Feldenkrais Movement Lessons Improve Older Adults' Awareness, Comfort, and Function.
ABSTRACT: This prospective controlled intervention study assessed Feldenkrais Moving Forward movement lessons for older adults. Participants (N = 87 returning from original sample of 124; median age = 76 years) were assigned to movement (n = 51) or waitlist control (n = 36) groups. The movement groups took twelve 60-min lessons across either 6 or 12 weeks, to compare lesson density. Pretests and posttests included Base of Support, Timed Up and Go, Tandem Stance, Functional Reach, modified OPTIMAL, and questions about individual priorities and outcomes. Results included significant correlations between lessons attended and both improved Functional Reach and improved OPTIMAL score. A significantly higher proportion of the movement (vs. control) group reported positive changes at the posttest in both prioritized and newly identified activities. These results show that Feldenkrais lessons are helpful to older adults for promoting balance, mobility, and confidence.
Project description:BACKGROUND: Feldenkrais Method® teachers help students improve function and quality of life through verbally and manually guided lessons. The reasons people seek Feldenkrais® lessons are poorly understood. Similarly, little is known about practice characteristics and patterns. To address these knowledge gaps, we conducted an extensive survey of United States Guild Certified Feldenkrais Teachers®. METHODS: We invited all Feldenkrais Teachers to participate in this survey delivered in web-based or print formats. We obtained overall and question-specific response rates, descriptive statistics, chi-square tests of response bias, and performed qualitative thematic review of comments. RESULTS: Overall response rate was 30.5% (392/1287). Ninety percent of responders had college degrees in diverse fields; 12.5% had credentials outside health care, 36.9% held conventional health care licenses, and 23.1% had complementary and alternative medicine credentials. Mean age was 55.7 years; most teachers were women (83%). California (n = 100) and New York (n = 34) had the most teachers. Forty-five percent of teachers earned ≤ 20% of their gross income from their practices, while 26% earned > 80%. Most saw < 10 students/week for individual lessons and < 10 students/week for group lessons. Students were mostly women (71.1%) and 45-64 years old. The primary reason students sought Feldenkrais lessons was pain. A quarter of students self-referred, a fifth were referred by conventional health care providers, and two-thirds paid for services directly. Themes from comments included: beliefs that Feldenkrais training had important personal and professional benefits for teachers; recognition of the challenges of operating small businesses and succinctly describing the Feldenkrais Method; the variety of practice approaches; and a deep commitment to the Feldenkrais Method. CONCLUSIONS: Most Feldenkrais Teachers were well educated, often held additional credentials, were located in the West, were women, were older than 50 years, and had part-time practices. Most students were women, were adults, came from various referral sources, and paid directly for services. Teachers and students utilized the Feldenkrais Method in diverse settings and applications. These findings may foster practice development by Feldenkrais Teachers, improve communication between health care consumers and providers and assist decision-making, and stimulate more research concerning the Feldenkrais Method.
Project description:UNLABELLED:Objective. To investigate the effects of Feldenkrais Method classes on gait, balance, function, and pain in people with osteoarthritis. Design. Prospective study with pre-/postmeasures. Setting. Community. Participants. Convenience sample of 15 community-dwelling adults with osteoarthritis (mean age 67 years) attending Feldenkrais Method classes. Intervention. Series of Feldenkrais Method classes, two classes/week for 30 weeks. MAIN OUTCOME MEASURES:Western Ontario and McMaster Universities osteoarthritis scale, Human Activity Profile, stair climbing test, 6-minute walk test, timed up-and-go test, Four Square Step Test (4SST), gait analysis, and assessment of quality of life (AQoL). Results. Participants improved on the 4SST and on some gait parameters. They also reported a greater ease of movement. Conclusions. A 30-week series of Feldenkrais classes held twice per week was feasible in the community setting. The lessons led to improvements in performance of the four square step test and changes in gait.
