d3.3 curriculum

This project has been funded with support from the European Commission. This publication (communication) reflects the views only of the author, and the Commission cannot be held

responsible for any use which may be made of the information contained therein.

CMAster Project Deliverable 3.3:

Curriculum

1 Version History

Version Date Change Author(s)

1.0 24/02/2014 First draft Richard Baker

1.1. 16/02/2014 Details for Leuven added Anne Cazaerck

1.2 21/03/2014 Details for Amsterdam added Laura Hak

1.3 25/02/2014 Transfer much of detail to Appendices Richard Baker

2.0 04/09/2014 Add in plans for Joint Programme Richard Baker

2.1 05/09/2014 Mapping matrix added Richard Baker

2.2 12/09/2014 Include analysis of joint programme by

hours

Richard Baker

2.3 10/10/2014 Ammendment to matrix for Amsterdam Kirsten Bjiker

2.4 30/10/2014 Final version Richard Baker

2 Contents

1 Version History ............................................................................................................ 1

2 Contents ...................................................................................................................... 1

3 Introduction ................................................................................................................ 4

3.1 Aims ............................................................................................................................ 4

3.2 Structure ...................................................................................................................... 4

4 Overview of parallel programmes (to start 2014) ...................................................... 6

4.1 Vision ........................................................................................................................... 6

4.2 Structure ...................................................................................................................... 6

4.3 Overview of programme to be taught at the University of Salford .................................... 7

4.4 Overview of programme to be taught at VU Amsterdam .................................................. 8

4.5 Overview of programme to be taught at KU Leuven ........................................................ 9

5 Preliminary proposal for joint programme from September 2017 ........................... 10

Appendix 1 Detailed description of University of Salford modules ................................ 14

A1.1 Module 1: Measuring Walking (30 UK Credit 300 hrs) ..................................................... 14

A1.2 Module 2: Healthy walking (30 UK Credit 300 hrs) .......................................................... 16

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A1.3 Module 3: Walking with pathology (30 UK Credit 300 hrs) .............................................. 17

A1.4 Module 4: Clinical interpretation (30 UK Credit 300 hrs) ................................................. 18

A1.5 Module 5: Research Project (30 UK Credit 300 hrs) ......................................................... 19

Appendix 2 Detailed description of VU Amsterdam courses .......................................... 20

A2.1 Rehabilitation: restoration of mobility (3 ECTS 84 hrs) .................................................... 20

A2.2 Clinical exercise physiology (3 ECTS 84 hrs) ..................................................................... 25

A2.3 Statistics for experimental research (3 ECTS 84 hrs) ........................................................ 26

A2.4 Neurorehabilitation in the context of human movement science (3 ECTS - 84 hrs) .......... 27

A2.5 3d Kinematics (3ECTS 84 hrs) ........................................................................................... 28

A2.6 Electromyography (3ECTS 84 hrs) .................................................................................... 29

A2.7 Fatigue aging and disuse (3 ECTS 84 hrs) ............................. Error! Bookmark not defined.

A2.8 Intermuscular load sharing (3 ECTS 84 hrs) ...................................................................... 30

A2.9 Research Internship (30 ECTS 840 hrs) ............................................................................ 31

Appendix 3 Detailed description of KU Leuven modules ................................................ 33

A3.1 Sports Law (3 ECTS 84 hrs) ............................................................................................... 33

A3.2 Philosophy and ethics of sports (4 ECTS - 112 hrs) ............................................................. 34

A3.3 Adapted Physical Activities (6 ECTS - 128 hrs) .................................................................... 36

A3.4 Masters thesis physical education and kinesiology: part 1 (8 ECTS 228 hrs) .................. 38

A3.5 Advanced Issues in sports and exercise (3 ECTS 84 hrs) .................................................. 39

A3.6 Masters thesis physical education and kinesiology: part 2 (16 ECTS 448 hrs) ................ 40

A3.7 Research Methods and Advanced Issues in Research in Biomedical Kinesiology (4 ECTS -

112 hrs) .......................................................................................................................................... 41

A3.8 Programming and automated Signal Analysis (4 ECTS 112 hrs) ....................................... 42

A3.9 State of the Art Research Topics in Epidemiology and Genetic Epidemiology: Part 1 (5 ECTS

140 hrs) ....................................................................................................................................... 43

A3.10 State of the Art Research Topics in Muscle Physiology and Biochemistry: Part 1 (5 ECTS

140 hrs) .......................................................................................................................................... 45

A3.11 State of the Art Research Topics in Biomechanics: Part 1 (5 ECTS 140 hrs)..................... 47

A3.12 State of the Art Research Topics in Motor Learning and Motor Control: Part 1 (5 ECTS

114hrs) ........................................................................................................................................... 48

A3.13 Laboratory internship (7 ECTS 196 hrs) ............................................................................ 50

A3.14 State of the Art Research Topics in Epidemiology and Genetic Epidemiology: Part 2 (3 ECTS

84 hrs) ......................................................................................................................................... 51

A3.15 State of the Art Research Topics in Muscle Physiology and Biochemistry: Part 2 (3 ECTS

84 hrs) ............................................................................................................................................ 52

A3.16 State of the Art Research Topics in Biomechanics: Part 2 (3 ECTS 84 hrs)....................... 53

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A3.17 State of the Art Research Topics Motor Learning and Motor Control: Part 2 (3 ECTS 84

hrs) 54

A3.18 Internship Clinical Research (3 ECTS 84 hrs) .................................................................... 56

A3.19 Advanced methods for neurological and orthopaedic disorders in children (4 ECTS 112

hrs) 57

A3.20 Pathology in Neurological and Pediatric disorders (4 ECTS 112 hrs) ............................... 60

A3.21 Research internship in Clinical Movement Analysis (22 ECTS 616 hrs) ............................ 62

A3.22 Research internship in Clinical Movement Analysis (part of the non-degree programme

course for international students) (22 ECTS 616 hrs) ................................................................. 64

Appendix 4 Plan for VU Amsterdam Masters of Physical Therapy to commence 2014 .. 66

A4.1 Overview ............................................................................................................................. 66

A4.2 Research methodology and topical subjects in musculoskeletal physiotherapy I (6ECTS

168 hrs) .......................................................................................................................................... 67

A4.3 Research methodology and topical subjects in musculoskeletal physiotherapy II (6ECTS

168 hrs) .......................................................................................................................................... 68

A4.4 Translational research part I and II (3+3 ECTS, 84 + 84 hrs) ................................................ 69

A4.5 Measuring movement (6ECTS 168 hrs) ............................................................................ 70

A4.6 Physiotherapy: Organisation and practice (6ECTS 168 hrs) ............................................. 71

A4.7 Clinical kinesiology (6ECTS 168 hrs) ................................................................................. 72

A4.8 Writing a research proposal (3 ECTS 84 hrs) ................................................................... 73

A4.9 Clinical Research internship (21-27ECTS, 588 656 hrs) .................................................... 74

4 | D3.3 Curriculum

3 Introduction

Aims 3.1

3.1.1 Project aims

The overall aims of this project (as modified in the 2nd Amendment on 24th June 2013) are:

To develop a curriculum for a Joint Masters degree in Clinical Movement Analysis through developing three parallel programmes within the partner institutions to commence in September 2014.

To develop a plan for integrating these into a joint masters degree to commence in 2017.

The parallel programmes will all include an option for students to study at one of the other partner institutions for a minimum of three months which will entitle then to apply for the Erasmus study mobility programme. This will be recognised in an Erasmus agreement signed by all three partner institutions.

3.1.2 Deliverable aims

This document is Deliverable 3.3. In the original application this was specified as a document:

outlining the content of the course and how it is to be assessed.

Structure 3.2

Following the project aims, the main body of this deliverable has two sections:

The first (Section 4) outlines the form and content of the parallel programmes which will

commence in September 2014.

The second (Section 5) outlines our current perception of the form and content of the joint

masters degree to commence in September 2017 (yet to be written)

The appendices describe in detail the different modules (Salford) and courses (Amsterdam and Leuven) which comprise the parallel programmes.

