SP M 409 – Clinical Biomechanics
New Mexico State University
Department of Kinesiology and Dance
Spring, 2017
Instructor: David Keeley, Ph.D
Office: AC, Office #216
Lab: AC Room 229
Email:
Phone: (575) 646-5186
Date/Time/Location: TR 2:35-3:50pm AC 201
Required Texts:
Basic Biomechanics of the Musculoskeletal System
Prerequisites/Co-requisites:
SP M 271; GPA 2.75
Course Description:
This course serves to provide a broad introduction to clinical aspects of human movement for the allied health professional. The conceptual framework of the course will allow for the application of anatomical, mechanical, and electrical concepts in order to better bridge the divide between clinical practice and the understanding of human movement.
Conceptual Framework:
Students will have the opportunity to develop the skills necessary to understand the application of biomechanical concepts throughout a clinical profession. This is done through the exposure to textual concepts, lab activities, case studies and practical experience in evaluating the mechanical aspects of movement in relation to clinical practice.
Course Objectives:
Upon successful completion of this course the student will be able to clinically apply a wide range of biomechanical concepts including, but not limited to; tissue stress, gait analysis, spinal mechanics, podopediatrics, and therapeutic modalities using biomechanical techniques.
Attendance Policy:
· Attendance is MANDATORY, unless excused by the instructor, illness (certified by a medical doctor), or as official university travel (documentation submitted prior to travel).
Open Door Policy:
· The Kinesiology and Dance Department has adopted an open door policy. Any student enrolled in this class who has any concerns about this course may take these concerns to the instructor, and/or department head. The concerns may be expressed in either verbal or written form.
Grading Criteria/Evaluation:
Homework 100 points
Mid-Term Examination 200 points
Case Studies 100 points (33.3/Case Study)
Annotated Bibliography 200 points
Final Examination 200 points
Assigned Readings 100 points
Total 900 points
Grading Scale (+/-):
A = 90% - 100%
B = 80% - 89%
C = 70% - 79%
D = 60% - 69%
F = ≤ 59%
*I do not round under any circumstances.
Assignment Expectations:
· No late assignments will be accepted.
· All assignments either hand-written or submitted via Canvas are to be submitted on time and according to the instructions given. If the assignment involves research, APA format is to be used for all document and citation formatting necessary.
o Papers & References are to be in APA format
o Cited works should be from scholarly journals and primarily published within the last 5 years
o Papers are to be typed in black ink, Times New Roman 12 point font, 1” margins
· No make-up examinations will be allowed.
Academic Misconduct:
Any student found guilty of academic misconduct shall be subjected to disciplinary action. Academic misconduct includes, but is not limited to, the following actions:
- Cheating or knowingly assisting another student in committing an act of cheating or other forms of academic dishonesty.
- Plagiarism is using another person’s work without acknowledgement, making it appear to be one’s own. Any ideas, words, pictures, or other sources must be acknowledged in a citation that gives credits to the source. This is true no matter where the material comes from, including the internet, other student’s work, unpublished materials, or oral sources. Intentional and unintentional instances of plagiarism are considered instances of academic misconduct. It is the responsibility of the student submitting the work in question to know, understanding, and comply with this policy. If not citation is given, then borrowing any of the following would be an example of plagiarism:
· An idea or opinion, even when put into one’s own words (paraphrasing)
· A few well-said words, if these are a unique insight
· Many words, even if ones changes most of them
· Materials assembled by others, for instance quotes or a bibliography
· An argument
· A pattern or idea
· Graphs, pictures, or other illustrations
· Facts
· All or part of an existing paper or other resource
- Unauthorized possession of examinations, reserve library materials, laboratory materials, or other course-related materials.
- Unauthorized change of grades on an examination, in an instructor’s grade book, or on a grade report; or unauthorized access to academic computer records.
- Nondisclosure or misrepresentation in filling out applications or other University records in, or for academic departments or colleges.
ADA Statement/Students with Disabilities:
If you have, or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Office of Services for Students and Disabilities, located at Corbett Center, Room 244 (646-6840). Appropriate accommodations may then be provided for you.
If you have a condition which may affect your ability to exit from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of Disabled Student Programs. If you have general questions about the Americans with Disabilities Act (ADA), call 646-6840.
Teaching Philosophy
I understand that life happens. Communication between yourself and the instructor is vital. Please communicate all difficulties to me via email or face-to-face meeting. This course is an upper level course that is designed to be difficult and challenging. Although it is difficult to make an “A” in SP M 305, it is not impossible. Also, I have worked to design the course such that it is difficult to make and “F”. If you work hard and are professional in your studies (as you are working toward becoming a professional), you should do fine throughout the course. Also, please understand that I was a college undergraduate athlete once. I have heard pretty much every excuse you might have for not doing something so please do not try.
Caveat:
The instructor reserves the right to make adjustments to any portion of the class as deemed necessary.
College of Education
Conceptual Framework Theme: PREPARED
The Unit’s conceptual framework provides an underlying structure, giving conceptual meaning to its operations though an articulated rationale. The conceptual framework provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability (adapted from Professional Standards for the Accreditation of Teacher Preparation Institutions, NCATE: 2008).
The NMSU College of Education has adopted PREPARED as its Conceptual Framework Theme. The elements of PREPARED, described below, provide the foundation for goals and outcomes for candidates, proficiencies, and ways in which these proficiencies are demonstrated.
Practitioners, Clinicians and Leaders
The Unit’s commitment extends beyond preparing candidates to teach or continuing the professional development of practicing teachers; for, the Unit also prepares principals, school psychologists, counselors, mental health professionals, speech language pathologists, and physical education specialists for a broad range of professional roles in education.
Reflection
This is the process by which candidates are provided opportunities to be meta-cognitive and engage in thoughtful questioning and problems-based learning.
Effectiveness
This refers to the content, pedagogical and professional knowledge, skills and dispositions that candidates utilize to ensure that all students learn. Assessment of candidate effectiveness is performance-based, uses multiple measures, and is authentic. The preparation of effective practitioners addresses the mandates of No Child Left Behind and the demand for “highly qualified” and “effective” professionals.
Pedagogy
The Unit’s and the candidate’s educational and clinical practices are grounded in the general concepts, theories and research pertaining to effective teaching.
Assessment
This encompasses the formal and informal procedures for eliciting evidence related to Unit effectiveness, and both candidate and student learning. The Unit’s assessment system is based on professional, state and institutional standards. It includes measures that are systematically used to collect data at predetermined transitional points in order to predict candidate success and improve programs. Candidates also gain expertise in the principles of classroom assessment.
Research
Theories, investigations, and policies drive the work of the Unit and undergird candidate preparation and practice.
Evaluation
This is the continuous process for determining the Unit’s realization of its stated Mission, Goals and Outcomes. Both the Unit and candidates use rubrics to evaluate their effectiveness.
Diversity
Candidates, faculty, and students represent differences in gender, ethnicity, race, socio-economic status, language, religion, sexual preference, regional culture, and ability-level. The Unit provides opportunities for candidates to work with diverse students and to demonstrate dispositions that value fairness and the belief that all students can learn.