Project description:The objective of this study was to investigate the effects of Feldenkrais Method balance classes on balance and mobility in older adults. This was a prospective non-randomized controlled study with pre/post measures. The setting for this study was the general community. A convenience sample of 26 community-dwelling older adults (median age 75 years) attending Feldenkrais Method balance classes formed the Intervention group. Thirty-seven volunteers were recruited for the Control group (median age 76.5 years). A series of Feldenkrais Method balance classes (the 33312Getting Grounded Gracefully33313 series), two classes per week for 10 weeks, were conducted. Main outcome measures were Activities-Specific Balance Confidence (ABC) questionnaire, Four Square Step Test (FSST), self-selected gait speed (using GAITRite instrumented gait mat). At re-testing, the Intervention group showed significant improvement on all of the measures (ABC, P = .016, FSST, P = .001, gait speed, P < .001). The Control group improved significantly on one measure (FSST, P < .001). Compared to the Control group, the Intervention group made a significant improvement in their ABC score (P = .005), gait speed (P = .017) and FSST time (P = .022). These findings suggest that Feldenkrais Method balance classes may improve mobility and balance in older adults.
Project description:Many careers require individuals to work together as a team. However, group work or teamwork is often met with resistance in an academic setting, and students can struggle to learn the skills associated with collaboration. I present a lesson that has the overarching goal of helping students practice and learn to make healthy lifestyle choices in the context of experiential learning. Additional learning objectives are to help students understand the physiological processes related to heart disease, practice effective prevention of this medical ailment, and encourage teamwork. Students received a risk score calculated from a randomized combination of hypothetical lifestyle characteristics that affect heart disease risk. Students then spent time outside of class gaining points against their assigned risk score by engaging in specific healthy lifestyle choices outlined on their score sheet. In unannounced pretests and posttests, students showed significant learning gains related to the physiological mechanisms and preventative agents of heart disease. Practicing proper diet, physical activity, and teamwork during adolescence and early adulthood contributes to the integration of these essential healthy habits throughout adulthood. Many students reported that collaboration among the group was a key component in overcoming the challenges associated with completing heart disease prevention actions on their score sheets. The lesson promotes creativity and the building of a support network to lower their risk scores, and it provides them with the opportunity to synthesize information and evaluate their performance in the activity.
Project description:We use functional magnetic resonance imaging to investigate short-term neural effects of a brief sensorimotor intervention adapted from the Feldenkrais method, a movement-based learning method. Twenty-one participants (10 men, 19-30 years) took part in the study. Participants were in a supine position in the scanner with extended legs while an experienced Feldenkrais practitioner used a planar board to touch and apply minimal force to different parts of the sole and toes of their left foot under two experimental conditions. In the local condition, the practitioner explored movement within foot and ankle. In the global condition, the practitioner focused on the connection and support from the foot to the rest of the body. Before (baseline) and after each intervention (post-local, post-global), we measured brain activity during intermittent pushing/releasing with the left leg and during resting state. Independent localizer tasks were used to identify regions of interest (ROI). Brain activity during left-foot pushing did not significantly differ between conditions in sensorimotor areas. Resting state activity (regional homogeneity, ReHo) increased from baseline to post-local in medial right motor cortex, and from baseline to post-global in the left supplementary/cingulate motor area. Contrasting post-global to post-local showed higher ReHo in right lateral motor cortex. ROI analyses showed significant increases in ReHo in pushing-related areas from baseline to both post-local and post-global, and this increase tended to be more pronounced post-local. The results of this exploratory study show that a short, non-intrusive sensorimotor intervention can have short-term effects on spontaneous cortical activity in functionally related brain regions. Increased resting state activity in higher-order motor areas supports the hypothesis that the global intervention engages action-related neural processes.