(The VU Amsterdam is developing a master Physical therapy which will start in September of 2014. Some of the courses developed for this may be useful for the joint Masters Programme planned to

start in September 2017 and are thus described in an additional appendix)

5 | D3.3 Curriculum

Note on ECTS

For all that ECTS is supposed to be Europe wide system there are clear discrepancies between how it

is implemented in the countries of the three partner institutions.

In the Netherlands one ECTS is defined as being equivalent to 28 hours learning.

In Belgium one ECTS is defined as being equivalent to between 25 and 30 hours of learning.

These definitions are broadly in line with other European countries

The UK has traditionally used an allocation of 10 hours per Credit and this is specified in the

UK Quality Code for Education. Most UK universities suggest a conversion rate of two (UK) Credits to one ECTS which of course equates to one ECTS being equivalent to 20 hours of

learning

We have been unable to find an explanation between this discrepancy for ECTS between the UK and rest of Europe. Throughout the document we have thus referred to ECTS for the Amsterdam and

Leuven Programmes and UK Credit for Salford. Whenever we do this we have included a number of hours calculated on a bases of 1 ECTS = 28 hours and 1 UK credit = 10 hours.

6 | D3.3 Curriculum

4 Overview of parallel programmes (to start 2014)

Vision 4.1

Our aim is to provide masters level education for the next generation of European clinical gait analysts

providing a foundation for them to become practitioners at the forefront of their discipline.

We will provide this from though three parallel taught programmes built around the local strengths of

the partner universities offering students considerable choice to meet their individual learning needs.

The programmes will be united by:

a common aim to deliver CMAster Key Competencies as outlined in Deliverable 3.2.

delivering masters level learning as specified in the Framework for Qualifications of the European Higher Educational Area1 (also known as the Dublin Descriptors)

student mobility between partner universities for the research component of the programme

which will be acknowledged in the Diploma Supplement.

Structure 4.2

The overall structure of the parallel programmes is depicted in Figure 1. Students will undertake a taught component at one of the three universities and then move on to take their research

component at one of the other two universities.

Figure 1. Parallel programmes to commence September 2014.

The specific characteristics of the separate taught programmes is described below.

1 Bologna Working Group. (2005). A framework for Qualifications of the European Higher Education Area. Copenhagen, Denmark: Ministry of science, Technology and Innovation.

7 | D3.3 Curriculum

Overview of programme to be taught at the University of Salford 4.3

The University of Salford is developing an entirely new programme designed for health professionals

already working within clinical gait analysis services. This is a part-time work-based distance learning programme delivered over three years. It is currently being piloted with seven students who enrolled

in September 2013.

The length of modules is specified in terms of UK Credit which equates to 10 hours of learning.

The whole programme comprises 180 UK Credit (1800 hours) and, as with most other masters

programmes at the university of Salford is divided into four taught modules (30 UK Credit, 300 hrs each) and the Masters project (60 UK Credit, 600 hrs). For part-time learning a 30 UK Credit taught module (300 hrs) is taught over a full semester (14 weeks i.e. just over 20 hours learning per week). The programme is thus of four sequential module over semesters one and two of the first two years followed by the research project over the same semesters of the third year.

Details of the individual modules are provided in Appendix 2.

Year 2

Module 2: 30 UK Credit (300hrs)

Healthy walking


Walking with pathology


Clinical data interpretation

Year 1 Module 1: 30 UK Credit (300hrs)

Measuring walking

Year 3

Module 5 60 UK Credit (600hrs)

Masters project

Semester 1 Semester 2

8 | D3.3 Curriculum

Overview of programme to be taught at VU Amsterdam 4.4

Students at VU Amsterdam will study within the masters program Human Movement Sciences with a CMAster supplement. This is a full-time programme spanning two semesters one year and another in the second year. It will be most suited to students who have studied Human Movement Science as a

Bachelor degree and want to move on to develop a special interest in Clinical Movement Analysis.

When students want to receive their master degree at the VU University with the CMAster supplement, they have to comply with the obligatory courses in the blue section. The courses and

internship in the green area, match with the key competencies of CMAster. So in order to receive the CMAster supplement those courses are required as well. The program is described in the table below.

(Note that 1 ECTS corresponds to 28 hours of study).

Year 1 Semester 1

Year 1 Semester 2

Block 1

(Sep-Oct)

Block 2

(Nov-Dec)

Block 3

(Jan)

Block 4

(Feb-Mar)

Block 5

(Apr-May)

Block 6

(June)

Rehabilitation: restoration of

mobility (3 EC)

Normal and abnormal

development (3 EC)

Behavioral concepts of HMS (3 EC)

Biophysical concepts of HMS (3 EC)

Two of the courses below

Coordination Dynamics (6)

Applied

mechanics (6)

Perceptual motor learning (6 EC)

Clinical exercise physiology (3 EC)

Statistics for Experimental

research (3 ECTS)

Neuro-rehabilitation in the context of

HMS (3 ECTS)

3D Kinematics (3 ECTS)

Electromyography (3 ECTS)

Practical Internship

(6 ECTS)

Inter-muscular load sharing (3ECTS)

Research internship + Writing a Research proposal (24 ECTS)

Details of the individual courses are provided in Appendix 2.

VU Amsterdam will also be commencing a Masters in Physical Therapy Sciences in 2014 which may

have courses which will be useful on planning for the Joint Programme from 2017. These are

described in detail in Appendix 4.

9 | D3.3 Curriculum

Overview of programme to be taught at KU Leuven 4.5

Students at KU Leuven will be accommodated within the master of Human Movement Science with a

specialization in Research in Biomedical Kinesiology. The entire programme is made of a number of courses of varying sizes measured in ECTS which in the Belgium are assumed to represent between

25 and 30 hours of learning. The full master programme comprises 120 ECTS.

This education programme is divided in 3 parts. First of all, it consists of a few common courses (40 ECTS) that all students who follow the master in Human Movement Sciences have to take. Secondly,

students who specialize in Research in Biomedical Kinesiology have to take another 50 ECTS (Major) of non-optional courses. Finally, for the 30 ECTS that are left CMAster students will take the Minor in

Clinical Movement Analysis consisting of 3 courses that ensure the coverage of the full breadth

specified in the Key Competency report.

The entire Master programme is a full-time course offered over two years to students residing in

Leuven.

The Research Internship that will be offered to Amsterdam and Salford students is is described

separately as a component of a non-degree programme to allow more flexibility in what can be

offered.

Master in human movement sciences - specialization Research in Biomedical

Kinesiology

Common courses for all master students (40 ECTS)

Major (50 ECTS)

Minor (30 ECTS) with Clinical Movement Analysis

Research internship (22 ECTS)

Advanced methods for neurological and orthopaedic disorders in children (4 ECTS)

Pathology course (4 ECTS)

non-degree programme

(Standalone)

Internship for international CMAster students (22 ECTS)

10 | D3.3 Curriculum

5 Preliminary proposal for joint programme from September 2017

Involvement of partners 5.1

The University of Salford and VU Amsterdam are both committed to the development of Joint Masters programme in Clinical Movement Analysis to commence in September 2017. KU Leuven are prevented

from doing so by national legislation (en-acted after the start of this project) but will be able to host students to conduct their research project.

Curriculum 5.2

The programme will be delivered by full-time study over one year (60ECTS)

5.2.1 Pre-masters courses

Staff who are actively involved in clinical gait analysis tend to come either from an engineering/

physical sciences or allied health background and it is unlikely that they will have sufficient understanding of all aspects of movement analysis to be enrolled directly onto the Masters

programme. VU Amsterdam thus already run a number of pre-masters courses to bring applicants who require such support up to the required level for their current Human Movement Science

programme. These courses are currently delivered in Dutch on site in Amsterdam. VU Amsterdam and

the University of Salford will collaborate to develop English versions of these which can be delivered by distance learning.

