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 for the student to be able to use physical activity (PA) and physical exercise as therapeutic tools both for the treatment and for the prevention of the different pathologies of the population. The main objectives are aimed at allowing the student to know how to assess and treat the patient from a global perspective, in line with their needs, and bring this assessment and treatment closer to the patient's personal motivations to achieve the 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

• RA1. Identifies and recognizes the benefits of healthy practice and the adaptations that this practice causes in the body in the different types of population. It 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. It designs physical activity programs taking into account the particularities and variations of physical condition in different populations, which ethically analyze situations of inequality and propose compensation measures. (E5, E7, E8, E9, E11)
• LO3. Able to select, administer and interpret specific health-related quality of life measurement instruments. (E5, E7, E8, E9, E11)
• LO4. Shows sensitivity for fair 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)

Skills

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. Prescription of physical activity
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 that foresees two different evaluation periods:

• Ordinary period, which takes place in an integrated way in the training process and during the teaching period.
• Complementary assessment period, in which the student can be assessed again for the tasks, activities or tests that he has not passed 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 subject's assessment methodology is based on a continuous assessment system that takes into account the following blocks or sections:

A) Elaboration 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 are not recoverable . However, people who have submitted all the exercises but have this part suspended, can 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 attendance, in which participation, interest and motivation are assessed in the practical classes, in which attendance is mandatory (minimum of 80% of scheduled sessions). (10% of the final grade, non-refundable)

C) Follow-up of the work carried out: this is done through the delivery of the dossier in which the four practical sessions are explained. (20% of the final grade, non-refundable)

D) Specific assessment tests: the assessment of this block is done through a theoretical examination. If it is not passed with a grade equal to or higher than 5, it can be recovered in the corresponding complementary assessment period. (30% of the final grade)

The final mark of the subject is obtained from the average of the different marks for each of the activities. To pass the subject satisfactorily, a grade of 5 or higher must be obtained.

Complementary evaluation period

The student who does not pass some of the activities considered recoverable can recover them during this period. In this second period, the evaluation cannot account for more than 50% of the final mark of 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 the supplementary assessment. The subject is passed if a grade equal to or higher than 5 is obtained.

important

Plagiarism or copying someone else's work is penalized at all universities and, according to the Regulations on the rights and duties of students of the University of Vic, constitute serious offences. This is why during the course of this subject any indication of plagiarism or misappropriation of texts or ideas from other people (whether authors, the Internet or classmates) will automatically result in a failure.

To cite texts and materials appropriately, 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 content of each topic is presented.
• Practical sessions in small groups 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.