2What should you be able What do you deliver? Max When is it sufficient?
to do? score
A motoscopic
The student performs a 10 p The motoscopic assessment
assessment of the motor
pediatric behavior of a healthy or The movement description is explicit,
physiotherapeutic mildly problematic infant objective, structured and evokes a concrete,
treatment for a child aged 0-1 years actual (visual) movement representation
between 0-12 years with
(minor) problems in gross ELS
or fine motor skills, in
such a way that the child
A motoscopic 15 p The motoscopic assessment
has more motor solutions assessment of one gross
at his disposal to The movement description is explicit,
motor skill in an older
participate in his objective, structured and evokes a concrete,
child (over 1 year old)
actual (visual) movement representation
playgroup of choice. with mild motor problems
AD (algemene observatie)
A motoscopic and 20 p The motoscopic assessment
process diagnostic
The movement description is explicit,
evaluation of the gait
objective, structured and evokes a concrete,
patterns in a CP child
actual (visual) movement representation
The proces diagnostic assessment
ELS
The possible causal factors that
cause the deviation of the gait
pattern are explained.
An analysis of the actual 20 p The skill analyses
gross motor skill in a Makes clear with relevant theoretical
specific task situation arguments/motivation what the nature and
complexity (level of difficulty) is of the given
(problematic) gross motor skill in the given task
situation
In more than one task situation, the student can
clarify a sequence in complexity/difficulty
Starting from the actual 10 p The building-up of exercises:
motor level: a building-up Makes a concrete structure of exercises in
of exercises in small small steps of one gross motor skill in
steps from simple to increasing complexity of the task situation,
(more) complex starting from the actual motor level.
embedded in structured Describes exercises which are appropriate
play. for a specific therapeutic (sub) goal at skill
level or participation level.
Support the chosen exercise structure with
one or more of the following theories: motor
learning and/or motor control and/or
developmental kinesiology and/or physics.
5p Structured play
The teaching techniques are offered
in a game-like situation, in which are
applied:
gamification techniques and/or
game factor techniques.
Teaching techniques, 10 p Teaching Techniques
which effectively Makes clear how the chosen teaching
enhance motor learning technique(s) contribute to a high(er) storage
in the child. strength and lowy(er) retrieval strength in the
LTM (Long Term Memory
Implices vs. Explicit knowledge
10 p
Substantiates why the chosen teaching
technique(s) provide more implicit or more
explicit knowledge building in the LTM
Final exam – minor paediatric physiotherapie
,Een motoscopische beoordeling van het motorische gedrag van een
gezond of licht problematisch kind van 0-1 jaar
Leer dit rijtje!
1. 1e Driehoek: persoon, taak, omgeving
2. Is het kindje alert en in contact
3. Reflexen: beschrijf ook hoe je de reflex moet zien, wat zie je bij dat baby’tje bijvoorbeeld niet wat wel
zou moeten
4. Adductie en flexie bij geboorte (0-3m) is dit niet zo dan geef je dat aan. Daarna ga je naar abductie
flexie (3-4m), daarna abductie en extensie
5. AIMS welke motor milestones zie je?
6. Beschrijf de kwaliteit van de beweging: veel verschillende bewegingen gecombineerd complexe
beweging. Is het gevarieerd en vloeiend?
7. Musle-tone en musle force Is er genoeg van? Dit kun je observeren, als het kindje het hoofd op kan
tillen tegen de zwaartekracht is de kracht goed, de tonus zijn er constant stijve benen, etc.
8. Fijne motoriek ontwikkeling als er al sprake van is natuurlijk. Na 4 maanden gaat het kindje
proberen te grijpen (grasp). Wat voor greep gebruikt het kindje dan? Krassen en de middenlijn.