Available courses are (see Appendix 2 for details):

P.1. Mathematics 6 ECTS (level 6) A2.1.1

P.2. Muscle physiology 6 ECTS (level 6) A2.1.2

P.3. Digital signal processing 6 ECTS (level 6) A2.1.3 P.4. Measuring physical quantities 6 ECTS (level 6) A2.1.4

P.5. Statistics 6 ECTS (level 6) A2.1.5 P.6. Biomechanics 6 ECTS (level 6) A2.1.6

5.2.2 Semester 1: Measurement and Data Processing Methods (560 hrs, 21 ECTS)

This will be taught on-site by VU Amsterdam. It will draw together existing courses focussing on measurement and data processing methods and their application to Clinical Movement Analysis and

teach these within the first semester.

S1.1. Rehabilitation: Restoration of Mobility 84 hrs (3 ECTS) 5.4A2.2A2.2 S1.2. Normal and abnormal motor development 84 hrs (3 ECTS) A2.3

S1.3. Coordination dynamics 168 hrs (6 ECTS) A2.4 S1.4. Applied Mechanics 168 hrs (6 ECTS) A2.5

S1.5. Clinical Exercise Physiology 84 hrs (3 ECTS) A2.7

5.2.3 Semester 2: Clinical interpretation (600 hrs, 21.4 ECTS)

This will be delivered through distance learning by the University of Salford. It will allow students to

implement what they have been taught in Amsterdam in their local environment and to develop

expertise and skills in clinical data interpretation. It will be based on the two modules Walking with Pathology and Clinical data interpretation that have been developed as part of the CMAster project for the new masters programme at the University of Salford.

S2.1. Walking with pathology (inc. research methods) 300hrs (10.7 ECTS) A1.3

S2.2. Clinical interpretation 300hrs (10.7 ECTS) A1.4

5.2.4 Semester 3: Research Project (600 hrs, 24 ECTS)

Students will then take their research project full-time over one semester at the VU Amsterdam or the

University of Salford or KU Leuven or at a remote location (either their own work-place or another

approved by the Universities). These options are already in place under the parallel programmes that have been developed as part of the CMAster project.


This will thus be a choice of:

S3.1 Research project (University of Salford) 600 hrs (21.4 ECTS) A1.5

or

S3.2 Research internship (VU Amsterdam) 588 hrs (21 ECTS) A2.12

or

S3.3 Clinical research internship (KU Leuven) 616 hrs (22 ECTS) A4.9


Mapping to CMAster competencies. 5.3

S1.1 S1.2 S1.3 S1.4 S1.5 S2.1 S2.2

A. Specification: A Clinical Movement Analyst should be able to determine which sub-set of available measurements is most appropriate for a particular patient.

A1. An understanding of the role of the Clinical Movement Analyst, X X X

A2. An understanding of normal and pathological anatomy, physiology and

biomechanics, X X X X X X

A3. An understanding of disease conditions and movement disorders that

might lead to people being referred for clinical movement analysis, X X

A4. An understanding of the available measurement technologies and the

principles on which they are based and of general measurement theory, X X X X

A5. An understanding of the likely interventions that the referring clinician

might be considering, X X X

A6. An ability to communicate effectively with the referring clinician,

patient and any carers attending with the patient. X X

B. Data Acquisition: A Clinical Movement Analyst should be able to operate measurement equipment and work in cooperation with the patient to acquire high quality movement analysis data.

B1. An understanding of the available measurement technologies and the

principles on which they are based, X

X

B2. An ability to operate measurement equipment , X

X X

B3. An understanding of any processing or modelling methods which will

be applied to data. X X

B4. An understanding of surface and functional anatomy, X X X

B5. An ability to detect equipment malfunction or data artefacts and

troubleshoot such problems with hardware, software or relating to the patient.

X X X X

B6. An understanding of clinical governance framework including specific

health and safety, legal and ethical requirements, and quality assurance procedures and documentation.

X X

B7. An understanding of the role of any other staff involved with the

appointment. X X

B8. An ability to work effectively with the patient and any carers attending

with the patient and with other staff involved with the appointment . X X

C. Data processing: A Clinical Movement Analyst should be able to process data to provide data in an appropriate format for interpretation.

C1. An understanding of available data processing and modelling packages

and the principles on which they are based, X X X X

C2. An ability to operate data processing and modelling software, X X X

C3. An ability to develop alternative processes for processing and

modelling data when required, X X X


C4. An ability to detect software malfunction or data artefacts and

troubleshoot such problems with software, X

X

C5. An understanding of clinical governance framework including specific

quality assurance procedures and documentation. X

D. Data interpretation and reporting: A Clinical Movement Analyst should be able to provide a clinically meaningful interpretation of clinical movement analysis data.

D1. An understanding of normal and pathological anatomy, physiology and

biomechanics, X X X X X X X

D2. An understanding of the available measurement technologies and the

principles on which they are based and of general measurement theory, X X

D3. An understanding of disease conditions and movement disorders that

might lead to people being referred for clinical movement analysis, X X X

D4. An understanding of how movement patterns are likely to be affected

by probable impairments, X X X X X

D5. An understanding of the likely interventions that the referring clinician

might be considering, X X X X

D6. An understanding of clinical reasoning paradigms and evidence based

practice, X X X

D7. An ability to operate specific and general software packages to support

interpretation and reporting, X

D8. An ability to communicate effectively with the referring clinician. X X

E. Maintaining systems and services: A Clinical Movement Analyst should be able to plan and

maintain systems and services that are capable of producing high quality clinical movement analysis.

E1. An understanding of the available measurement technologies and the

principles on which they are based and of general measurement theory, X X

E2. An understanding of clinical governance framework including specific

health and safety, legal and ethical requirements, and quality assurance procedures and documentation,

X

E3. An ability to perform calibrations, spot checks and routine and

occasional maintenance activities on measurement hardware and software, X X

E4. An ability to analyse the requirements of a movement analysis service

and to plan for service development. X


Appendix 1 Detailed description of University of Salford modules

A1.1 Module 1: Measuring Walking (30 UK Credit 300 hrs)

A1.1.1 Introduction

This module aims:

to create a new learning environment in which students can flourish as autonomous and social learners.

to allow students to use and reflect on their experience of clinical gait analysis measurement systems and thereby develop a mastery of state of the art technology.

It is delivered as a series of weekly units most of which are based around a specific learning task involving capturing clinical gait analysis data within the lab. The practical tasks are designed to bring

users with different levels of practical experience of clinical gait analysis to an advanced level

focussing on assuring a high level of data capture within their routine clinical practice . Each week there is a virtual classroom at which students can reflect on their weeks learning with at least one of the teaching team.

There is a strong emphasis on the development of clinical protocols for laboratory tests requiring

students to revise their own laboratory documentation (or develop it if there is none) in the light of

learning that is at the forefront of the field.

Through writing weekly entries in their learning portfolios students are trained to write high quality

appropriately referenced academic English.

A1.1.2 Intended learning outcomes

Knowledge and understanding: On successful completion the student will be able to:

1. explain a systematic understanding of measurement theory and how it is implemented within data capture systems for clinical gait analysis (Knowledge).

2. apply that understanding to improve personal and/or team practice to ensure the high quality

of captured data and identify measurement artefact within the data (Application).

Key transferable skills: On successful completion the student will be able to:

3. write succinct and authoritative academic English with appropriate referencing (Information literacy and Communication)

4. integrate knowledge from primary and secondary sources which may be limited or incomplete

to synthesize a clinically applicable understanding of specific subject areas (Cognitive) 5. use a virtual learning environment to support an advanced programme of personal study and

group learning (Learning skills)

A1.1.3 Topics

Introduction to the virtual learning environment and general on-line resources. Expectations of

learners on a masters level programme.

Definition of clinical gait analysis through review of key historical papers and group discussion. High

level documentation of clinical services (completing a CMASUKI Statement of Purpose form).

Experiencing clinical gait analysis as a patient and reflecting on the experience.

Review of relevant aspects of measurement theory. Variance component analysis and the reporting of

repeatability studies. Signal processing. Characteristics of different measuring systems.

Practical and theoretical aspects of recording high quality clinical video. Clinical protocols.

Observational gait scales including Ranchos Los Amigos, Edinburgh Gait Score, Salford Gait Tool and Rivermead Gait Scale.


Review of theory of camera based motion analysis systems. Positioning and calibrating cameras to optimise performance. Reviewing the academic literature comparing motion analysis systems.

Systematic description of kinematic models with a special focus on the Conventional Gait Model and

six degree of freedom models. The effects of marker misplacement on kinematic outputs. Revision of clinical protocols for kinematic measurement. Current understanding of soft tissue artefact. Practical

effects of marker misplacement. Repeatability studies.

Review of kinetic measurement theory. Calibration of force plates and spot checks to assure data

quality. Clinical protocols for capturing kinematic data.

Capturing normative data. Comparing normative data between laboratories (theory and practical

exercise). Repeatability studies in the literature.

Review of electrophysiology of nerve and muscle action. Choosing an EMG system. Sensor design and placement for high quality EMG signal detection. Signal processing for EMG. Clinical protocols for

individual sensor placement. Incorporting EMG measurement into clinical practice. Synchronisation and event detection. Normalisation of the EMG signal. Clinical protocols for multi-muscle testing.

Other measurements used in clinical gait analysis. Specification and justification (business case) of

new measurement systems. Clinical protocols for alternative measurement techniques.

A1.1.4 Assessments

E-learning portfolio demonstrating engagement with learning tasks and application of learning to personal and/or team practice (60% - ILO 1, 2, 3, 4, 5).

Case study of data collection from healthy subject (collected by student) compared with normative reference data collated from group (40% - ILO 1, 2, 3, 4, 5)


A1.2 Module 2: Healthy walking (30 UK Credit 300 hrs)

A1.2.1 Introduction

This module aims:

to foster critical appraisal skills for personal academic reading and in providing and receiving formative peer assessment.

to provide a framework of experimentation and literature appraisal in which students can develop an advanced understanding of healthy walking and how its characteristics are represented in gait analysis measurements.

The early part of the module presents a systematic understanding of the biomechanics of healthy straight line walking at the state of the art including relevant aspects of neuromusculoskeletal

anatomy and physiology and motor control. A substantial part of the module is dedicated to a

substantial literature review on an aspect of non-cyclic walking which is integrated with a peer review exercise modelled on the submission of a paper to an academic journal.



1. explain a systematic understanding of healthy human cyclic walking and at least two areas of

non-cyclic walking which is at the forefront of knowledge in the field (Knowledge). 2. apply that understanding to interpret biomechanical measurements of healthy human walking.


3. use a range of search engines to comprehensively identify relevant primary material from the clinical and biomechanical literature and reference managing software to manage the results

(Information literacy) 4. write a comprehensive literature review of specified topic requiring integration and synthesis

of primary source material which is complex and may be limited or incomplete (Cognitive

processes and Communication). 5. apply knowledge with academic rigour to provide authoritative peer feedback and to respond

creatively to such feedback (Learning skills).

A1.2.3 Topics

The inverted pendulum model. A systematic understanding of the kinematics of why we walk the way

we do based on the requirements for functional walking. Critiquing conventional explanations of healthy walking. Kinetics of healthy walking. Functional anatomy of the joints and its relationship to

kinematic models used in gait analysis. Theory and practice of functional joint calibration. Theory and

practice relating joint moments and electromyography. Musculoskeletal modelling. Static optimisation.

Comprehensive and authoritative literature searching. Reference management. Critical analysis skills

for masters level learning. The peer review process. Writing a peer review. Writing a letter of response.

The biomechanics of non-cyclic walking. Gait initiation and termination. Stair and incline ascent and

descent. Obstacle crossing. Running.

State of the art in foot modelling.

A1.2.4 Assessments

Professional interview based on E-learning portfolio demonstrating how the students understanding of healthy walking has developed through engagement in learning activities. (70% - ILO 1, 3, 4)

Peer review of an aspect of another students work and creative response and of peer review received from another student (30% - ILO 1, 5)


A1.3 Module 3: Walking with pathology (30 UK Credit 300 hrs)

A1.3.1 Introduction

This module aims:

challenge students to explore the conventional understanding of why their patients walk the way they do and through this develop an advanced and systematic understanding of walking

with pathology. develop a comprehensive understanding of clinical and biomechanical research techniques to

expand the evidence base for clinical practice.



1. explain a systematic understanding of the physiological and anatomical basis of neuromusculoskeletal assessment and how it augments clinical gait analysis (Knowledge).

2. explain a systematic understanding of how neuromusculoskeletal impairments affecting patients with at least two conditions affect the biomechanics of walking and how clinical

interventions might be expected to improve these (Knowledge) 3. devise a clinical research project to extend the evidence base for an aspect of clinical practice

within clinical gait analysis (Research)


4. Identify and critically evaluate research and advanced scholarship to identify a gap in the

evidence base that requires further research (Information literacy and Cognitive processes). 5. Use modern collaborative learning tools (such as a wiki) to support group learning and

communication of understanding and of the evidence on which it is based (Learning skills and

Communication).

A1.3.3 Topics

Neuromsuculoskeletal conditions and impairments that affect walking. Cerebral palsy, Osteoarthritis,

spina Bifida, Parkinson Disease, Stroke, Amputation. Physiology and anatomy of joint contracture, spasiticity, bone and joint deformity, muscle weakness and fatigue. Neuromusculoskeletal assessment

theory and practice. The effect of impairments on gait biomechanics.

Common interventions for limitations in walking ability. Orthopaedic surgery, spasticity management

through botulinum toxin, intrathecal Baclofen or selective dorsal rhizotomy, physiotherapy,

progressive resistive strength training, FES, orthotics and prosthetics. The role of gait re-education and training in physiotherapy.

Research methodology. Research design. Sample size calculations. Statistical methods in biomechanical research. Ethical aspects of research. Writing a coherenet research proposal.

Outcome measures in movement analysis. Assessing outcome within the ICF. Gait indices. Activity

monitoring. Subjective and objective measures of activity and participation.

A1.3.4 Assessments

Contribution to wiki describing how walking is affected by at least two specified health conditions (50% - ILO 1, 2, 5).

Provide a research methodology to address a gap in the evidence base for personal clinical practice (50% - ILO 2, 3, 4).


A1.4 Module 4: Clinical interpretation (30 UK Credit 300 hrs)

A1.4.1 Introduction

This module aims to;

outline an advanced and systematic approach to the interpretation and reporting of clinical gait analysis data and encourage students to develop a mastery of this.

empower students to apply their knowledge with originality and practical understanding to improve their personal and institutional clinical practice.

The first part of the module introduces a impairment focussed interpretation as a standardised

approach to clinical data interpretation and reporting and encourage students to apply this to a range of cases representing patients with a variety of conditions. The second part focuses on clinical

governance and the management of clinical gait analysis service. This includes a placement in another

clinical gait analysis service.



1. implement a systematic approach to the interpretation of clinical gait analysis at the forefront of knowledge in the field (Knowledge and Application).

2. apply his or her understanding of the barriers and facilitators of best clinical practice in clinical gait analysis to improve personal or team practice within the work-place (Application)


3. identify and critically evaluate research and advanced scholarship to enhance clinical practice (Information literacy).

4. integrate knowledge, handling complexity ad incomplete or limited information to interpret clinical gait analysis data (Cognitive processes).

5. communicate their understanding and the evidence base on which it based to professional

colleagues through formal and informal writing and speech to improve clinical practice (Communication)

A1.4.3 Topics

Impairment and function focussed interpretation. Case studies of patient with a variety of conditions. Mentored interpretation and reporting practice. Professional communication.

Clinical governance. Management and maintenance of clinical gait analysis services. Modern accreditation frameworks. The duty of care and professional and clinical responsibilities.

Clinical placement.

A1.4.4 Assessments

Professional interview based on portfolio of case studies illustrating clinical interpretation skills. (60% - ILO 1, 4, 5).

