Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MOTOR LEARNING | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ahmet EMİR |
| Name of Lecturer(s) | Assist.Prof. Yonca ZENGİNLER YAZGAN |
| Assistant(s) | |
| Aim | Understand the conceptual model of motor skills and motor learning processes and to explain the relationship between these models and the concept of rehabilitation, define different treatment methods based on the learning principle and It is to apply. |
| Course Content | This course contains; Motor learning ,What is Learning? Evaluation of the Learning, Steps of the Learning ,Motor Learning Theories ,Motor Learning Principles ,Motor Skills, Ability and Performance Concepts ,Neural Plasticity ,Motor Learning and Functional Recovery ,Transfer of motor learning principles to clinical practice ,Motor learning based ergotherapy approaches in stroke rehabilitation ,Restricted movement therapy ,Mirror Therapy ,Target-oriented training ,Task-oriented training . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Understands motor learning processes and phases | 13, 16, 9 | A |
| Defines the concepts of skill, ability and performance and learning stages and plans for this stepwise application. | 13, 16, 9 | A |
| Establish relationships between motor learning and performance theories and rehabilitation practices | 13, 16, 9 | A |
| Develop a treatment plan using motor learning principles | 10, 11, 13, 16, 21, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 21: Simulation Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Motor learning | Mebis Notes |
| 2 | What is Learning? Evaluation of the Learning, Steps of the Learning | Mebis Notes |
| 3 | Motor Learning Theories | Mebis Notes |
| 4 | Motor Learning Principles | Mebis Notes |
| 5 | Motor Skills, Ability and Performance Concepts | Mebis Notes |
| 6 | Neural Plasticity | Mebis Notes |
| 7 | Motor Learning and Functional Recovery | Mebis Notes |
| 8 | Transfer of motor learning principles to clinical practice | Mebis Notes |
| 9 | Motor learning based ergotherapy approaches in stroke rehabilitation | Mebis Notes |
| 10 | Restricted movement therapy | Mebis Notes |
| 11 | Mirror Therapy | Mebis Notes |
| 12 | Target-oriented training | Mebis Notes |
| 13 | Task-oriented training | Mebis Notes |
| Resources |
| 1. Stelmach, G. E. (Ed.). (2014). Motor control: Issues and trends. Academic Press. 2. Marino, R., Tomei, P., & Verrelli, C. M. (2010). Induction motor control design. Springer Science & Business Media. 3. Sabanovic, A., & Ohnishi, K. (2011). Motion control systems. John Wiley & Sons. 4. Danion, F., & Latash, M. (2010). Motor control: theories, experiments, and applications. Oxford University Press. |
| 1. Schmidt, R. A. (1991). Motor Learning and Performance: From Principles to Practice. Champaign: Human Kinetics 2. Magill, R. A. (2001). Motor Learning: Concepts and Applications. Sixth Edition. Dubuque, Iowa: Brown & Benchmark. 3. Sieglinde Martin, Teaching Motor Skills to Children With Cerebral Palsy And Similar Movement Disorders: A Guide for Parents And Professionals Woodbine House, 2006 4. Ferguson, M. A., Lim, C., Cooke, D., Darby, R. R., Wu, O., Rost, N. S., ... & Fox, M. D. (2019). A human memory circuit derived from brain lesions causing amnesia. Nature communications, 10(1), 3497. 5. Zhu, G., Jiang, B., Tong, L., Xie, Y., Zaharchuk, G., & Wintermark, M. (2019). Applications of deep learning to neuro-imaging techniques. Frontiers in neurology, 10, 869. 6.Hilger, K., Winter, N. R., Leenings, R., Sassenhagen, J., Hahn, T., Basten, U., & Fiebach, C. J. (2020). Predicting intelligence from brain gray matter volume. Brain Structure and Function, 225, 2111-2129. 7. Santangelo, V., & Bordier, C. (2019). Large-scale brain networks underlying successful and unsuccessful encoding, maintenance, and retrieval of everyday scenes in visuospatial working memory. Frontiers in psychology, 10, 233. 8. Lanteaume, L., Khalfa, S., Régis, J., Marquis, P., Chauvel, P., & Bartolomei, F. (2007). Emotion induction after direct intracerebral stimulations of human amygdala. Cerebral cortex, 17(6), 1307-1313. 9. Ahmed Tawakol, “Relation between resting amygdalar activity and cardio vascular events: a longitudinal and cohort study”, The Lancet, January 12, 2016, 10. Daniel Goleman, Emotional Intelligence: Why It Can Matter More Than IQ, New York, Bantam Books, 2005. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | ||||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 3 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 98 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(98/30) | 3 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MOTOR LEARNING | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ahmet EMİR |