Project description:Background :The Accreditation Council for Graduate Medical Education Clinical Learning Environment Review recommends that quality improvement/patient safety (QI/PS) experts, program faculty, and trainees collectively develop QI/PS education. Objective :Faculty, hospital leaders, and resident and fellow champions at the University of Chicago designed an interdepartmental curriculum to train postgraduate year 1 (PGY-1) residents on core QI/PS principles, measuring outcomes of knowledge, attitudes, and event reporting. Methods :The curriculum consisted of 3 sessions: PS, quality assessment, and QI. Faculty and resident and fellow leaders taught foundational knowledge, and hospital leaders discussed institutional priorities. PGY-1 residents attended during protected conference times, and they completed in-class activities. Knowledge and attitudes were assessed using pretests and posttests; graduating residents (PGY-3-PGY-8) were controls. Event reporting was compared to a concurrent control group of nonparticipating PGY-1 residents. Results :From 2015 to 2017, 140 interns in internal medicine (49%), pediatrics (33%), and surgery (13%) enrolled, with 112 (80%) participating and completing pretests and posttests. Overall, knowledge scores improved (44% versus 57%, P < .001), and 72% of residents demonstrated increased knowledge. Confidence comprehending quality dashboards increased (13% versus 49%, P < .001). PGY-1 posttest responses were similar to those of 252 graduate controls for accessibility of hospital leaders, filing event reports, and quality dashboards. PGY-1 residents in the QI/PS curriculum reported more patient safety events than PGY-1 residents not exposed to the curriculum (0.39 events per trainee versus 0.10, P < .001). Conclusions :An interdepartmental curriculum was acceptable to residents and feasible across 3 specialties, and it was associated with increased event reporting by participating PGY-1 residents.
Project description:Teachers wishing to offer lessons in nature may hold back for fear of leaving students keyed up and unable to concentrate in subsequent, indoor lessons. This study tested the hypothesis that lessons in nature have positive-not negative-aftereffects on subsequent classroom engagement. Using carefully matched pairs of lessons (one in a relatively natural outdoor setting and one indoors), we observed subsequent classroom engagement during an indoor instructional period, replicating these comparisons over 10 different topics and weeks in the school year, in each of two third grade classrooms. Pairs were roughly balanced in how often the outdoor lesson preceded or followed the classroom lesson. Classroom engagement was significantly better after lessons in nature than after their matched counterparts for four of the five measures developed for this study: teacher ratings; third-party tallies of "redirects" (the number of times the teacher stopped instruction to direct student attention back onto the task at hand); independent, photo-based ratings made blind to condition; and a composite index each showed a nature advantage; student ratings did not. This nature advantage held across different teachers and held equally over the initial and final 5 weeks of lessons. And the magnitude of the advantage was large. In 48 out of 100 paired comparisons, the nature lesson was a full standard deviation better than its classroom counterpart; in 20 of the 48, the nature lesson was over two standard deviations better. The rate of "redirects" was cut almost in half after a lesson in nature, allowing teachers to teach for longer periods uninterrupted. Because the pairs of lessons were matched on teacher, class (students and classroom), topic, teaching style, week of the semester, and time of day, the advantage of the nature-based lessons could not be attributed to any of these factors. It appears that, far from leaving students too keyed up to concentrate afterward, lessons in nature may actually leave students more able to engage in the next lesson, even as students are also learning the material at hand. Such "refueling in flight" argues for including more lessons in nature in formal education.