Negotiated assessment demonstrating how professional practice has improved as a result of engagement with the programme. (40% - ILO 2, 3, 5)


A1.5 Module 5: Research Project (30 UK Credit 300 hrs)

A1.5.1 Introduction

This module aims to give students an opportunity to complete a significant empirical research project

and write this up in a format suitable for submission to a peer review journal.

The emphasis in this module will be facilitating the student to develop a mastery of independent learning, thinking and the enhancment of student motivation and autonomy. The primary mechanism

to support this will be the project supervision team. This will consist of the primary supervisor who will be from the University of Salford and have a PhD, a history of supervising postgraduate projects and

of publishing in peer-review journals. There may be one or more co-supervisors. Wherever possible this should include a senior clinician or researcher from the laboratory/service in which the research is

being conducted. Supervision teams will be expected to meet regularly throughout the project.

In line with the programme specification, learning is also considered a social process and students will be expected to learn through interaction with work-based colleagues and other members of staff with

specific expertise at Salford. They will be particularly encouraged to consolidate relationships with other students for peer support. There will be a programme of seminars based around student

presentations throughout both seminars and a virtual classroom where students can meet will also be

available continuously.



1. devise and conduct research to extend the evidence base for clinical practice within clinical gait analysis (Research).

2. explain a systematic understanding of their chosen research area which is at the forefront of knowledge in the field (Knowledge)


3. identify and critically evaluate research and advanced scholarship to identify a gap in the evidence base that requires further research (Information literacy and Cognitive processes).

4. overcome complex theoretical and practical challenges handling complexity and incomplete or limited information in the implementation of clinically applicable research (Cognitive

processes).

5. communicate their understanding and the evidence on which it is based to specialist audiences clearly and unambiguously through formal writing (Communication).

6. learn new highly specialised knowledge and skills to support independent research providing a foundation for lifelong continued professional development (Learning skills)

A1.5.3 Topics

Engagement will be encouraged by requiring students to present three pieces of work to the seminars over the course of their project

Literature review of their chosen subject area (before week 5 of Semester 1) Fully worked up research protocol (before week 10 of Semester 1) Conference type presentation of their complete project (before week 10 of Semester 2)

A1.5.4 Assessments

A project report written in the format of a paper suitable for submission to Gait and Posture as an Original Article (3,000 words and no more than 5 figures/tables). (60% - ILO 1-3, 5, 6)

A 20 minute interview which will focus on the journey the student has travelled throughout the research project (40% - ILO 5, 6)


Appendix 2 Detailed description of VU Amsterdam courses

A2.1 Pre-masters Courses (level 6)

A2.1.1 Mathematics (9 credits level 6) Aim At the end of the course the student will be familiar with the basic mathematical concepts

and techniques in the study of movement can play a role.

Content Complex numbers, functions, equations (including systems of equations), differential and

integral calculus (including differential equations), coordinates and coordinate systems,

transformations and axes vector and matrix calculus.

Teaching 42 hours lecture, 42 hours seminars, 161 hours of self-study, 7 hours assessment.

The course extends over two periods. The first will focus on developing basic skills and the second on the application of these to movement research will be emphasized. These

will be further split into two components. New and/or relatively difficult material will be delivered within a conventional lecture format designed for the whole class including the

discussion of examples to deepen understanding. It is assumed that stronger students

will progress through a combination of these lectures and self-study. Supporting classes will are intended for mathematically weaker students and have a more informal character

as seminars allowing students to seek advice from teachers on specific problems they are encountering.

A2.1.2 Muscle Physiology (6 credits level 6) Aim At the end of the course the student should have the knowledge of energy metabolism of

skeletal muscle at rest and during exercise, the physiology of the muscular system, the

heterogeneity of characteristics of the muscular system, the consequences of the

heterogeneity of the functioning of muscles, muscle protein synthesis and degradation.

Content Structure of the muscle fibre, mechanisms of force production (cross-bridge function,

length, power relationships and force-velocity relationship); control of the contractile process (excitation-contraction coupling, stimulation frequency-effect relationship); fibre

types and motor units; recruitment and monitoring fire behaviour of motor units, spinal

reflexes; energy metabolism during various forms of exercise, regulation of glycolysis, citric acid cycle and respiratory chain. Aerobic and anaerobic systems, lactic acid

production, metabolic flux. Glycogen and lipid metabolism. Construction and operation of the haemoglobin molecule (oxygen dissociation curve); the functioning of muscles in the

intact body, and the interpretation of externally measured net joint moments in relation

to the acute (within one contraction) changes in activation levels and contractile properties; protein turnover, synthesis and degradation and mutual regulation

Teaching Principally lectures

A2.1.3 Digital Signal Processing (6 credits level 6) Aim At the end of this course the student should have knowledge of computers and software

needed to process digital signals and to independently solve problems from this knowledge to in movement science.

Content Numerical techniques that are used in the processing of digital signals, such as

interpolation, curve fitting, filtering, differentiation and integration. To carry out these techniques, use will be made of it at the fast Fourier transform as implemented in

MATLAB. Concepts that play a role in programming, such as data type, program structure, sub and visibility (within MATLAB).

Teaching 12 hours of lectures, 18 hours practical, 135 hours of self-study, 3 hours assessment.

Initially the course will delivered primarily through lectures and both supervised and

unsupervised practical activities. Self-study will require students to develop their


programming skills using Matlab and will require students to have access to this software and work through learning material within the digital learning environment Blackboard.

Teaching will be dependent on students having an understanding of mathematics

equivalent to that attained through successful completion of Course 5.3.1 as described above.

A2.1.4 Measuring Physical Quantities (6 credits level 6) Aim At the end of this course the student should have an understanding of the common

measurement techniques and data processing methods enabling them to make

measurements appropriately through understanding the operating principles of relevant equipment.

Content Equipment specification, procedures and calibration. Measurement accuracy and

recognition of artefact. Direct and indirect measurement techniques for motion analysis; measuring position, velocity and acceleration, kinematics; measuring and processing

force signals from measuring plates and other load cells; measuring and analyzing electrical signals such as EMG.

Teaching 28 hours lectures, 28 practicals, 106 hours self-study

Teaching will be dependent on students having an understanding of mathematics and

digital signal processing equivalent to that attained through successful completion of

Courses 5.3.1 and 5.3.3 as described above.

A2.1.5 Statistics (6 Credits Level 6) Aim At the end of this course the student should understand statistical methods and

techniques such as may occur in the implementation of (movement) scientific research and learning the skills necessary to be able to perform statistical analysis.

Content After an introduction to the scientific method and basic statistical concepts, will include the following topics are covered: correlation, regression analysis, t-test, analysis of

variance (ANOVA), factorial ANOVA, ANOVA with repeated measures and non-parametric

techniques. To carry out these techniques, the SPSS package will be used.

Teaching 12 hours lectures, 24 hours practical, 130 hours self-study, 2 hour exam.

Lectures will be followed by group based computer practical sessions during which expert guidance is provided. Outside these hours, when no other activities are planned, the

computers in the teaching rooms are also available. TO work at home SPSS must be

purchased (which can be fairly cheap via surfspot.nl). There is also a web-based course created within the digital learning environment Blackboard.

A2.1.6 Biomechanics (6 credits level 6) Aim At the end of this course the student should be familiar with the principles of classical

mechanics, and with simple applications of relating to kinesiology.

Content This course is limited to the mechanics of rigid bodies in a plane. It first deals with the quantitative description of the motion (translation and rotation) of rigid bodies using

Newtons second law to explain the causes of translational and rotational movements. It describes the main concepts of energetics, such as kinetic energy, work done by forces and moments, and power, and the relationships between these variables. Modelling of

the mechanical aspects of biological systems runs like a thread through the course.

Teaching The course is given in two consecutive study periods consisting of a weekly lecture and a

practical. During the lectures, the central points of the topic are explained and examples will be discussed. Practical sessions assume that students have the material prepared. In

addition to lectures and workshops, a number of computer practicals are organized.


Teaching will be dependent on students having an understanding of mathematics equivalent to that attained through successful completion of Course 5.3.1 as described

above.

A2.2 Rehabilitation: Restoration of Mobility (3 ECTS -84hrs)

A2.2.1 Introduction

Being the key-issue in rehabilitation, this course concentrates on the restoration of mobility and its underlying mechanisms - at the different levels of the International Classification of Functioning, Disability and Health (WHO 2001). Primarily a biophysical approach is taken: biomechanical and

exercise physiological principles, techniques and research findings will be discussed in specific patient-related experiments and studies. Aspects of adaptation, compensation as well as concepts of learning

and training mechanisms will be addressed. Research in this field will be presented and discussed in

the format of Capita Selecta.framework for the clinical context and the implications for diagnosis and treatment will be discussed.


The student is able to:

understand the relevant issues, terms, concepts, and models in the restoration of mobility within

the context of rehabilitation,

understand and knowledge of the practical aspects of patient-related biophysical - research into restoration of mobility in rehabilitation,

develop knowledge, understanding and skills in (clinical) human movement research results,

methods and techniques of measurement of function & structure, activity, participation and functionality,

appreciate and understand various aspects of adaptation, compensation, training and learning of

function and activities in the framework of restoration of mobility in persons with lower limb impairments,

understand the contexts, and the practical process of scientific research and communication in the

combined fields of rehabilitation and human movement sciences

A2.2.3 Assessments

Written examination covering lectures and reading material; short essay questions. (80%),

assignment(s), Essay on restoration of mobility conform format popular scientific magazine. (20%).

A2.3 Normal and abonormal motor development (3 ECTS -84hrs)

A2.3.1 Introduction

The course deepens the understanding of normal and abnormal motor development and developmental disorders in foetuses, infants and young children. Lectures and tutorials provide insight

into actual problems in the research and practice of perceptual-motor development, particularly in the area of health sciences. The lectures present an overview of the developmental disorders in which

motor problems are either defining characteristics (i.e., cerebral palsy) or form part of a larger

spectrum of difficulties (i.e., autism, ADHD). Symptoms will be described and diagnostic criteria will be discussed. The main rehabilitation methods will be related to theories on development.

During tutorials the students learn to discriminate abnormal from normal movements in foetuses, infants and young children and are introduced to different types of measurement tools used to

quantify motor performance.

A2.3.2 Intended learning outcomes Students should be able to identify, summarize, critically evaluate and expand upon topics regarding

the development of perceptual-motor behavior in normal and populations at high-risk for abnormal

motor development. Students are acquainted with different types of qualitative motor assessments and instruments to quantify motor performance. They are able to identify early alarm signals and

describe the advantages and disadvantages of several tools to diagnose disorders involving motor


problems. They are able to describe perceptual and motor problems of several developmental disorders (e.g. cerebral palsy, developmental coordination disorder).

A2.3.3 Assessments

Final written exam with open-ended questions. Attending the tutorials is compulsory. The critical review has to be marked as pass by the lecturer.

A2.4 Coordination dynamics (6 ECTS -128 hrs)

A2.4.1 Introduction

Coordination dynamics is governed on the one hand by principles of self-organization, and on the

other hand by intentionality, perceptual information and explicit knowledge. Coordination patterns exist at multiple levels:

1. dynamics within or between body segments of a moving person;

2. dynamics between moving segments of multiple persons and 3. dynamics between person and external events, as well as between persons.

Coordination dynamics provides a framework to study the nature of pathological, normal and expert movements by assessing stability and loss of stability of coordination patterns as a function of training

and rehabilitation.

The first part of the course provides an overview of the key principles, concepts and methods of

coordination dynamics by adopting a 3-stage empirical approach:

1. gaining background theoretical information through lectures and literature, 2. gaining hands-one experience by participating in experiments, formulating hypotheses and

analyzing the so-obtained data, 3. gaining a thorough understanding of the key aspects of coordination dynamics by linking

theory and practice.

The second part of the course focuses on the application of coordination dynamics in sports and rehabilitation, again by adopting a 3-stage empirical approach. In the context of rehabilitation, specific

emphasis will be placed on interventions based on environmental coupling aimed at facilitating desired coordination patterns and/or stabilizing existing unstable coordination patterns. In the context of

sports, the nature of interactions between two or more athletes will be the focal point, including their

cooperative and competitive effects on pattern formation and coordinative stability.



explain the key principles, concepts and methods of coordination dynamics in a qualitative manner.

indicate how these aspects may contribute to assessments and interventions in the context of sports and rehabilitation.

interpret scientific literature in the area of coordination dynamics. design new basic or applied coordination dynamics experiments.

A2.4.3 Assessments

Written closed-book exams with open-ended questions. The final grade is determined by both the

Midterm Exam (25%) and the Final Exam (75%). However, in case the grade of the Midterm Exam is lower than that of the Final Exam, the final grade is fully determined by the Final Exam grade (i.e.,

Midterm Exam [0%], Final Exam [100%]).

A2.5 Applied Mechanics


A2.5.1 Introduction

In this course, students will upgrade their mostly 2D biomechanical knowledge to the 3D world and

they will learn to apply this new knowledge to perform biomechanical analyses in the context of Sport

and Health.

Students will learn to analyze laboratory measurements using a 3D inverse dynamics model.

Furthermore, they will learn how to work with more simple measurement techniques, such as accelerometers found inphones. Students will also learn how these complex and simple measurement

tools can be applied in biomechanical research in both the laboratory and in field settings. Lastly, students will learn to choose methods that are adequate and efficient for a given problem; in other

words; what are the most efficient ways to analyze a given situation, and at what cost (i.e. decrease

in precision) does this come?

Measurement using the following systems will be covered in this course:

Laboratory grade 3d motion/force registration Joint angles

Joint moments Energy Angular momentum

Simple wearable accelerometers



analyse laboratory measurements using a 3D inverse dynamics model.

work with more simple measurement techniques, such as accelerometers found inphones.

apply complex and simple measurement tools in biomechanical research in both the

laboratory and in field settings

choose methods that are adequate and efficient for a given problem; in other words; what are

the most efficient ways to analyze a given situation, and at what cost (i.e. decrease in precision) does this come?

A2.5.3 Assessments

Weekly practical report + final examination


A2.7 Clinical exercise physiology (3 ECTS 84 hrs)

A2.5.4 Content

Basic didactic information and laboratory experiences of the effect of pathophysiologic conditions on

human energy metabolism and health. The focus will be on organ systems and their linkage to ATP

generating pathways and on how this influences skeletal muscle performance. The application is to the use of exercise both diagnostically and as a therapeutic tool. After this course the student will

have the fundamental knowledge and skills to use exercise in patients with cardiopulmonary/metabolic disease and to work cooperatively with other health care providers.

A2.5.5 Course objective(s)

To provide the student with the fundamental knowledge of clinical exercise physiology as a variant of normal exercise physiology, which will enable the student to apply this knowledge in preventive and

rehabilitative exercise programs.

A2.5.6 Assessments multiple choice


A2.6 Statistics for experimental research (3 ECTS 84 hrs)

A2.6.1 Introduction

On the basis of case descriptions and raw data the student is capable to:

determine the research designs and choose, justify and perform the appropriate statistical

analyses (t-tests or ANOVAs or their non- parametric counterparts) using SPSS.

report the analyses and the results in the same way as is commonly done in methods and

results sections of scientific journal articles.


Students will learn ins and outs of applying and interpreting statistical techniques that are common or

are becoming common in experimental research.

A2.6.3 Topics

The topics covered in this course are:

Research design

Basic statistical principles (e.g. data exploration)

Estimating a population mean from a sample

Independent and paired t-tests and their associated confidence intervals

Non-parametric difference tests

Linear regression

One-way ANOVA (between subjects and repeated measures)

Factorial ANOVA (two-way between subjects, two-way repeated measures, two-way mixed

design) Effect size

Data transformations

There will be lectures and SPSS practical sessions for all the topics covered in the course.

A2.6.4 Assessments

The students have to take an examination. It will focus on t-tests, non-parametric difference tests,

one-way ANOVA and factorial ANOVA.


A2.7 Neurorehabilitation in the context of human movement science (3 ECTS - 84 hrs)

A2.7.1 Introduction

Within eight lectures the significance of movement science in the field of neurorehabilitation is

elucidated. Practical examples are given on how theories on motor control, perception and behavior can be applied in clinical research. On the other hand, the emphasis of these lectures is placed on

how movement scientists may collaborate in clinical research of patients with neurological diseases such as stroke, Parkinson's Disease and Multiple Sclerosis. In order to improve knowledge transfer

from preclinical to clinical research (i. e., translational research), students will be educated in the state

of art about the underlying mechanisms of functional recovery and the role of adaptive motor control in mentioned neurological diseases.



understand mechanisms of functional recovery related to stroke; understand the pathophysical processes and symptoms that characterize stroke, Parkinson's

Disease and Multiple Sclerosis;

understand clinical decision making in neurorehabilitation for management of patients with stroke, Parkinson's Disease and Multiple Sclerosis;

acknowledge the importance of ICF- model in rehabilitation medicine. interpret the clincal relevance of selected measurements of outcome; categorize measurements of outcome used in rehabilitation medicine; understand the clinical decision making process for functional prognosis in Multiple Sclerosis,

Parkinson's Disease and stroke.

A2.7.3 Assessments

50 multiple- choice questions. Re- examination will consist of 3 to 4 open ended questions (written

test).


A2.8 3d Kinematics (3ECTS 84 hrs)

A2.8.1 Introduction

In this course students are introduced to the fundamentals of three- dimensional kinematics, as well

as the (more or less) standard application methods.

The course will comprise three separate blocks focusing on:

the definition and use of local coordinate systems in the calculation of osteokinematics;

the use of technical marker sets as well as the practical implications of data processing,

especially correcting for missing markers and;

the calculation procedures for obtaining helical axes, needed for the definition of functional

axes-based coordinate systems.



define and calculate local joint coordinate systems; use and understand different calibration methods and their limitations; translate technical motion descriptions into clinically relevant units; apply the above to experimental data; interpret and comment on methods as described in the literature.

A2.8.3 Topics

The course consists of classes, computer practicals and work group, in which 3D kinematics theory and application will be taught and consequences for research will be discussed.

A2.8.4 Assessment

The assessment consists of:

three in-term practical assignments, each contributing for 15% of the final score computer test consisting of a matlab based assignment and a literature review (55%)


A2.9 Electromyography (3ECTS 84 hrs)

A2.9.1 Introduction

In this course, the students are introduced to the electrophysical background of electromyograph

(EMG). Subsequently, the course focuses on methodological aspects of EMG acquisition and analysis,

focusing on the potential of this method as well as its pitfalls.


The student

has a basic knowledge of electrophysiology and the background of electromyographical;

signals; has a basic knowledge of the different ways; of collecting electromyograpical data in various

application fields;

can collect and analyze EMG data for kinesiological use;

can choose the appropriate method for collecting EMG data in kinesiological study;

knows the possibilities and limitations of EMG data;

can interpret EMG data in relation to motor control, force and fatigue;

can identify contamination in EMG data and can apply methods to reduce its effects;

knows the standards for reporting EMG data.

A2.9.3 Topics

Electrophysiology, Motor control (motor unit recruitment and firing), Instrumentation and electrodes- HD-EMG and spatio- temporal information, Onset determination, Amplitude estimation, Force

estimation, Co-contraction and cross- talk, Motor unit firing and decomposition, Frequency content, conduction velocity and fatigue, Practicals measuring EMG, analyzing EMG data.

A2.9.4 Assessment

2 hours written test with equally weighted open ended questions.


A2.10 Intermuscular load sharing (3 ECTS 84 hrs)

A2.10.1 Introduction

In this course, the students are introduced to methods to estimate the mechanical load on structures

in a muscle-joint system through inverse mechanical analysis. Since muscle-joint systems are

mechanically indeterminate, estimating the distribution of the net moment over moment-producing structures (mainly muscles) is the main challenge. The course consists of three major subjects. First,

after a general introduction on modeling and model validation, EMG driven and optimization models for estimating the distribution of the net moment over muscles will be dealt with and data on load

sharing as measured in animal experiments will be discussed in the context of such models. During a computer lab students will modify and use a simple model of a muscle-joint system driven by

optimization. Second, the mechanical and neural connectivity between muscles will be introduced in a

lecture. In the subsequent computer lab, the model will be adapted to study the effects of intermuscular force transmission and neural overflow. Third, a formal analysis of joint stability will be

introduced and the effects of stability requirements on load sharing between muscles will be discussed. In the following computer lab, students will apply stability constraints in the model to

further study these effects. Based on sensitivity analyses for specified inputs, parameters, or model

assumptions with the model, students will prepare a written report with respect to a self-selected question related to one of the three parts of the course.



explain the most common methods for inverse mechanical analysis of muscle-joint systems and is able to apply these.

describe the possibilities and limitations of these methods. describe recent insights on mechanical and neural connectivity between muscles and can

integrate these insights into the inverse mechanical analysis. assess the validity and sensitivity of such methods and can interpret and report results in a

scientific format.

A2.10.3 Assessments

Students, in groups of two, write a written report based on the topic of one of the three computer

labs (optimization criteria, intermuscle connectivity, stability constraints). They phrase a research question and hypothesis with respect to this topic and perform the analyses needed to answer the

question. First a proposal is written and submitted for feedback. The report should have the format of

a research paper. However, the introduction section should be limited to a minimum (i.e., one paragraph; ~200-300 words), including the research question and hypothesis. The report should

describe in detail which analyses were performed using which models (methods) and provide the results of the analyses. The discussion should incorporate relevant methodological literature and

literature concerning the question at hand. The total number of pages should not exceed 20 excluding

references.


A2.11 Practical Internship (6 ECTS 168 hrs)


Practical internships can be taken at various companies, institutes or organizations, which is why there

can be considerable differences regarding the content of the internship. Generally speaking students

will receive a written assignment containing, in any case, what is expected of the student within the framework of the internship. The student is expected to become familiar with the activities within the

company, institute or organization, as well as gaining insight into the role of their assigned department within the organization. This includes evaluating which Movement Sciences aspects are

applied within in the department and which aspects could be applied in the future.

A2.12 Research Internship (24 ECTS 840 hrs)


During the research internship, students conduct scientific research in a 'master - pupil relationship'. The research must meet the following qualifications:

it is aimed at a suitably challenging research question; it is conducted in a methodologically correct way; it is related to and is based on the theory that applies to planned research.

The teaching focus of the internship is on gaining insight in to the connection between the components of the research process, namely formulating a research question, creating a hypothesis,

planning and conducting experiments, processing data, interpretation of the results and reporting. It should be kept in mind that 'experiments' should not be interpreted too narrowly: these can also be

field measurements, or epidemiological research.

The student pair or student conducts the research internship under the guidance of a faculty staff member. The internship is often part of a larger project. The subject of the internship is chosen in

consultation with a staff member and/or the coordinator. It is also possible for a student to choose one's own subject, in consultation with the coordinator. Proposals for an internship from staff

members and external partners can usually be found on Blackboard ('Research Internship'), although it might be worthwhile contacting the Research Group Leaders (PI) of research institute MOVE for

information on the latest possibilities. The Research School MOVE website (www. move. vu.nl) is an

appropriate orientation on the Research Internship. In consultation with the coordinator, a student may conduct the research internship outside the faculty or abroad. Especially for foreign projects,

additional requirements related to courses followed and obtained grades might apply. Above all, an internship abroad requires an early start to have sufficient time for the much more complex

organization of the internship (at least 1 year before the start of the internship). Once the subject and

the internship supervisor(s) have been established, the student writes a work plan for the research internship, comprising research question, hypothesis(es), methods statistics and planning. Beyond

time schedule, the latter should include choices for equipment and indications for organization of the work. If the work plan is approved by the internship supervisors, it has to be presented during a work

group meeting of the specialization to which the students belong, or, if applicable, a meeting of the

specialization in which the work is best suited. Reporting takes place in the form of an English language formal paper, or research report (depending on the internship). Research results also have

to be presented at a work group meeting at the end of the process. Every student has a right to consultation and supervision during the research internship. The available time for supervision

depends on the size of the internship and is in the order of 30 hrs for an individual 24 ECTS internship (and for a pair 60 hrs).