9. Is er balans en stabiliteit? Posturale controle, CPG.
10. Is er een normale ontwikkeling, of abnormaal? Het is belangrijk dat je ziet wat er gebeurt.
Reflexen
,
to do? score
A motoscopic
The student performs a 10 p The motoscopic assessment
assessment of the motor
pediatric behavior of a healthy or The movement description is explicit,
physiotherapeutic mildly problematic infant objective, structured and evokes a concrete,
treatment for a child aged 0-1 years actual (visual) movement representation
between 0-12 years with
(minor) problems in gross ELS
or fine motor skills, in
such a way that the child
A motoscopic 15 p The motoscopic assessment
has more motor solutions assessment of one gross
at his disposal to The movement description is explicit,
motor skill in an older
participate in his objective, structured and evokes a concrete,
child (over 1 year old)
actual (visual) movement representation
playgroup of choice. with mild motor problems
AD (algemene observatie)
A motoscopic and 20 p The motoscopic assessment
process diagnostic
The movement description is explicit,
evaluation of the gait
objective, structured and evokes a concrete,
patterns in a CP child
actual (visual) movement representation
The proces diagnostic assessment
ELS
The possible causal factors that
cause the deviation of the gait
pattern are explained.
An analysis of the actual 20 p The skill analyses
gross motor skill in a Makes clear with relevant theoretical
specific task situation arguments/motivation what the nature and
complexity (level of difficulty) is of the given
(problematic) gross motor skill in the given task
situation
In more than one task situation, the student can
clarify a sequence in complexity/difficulty
Starting from the actual 10 p The building-up of exercises:
motor level: a building-up Makes a concrete structure of exercises in
of exercises in small small steps of one gross motor skill in
steps from simple to increasing complexity of the task situation,
(more) complex starting from the actual motor level.
embedded in structured Describes exercises which are appropriate
play. for a specific therapeutic (sub) goal at skill
level or participation level.
Support the chosen exercise structure with
one or more of the following theories: motor
learning and/or motor control and/or
developmental kinesiology and/or physics.
5p Structured play
The teaching techniques are offered
in a game-like situation, in which are
applied:
gamification techniques and/or
game factor techniques.
Teaching techniques, 10 p Teaching Techniques
which effectively Makes clear how the chosen teaching
enhance motor learning technique(s) contribute to a high(er) storage
in the child. strength and lowy(er) retrieval strength in the
LTM (Long Term Memory
Implices vs. Explicit knowledge
10 p
Substantiates why the chosen teaching
technique(s) provide more implicit or more
explicit knowledge building in the LTM
Final exam – minor paediatric physiotherapie
,Een motoscopische beoordeling van het motorische gedrag van een
gezond of licht problematisch kind van 0-1 jaar
Leer dit rijtje!
1. 1e Driehoek: persoon, taak, omgeving
2. Is het kindje alert en in contact
3. Reflexen: beschrijf ook hoe je de reflex moet zien, wat zie je bij dat baby’tje bijvoorbeeld niet wat wel
zou moeten
4. Adductie en flexie bij geboorte (0-3m) is dit niet zo dan geef je dat aan. Daarna ga je naar abductie
flexie (3-4m), daarna abductie en extensie
5. AIMS welke motor milestones zie je?
6. Beschrijf de kwaliteit van de beweging: veel verschillende bewegingen gecombineerd complexe
beweging. Is het gevarieerd en vloeiend?
7. Musle-tone en musle force Is er genoeg van? Dit kun je observeren, als het kindje het hoofd op kan
tillen tegen de zwaartekracht is de kracht goed, de tonus zijn er constant stijve benen, etc.
8. Fijne motoriek ontwikkeling als er al sprake van is natuurlijk. Na 4 maanden gaat het kindje
proberen te grijpen (grasp). Wat voor greep gebruikt het kindje dan? Krassen en de middenlijn.
9. Is er balans en stabiliteit? Posturale controle, CPG.
10. Is er een normale ontwikkeling, of abnormaal? Het is belangrijk dat je ziet wat er gebeurt.
Reflexen
,