Project description:Introduction:New radiology and other residents must quickly assimilate a vast amount of anatomic and pathologic information when learning to interpret noncontrast head computed tomography (CT). No interactive, computer-based module using a search-pattern approach to provide new residents with the groundwork for interpretation of noncontrast head CT previously existed. Methods:We developed such a learning module using PowerPoint. First-year radiology residents completed the module prior to their neuroradiology rotation, and neurology residents completed it during orientation. Residents took 20-question pre- and posttests to assess knowledge and a postmodule survey. Each resident was randomized to one of two pretests and took the opposite as the posttest. Scores were collected over 5 years for radiology residents and 4 years for neurology residents. Statistical analysis of scores was performed using t tests. Results:Forty-seven first-year radiology residents and 31 neurology residents completed the module and the pre- and posttests. Scores for all residents either stayed the same or increased, regardless of the order of the versions of the pre- or posttests; the mean score increase was 4 (p < .0001) out of 20. Radiology residents had higher mean scores than neurology residents on the pre- and posttests, which were statistically significant (p < .04 and .0004, respectively). Feedback on the survey was overwhelmingly positive. Discussion:This computerized learning module is effective for teaching basic interpretation skills to new radiology and neurology residents. The module allows for asynchronous, programmed learning and the use of a step-by-step search-pattern approach.
Project description:Background and Objective:Several reviews have summarised studies on secondary school students' moderate-to-vigorous physical activity (MVPA) in physical education (PE), but no systematic review with semiquantitative assessment has been conducted to specifically identify the correlates of their MVPA. This review aims to systematically summarise the existing literature, which investigated correlates of MVPA of secondary school students during their PE lessons. Methods:A systematic search using ERIC, SPORTDiscus, PubMed, PsycINFO, Academic Search Premier, and Web of Science was conducted to identify the correlates of the MVPA of secondary school students in PE. Studies were eligible if they were English published articles and examined the association with MVPA during secondary school PE lessons and cross-sectional and prospective longitudinal quantitative studies. Two reviewers independently examined the articles, assessed their methodological quality, and performed data extraction. The correlates of MVPA were synthesised and further assessed semiquantitatively. Results:Fifty-five studies were identified to correlate with secondary school students' MVPA in PE lessons. Further analysis only included 43 studies (78.2%) that were of medium and high quality by methodological quality assessment. Out of 54 variables identified from these medium and high-quality studies, 11 were consistently associated with the MVPA. Sex (boys), ethnicity (White), class gender (boys-only), PE activities (team games), lesson location (outdoors), expectancy beliefs, subjective task values, and enjoyment were consistently and positively associated with MVPA. Other variables, namely, class gender (girls-only), PE activities (movement activities), and lesson context (knowledge), were consistently and negatively related to MVPA. Conclusions:Interventions focusing on the consistent variables are needed to build active lesson time in PE. This review also provides insights for future research.
Project description:BACKGROUND:The purpose of this study was to examine the association of physical education (PE) class characteristics, such as lesson context, teacher's physical activity (PA) promotion behavior, and lesson location, with student engagement in moderate- and vigorous-intensity physical activity (MVPA) during PE lessons in elementary school (ES), middle school (MS), and high school (HS). METHODS:The study sample included 2106 PE classes from 40 schools located in low-income communities. The System for Observing Fitness Instruction Time (SOFIT) was used to assess lesson context, teacher's behavior, and student PA during PE lessons. Mixed models were used to examine the association between PE class characteristics and the probability of meeting the recommended level of MVPA during PE lessons (MVPA ?50%), accounting for within-school random effects and school characteristics. RESULTS:Almost all PE classes (90%) with ?60-70% of lesson time spent in motor content and???10-20% in teacher's in-class PA promotion met the recommended level of MVPA across the school levels. More specifically, among the sub-categories of motor content, more lesson time spent in fitness was significantly associated with MVPA ?50% in all school levels. However, more lesson time spent in game play was a significant factor only in ES (OR?=?2.1; 95% CI?=?1.4-3.0). Outdoor lessons were a significant factor in ES (OR?=?5.3; 95% CI?=?3.1-9.0) and MS (OR?=?21.0; 95% CI?=?6.3-69.4), but not HS (OR?=?1.4; 95% CI?=?0.6, 3.2). CONCLUSIONS:PE lessons with higher motor content and higher teacher's in-class PA promotion are more likely to meet the recommended level of MVPA in all school levels. However, the sub-categories of motor content and lesson location could impact student MVPA differently by school levels.