A2.12.2 Assessments

The evaluation of the research internship consists of three elements, namely:

the performance of the experiments and specifically the data collection and processing (40%) the report (50%)


the oral presentation of the report during the work group meeting 10%)

The performance of the experiments is judged by the internship supervisor(s), the report and the oral

presentation are judged by both the internship supervisor(s) and a second assessor.


Appendix 3 Detailed description of KU Leuven modules

Common courses for all Masters Students

A3.1 Sports Law (3 ECTS 84 hrs)

A3.1.1 Introduction

For the first part, the course provides a general introduction to the basic concepts and principles of Belgian, European and international law, with particular attention to those parts of the law which are

of relevance to sport. For the second part, the course goes deeper into sports law as a particular field

of law and addresses key sport-legal fields and legal problems.


After completing this course, the student is able to:

identify and understand basic legal concepts, sources and principles; name and understand the rules of law relating to sport, both in a Belgium as in a European

and international context and answer questions of law related to sport and use legal arguments in this respect to fit the rules of law related to sports into a historical, social or political context

A3.1.3 Topics

First, this course provides a general introduction to the basic concepts and principles of Belgian, European and international law, with particular attention to those parts of the law which are of

relevance to sport. Topics to be discussed include: the concept of rights and rules of law, the sources of law (legislation, case law, doctrine), the judicial organization, overview of major jurisdictions (public

law, civil law, labour law, criminal law, international and European law ).

The course then goes deeper into sports law as a particular field of law and addresses key sport-legal fields and legal problems. The topics to be discussed are: the concept of sports law, the sources,

principles and structure of the sports law, the role of government and self-regulation in sport and the division of competences on sport in Belgium, the role and influence of Europe in sport (with focus on

the European sports article and important European cases), the role of arbitration and disciplinary rules in sport, the relationship between governmental law and sports law, the status of non-

professional and professional athletes, health, doping and ethics in sport; liability in sport; safety in

sport; transfers and agents in sports, media, and sports personality rights.

A3.1.4 Assessments

Written exam during exam period.

The written exam consist of four open questions. Each question has an equal weight in the final score.

The students are expected to be acquainted with the education and the examination regulations of

the KU Leuven and the faculty additions.


A3.2 Philosophy and ethics of sports (4 ECTS - 112 hrs)

A3.2.1 Introduction

This course consists of two major topics. The content of the topics is outlined in section C).

Philosophy and Ethics of Sports and Human Kinetics (3 ECTS) Applied Ethics in Sports (1 ECTS)


After completing this course, the student:

has a critical-philosophical attitude in relation to the concrete sports practice and his / her own presuppositions

is able to understand an analyze the discussed texts is able to explain, compare an connect the ideas and arguments in the discussed texts is able to develop philosophical arguments related to the covered topics is able to process philosophical literature independently is able to report in an appropriate language and style

This course contributes to:

the comprehension of the social relevance of sport and physical activity a more critical look at problematic developments in modern sport The argumentative skills of the student

A3.2.3 Topics

The content of Part 1: Philosophy and Ethics of Sports and Human Kinetics is the following:

What is philosophy and what is moral philosophy? What game / sport and whats the role of rules? Why is sports ethics more than just applied ethics? Fairplay: formal and informal Sportsmanship: win worthy Health as a (moral) ideal Doping Philosophy of Culture and Sports:

o Physical Culture as a culture

o Sports / game as a metaphor for the meaningful / meaningless life.

Transhumanism and sport: sport as an attempt to define the limits of the human body and to explore

The content of Part 2: Applied Ethics in Sports is the following:

Introduction: from ethics to applied ethics Sports, integrity and aggression: the determination of boundaries Athletic Enhancement: moral arguments pro and against Emancipation of women and (other) minorities in / through sport? Dis / abilities, sports and society: towards a biosocial model Specific age groups: challenges: youth sports, senior sports .. Sports and regulation: sporting and guiding ethically Decision: formation of LO & BW to professional responsibilities

A3.2.4 Assessments

The entire course is evaluated by means of a written examination. In advance, students write a short paper (800-1000 words), in which they, starting from a chosen (scientific) article, a current event or a personal experience, shed their philosophical light on a theme from the course (with attention to both

teaching activities).


The final point is established as follows: - Written exam Philosophy and ethics of sport and exercise: 50% - Written exam Applied Ethics in Sport: 20% - Paper - assessment by Philosophy and ethics of sport and exercise: 20% - Paper - assessment by Applied Ethics in Sport: 10%

The student cannot pass the examination if he does not complete both the written exams and the paper (final score: not completed).

The students are expected to be acquainted with the education and the examination regulations of the KU Leuven and the faculty additions.


A3.3 Adapted Physical Activities (6 ECTS - 168 hrs)

A3.3.1 Introduction

The course consists of three major topics. They are explained into more detail in section C)

Classification (3 ECTS) Introduction to Adapted Physical Activity (1,5 ECTS) Adapted Physical Activity: Practice (1,5 ECTS)


After completing this course, the student is able:

to frame Adapted Physical activities in the continuum Rehabilitation - Elite Sports and Education - Elite Sports.

to analyse the person - equipment - interface in relation to the activity. to understand the interaction between performance factors to understand the concept of "Evidence-based Classification" and the sport-specific

applications to understand and argue the impact of impairment on the performance to estimate the physical abilities of persons with disabilities through observation to create a functional profile of an individual to describe and apply the target group specific didactic-methodological concepts to evaluate the functional level of the person with a disability to explain the overall picture of the most common impairments the student has experienced adapted physical activities himself

This course contributes to:

The student gets a broader vision about the possibilities of movement for persons with disabilities.

The student gets an improved attitude in respect of the person with a disability. The student learns to think inclusive in a sport context.

A3.3.3 Topics

Content of part 1, Classification, is the following:

After a theoretical introduction of the concept of evidence-based classification, students will observe

sports(wo)men during competition and learn to judge the impact of impairment on performance through observation. Most of the time students will work in small groups to discuss their observations

and argue the impact of impairment on activity performance in athletes with diversity in disability in a

variety of sport-disciplines and activities of daily living.

Content of part 2, Introduction to Adapted Physical Activity, is the following:

Situating the domain of Adapted Physical Activities (APA) in the continuum rehabilitation - elite sport and education - elite sport.

Movement Potential and motion characteristics of the main target groups (people with neuromusculoskeletal disorders, visually impaired, hearing impaired, persons with intellectual disabilities).

The Belgian and international structure of sport for persons with disabilities. Attitude towards people with disabilities. An overview of adapted materials and the importance of the person - tool - interface on the

basis of an overview of adapted physical activities. Disability specific didactic-methodological concepts.

Content of part 3, Adapted Physical Activity: Practice, is the following:

Principles of adapted physical activities by means of demonstrations are interpreted. Students gain

insight into the achievement of objectives through adapted physical activities. Population specific adapted physical activities are demonstrated.


Practical 1: General principles of APA. Objectives, types of games, playful shapes, types of exercises.

Practical 2: Principles of APA, applied to special groups Practical 3: Adapted Physical Activities for people with visual impairments: Principles and

applications. Practical 4: Wheelchair use, basic principles, applications and skills. Practical 5: Wheelchair basketball demonstration and physical fitness for wheelchair users. Practical 6: Adapted Physical Activities for people with intellectual disability: principles and

applications. Practical 7: Adapted Physical Activities adapt to heterogeneous groups and inclusive

movement activities. Practical 8: Overview adapted sports: Sitting volleyball, Boccia, Prellball.

A3.3.4 Assessments

Students make a written examination (Multiple Choice), open book (25% of

d3.3 curriculum

Documents