basis of development, maintenance and improvement in activity and movement, within a biopsychosocial framework.
• Manage, organize and optimize physiotherapy work processes and care services in accordance with administrative and legal regulations and incorporating inclusive and participatory organizational models.
• Understand and act in accordance with the interactive behavior of the person in terms of gender, group or community, within their social and multicultural context, respecting the opinions, beliefs and values ​​of people, their privacy and confidentiality, and professional secrecy, and taking the life cycle into account.

Basic skills

• Students can communicate information, ideas, problems and solutions to both specialists and non-specialists.

Core skills

• Bring to bear values of entrepreneurship and innovation in one's academic and professional careers.
• Develop strategies for promoting gender equality and equity for all.
• Exercise active citizenship and individual responsibility with a commitment to democratic values and sustainable development.
• Reflect critically on knowledge of all kinds, with a commitment to professional rigor and quality.

Content

1. General concepts of physical activity (PA) and health
2. Physical activity prescription
3. Promotion of physical activity
4. Chronic diseases and physical activity
5. Physical activity in specific populations

Evaluation

According to the Academic Regulations for undergraduate studies at UVic-UCC, there is only one official call for applications that provides for two different evaluation periods:

• Ordinary period, which takes place as part of the training process and during the school period.
• Complementary evaluation period, in which the student can be evaluated again for the tasks, activities or tests that he or she did not pass satisfactorily within the framework of the first period.

Ordinary period

The subject's assessment structure is adapted to the pedagogical approach, so that the conventional examination of knowledge is combined with a comprehensive assessment of the acquisition of the skills and attitudes worked on in a practical way in the sessions and expected as learning outcomes.

Therefore, the evaluation methodology of the subject is based on a system ofcontinuous evaluation which takes into account the following blocks or sections:

A) Preparation of assignments, projects, presentations of exercises, readings and individual work activities (40% of the final grade):

• 1st task: The dimensions of physical activity (10% of the final mark)
• 2nd task: Reading an article and drawing up a summary/report (15% of the final mark)
• 3rd task: Reading an article and drawing up a summary/report (15% of the final mark)

These 3 tasks they are not recoverableHowever, people who have submitted all the exercises but have this part failed may choose to submit an extra assignment (10% of the final grade) that replaces the assignment with the lowest grade.

B) Observation of participation: the evaluation of the process is carried out through the assistance, in which the participation, interest and motivation in the practical classes are valued, in which the assistance is mandatory (minimum of 80% of scheduled sessions). (10% of the final grade, non-refundable)

C) Monitoring of the work carried out: it is done by handing in the dossier in which the four practical sessions are explained. (20% of the final grade, non-refundable)

D) Specific evaluation tests: This block is assessed through a theoretical exam. If it is not passed with a grade equal to or greater than 5, it can be retaken in the corresponding complementary assessment period. (30% of the final grade)

The final grade for the subject is obtained from the average of the different grades for each of the activities. To pass the subject satisfactorily, a grade equal to or greater than 5 must be obtained.

Complementary evaluation period

Students who do not pass some of the activities considered retakeable may make them up during this period. In this second period, the evaluation cannot account for more than 50% of the final grade for the subject.

The final grade for this period is calculated by taking the weighted average of the grades obtained in each of the parts, using the last grade obtained in the ordinary and complementary evaluation. The subject is passed if a grade equal to or greater than 5 is obtained.

Important

Plagiarism or copying someone else's work is penalized in all universities and, according to the UVic-UCC coexistence rules, constitute serious or very serious faults. Therefore, during the course of this subject, plagiarism or the improper appropriation of texts or ideas from other people (see What is considered plagiarism?) and the improper or undeclared use of artificial intelligence in an activity automatically result in suspension or other disciplinary measures.

To cite texts and materials appropriately, you must consult the academic citation guidelines and guidelines available on the UVic Library website.

Methodology

The methodology for developing the subject is as follows:

• Sessions with the class group in which the theoretical contents of each topic are presented.
• Practical sessions in a small group in which the student acquires the skills and abilities necessary to carry out the various treatments and approaches to the different pathologies.
• Independent work sessions in small groups in which the student learns to work independently in a group or individually, and to solve problems, contribute ideas and relate different concepts. Articles are read and information is sought to design training for different pathologies.

Bibliography

Key references

• Carolyn, K., Lynn, A. C. (2005). Ejercicio terapéutico. Paidotribo.
• Jiménez Gutiérrez, A. (2003). Fuerza y salud: La aptitud músculo-esquelética, el entrenamiento de la fuerza y la salud. Ergo.
• Larry Kenney, W. (1999). Manual ACSM para la valoración y prescripción del ejercicio. Paidotribo.
• Organización Mundial de la Salud (OMS) (2010). Recomendaciones mundiales sobre actividad física para la salud. Organización Mundial de la Salud.

Further reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.