| Name of Lecturer(s) | Assist.Prof. Yonca ZENGİNLER YAZGAN |
| Assistant(s) | |
| Aim | Understand the conceptual model of motor skills and motor learning processes and to explain the relationship between these models and the concept of rehabilitation, define different treatment methods based on the learning principle and It is to apply. |
| Course Content | This course contains; Motor learning ,What is Learning? Evaluation of the Learning, Steps of the Learning ,Motor Learning Theories ,Motor Learning Principles ,Motor Skills, Ability and Performance Concepts ,Neural Plasticity ,Motor Learning and Functional Recovery ,Transfer of motor learning principles to clinical practice ,Motor learning based ergotherapy approaches in stroke rehabilitation ,Restricted movement therapy ,Mirror Therapy ,Target-oriented training ,Task-oriented training . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Understands motor learning processes and phases | 13, 16, 9 | A |
| Defines the concepts of skill, ability and performance and learning stages and plans for this stepwise application. | 13, 16, 9 | A |
| Establish relationships between motor learning and performance theories and rehabilitation practices | 13, 16, 9 | A |
| Develop a treatment plan using motor learning principles | 10, 11, 13, 16, 21, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 21: Simulation Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Motor learning | Mebis Notes |
| 2 | What is Learning? Evaluation of the Learning, Steps of the Learning | Mebis Notes |
| 3 | Motor Learning Theories | Mebis Notes |
| 4 | Motor Learning Principles | Mebis Notes |
| 5 | Motor Skills, Ability and Performance Concepts | Mebis Notes |
| 6 | Neural Plasticity | Mebis Notes |
| 7 | Motor Learning and Functional Recovery | Mebis Notes |
| 8 | Transfer of motor learning principles to clinical practice | Mebis Notes |
| 9 | Motor learning based ergotherapy approaches in stroke rehabilitation | Mebis Notes |
| 10 | Restricted movement therapy | Mebis Notes |
| 11 | Mirror Therapy | Mebis Notes |
| 12 | Target-oriented training | Mebis Notes |
| 13 | Task-oriented training | Mebis Notes |
| Resources |
| 1. Stelmach, G. E. (Ed.). (2014). Motor control: Issues and trends. Academic Press. 2. Marino, R., Tomei, P., & Verrelli, C. M. (2010). Induction motor control design. Springer Science & Business Media. 3. Sabanovic, A., & Ohnishi, K. (2011). Motion control systems. John Wiley & Sons. 4. Danion, F., & Latash, M. (2010). Motor control: theories, experiments, and applications. Oxford University Press. |
| 1. Schmidt, R. A. (1991). Motor Learning and Performance: From Principles to Practice. Champaign: Human Kinetics 2. Magill, R. A. (2001). Motor Learning: Concepts and Applications. Sixth Edition. Dubuque, Iowa: Brown & Benchmark. 3. Sieglinde Martin, Teaching Motor Skills to Children With Cerebral Palsy And Similar Movement Disorders: A Guide for Parents And Professionals Woodbine House, 2006 4. Ferguson, M. A., Lim, C., Cooke, D., Darby, R. R., Wu, O., Rost, N. S., ... & Fox, M. D. (2019). A human memory circuit derived from brain lesions causing amnesia. Nature communications, 10(1), 3497. 5. Zhu, G., Jiang, B., Tong, L., Xie, Y., Zaharchuk, G., & Wintermark, M. (2019). Applications of deep learning to neuro-imaging techniques. Frontiers in neurology, 10, 869. 6.Hilger, K., Winter, N. R., Leenings, R., Sassenhagen, J., Hahn, T., Basten, U., & Fiebach, C. J. (2020). Predicting intelligence from brain gray matter volume. Brain Structure and Function, 225, 2111-2129. 7. Santangelo, V., & Bordier, C. (2019). Large-scale brain networks underlying successful and unsuccessful encoding, maintenance, and retrieval of everyday scenes in visuospatial working memory. Frontiers in psychology, 10, 233. 8. Lanteaume, L., Khalfa, S., Régis, J., Marquis, P., Chauvel, P., & Bartolomei, F. (2007). Emotion induction after direct intracerebral stimulations of human amygdala. Cerebral cortex, 17(6), 1307-1313. 9. Ahmed Tawakol, “Relation between resting amygdalar activity and cardio vascular events: a longitudinal and cohort study”, The Lancet, January 12, 2016, 10. Daniel Goleman, Emotional Intelligence: Why It Can Matter More Than IQ, New York, Bantam Books, 2005. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | ||||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |