IF-2-003

• Physiotherapy 2014 - Health and human movement
• Physiotherapy 2015 - Health and human movement
• Physiotherapy 2016 - Health and human movement
• Physiotherapy 2017 - Health and human movement
• Physiotherapy 2018 - Health and human movement
• Physiotherapy 2019 - Health and human movement
• Physiotherapy 2020 - Health and human movement
• Sports and health promotion 2014 - Health and human movement
• Sports and healthpromotion 2015 - Health and human movement
• Sports and healthpromotion 2016 - Health and human movement
• Sports and healthpromotion 2017 - Health and human movement
• Sports and healthpromotion 2018 - Health and human movement
• Sports and healthpromotion 2019 - Health and human movement
• Sports and healthpromotion 2020 - Health and human movement

Swedish

Compulsory

First

1

10 cr

Learning competence:
- Can develop their own knowledge of the human
in motion and see the development needs
- Can learn with others and share their
knowledge within their working group
- Take other people into account
Communication and social competence
- Can listen to others and communicate in
writing, speech and visually using different
communication styles

At the end of the course the student is
expected
to be able to:

-Understands and knows the human
development(motor and psychosocial etc.) from
birth to death
-Can Identify development challenges and
opportunities in man's various life stages
-Understand the following concepts: identity
development, life cycle psychology,
psychosocial development, reflex, reaction,
fine motor, gross motor skills, etc.

-Understand what things are important in motor
learning processes
-Understand the conditions of motor learning
in different age groups as a part of man's
overall development
-Can Reflect their motor learning through
theories and learn new physical skills through
health promotion activities
-Find and can use evidence based theories and
books

-Have a picture of their future profession and
see the connection between the course and
working life

- Movement, motor learning and health
promotion activities
- Human motor-, physical, psychosocial
development from birth to death
- Professional identity - what is it to be a
physiotherapist / sports instructors

Tentliteratur:
Människans livscykel - bok tentamen
-FÖRELÄSNINGS MATERIAL
-Sheridan,M. 2014. From Birth to Five Years.
(130 sidor)
-Öland Britt Mari (redaktör) (2006):
Talangutveckling. Motiverande och målinriktad
träning för barn och ungdom. SISU
idrottsböcker. Sidorna 27-68. (40 sidor)
-Ericsson I. 2005: Rör dig ? Lär dig. Motorisk
inlärning. SISU idrottsböcker. Sidorna 19-59
(40 sidor).
-Everett T., Kell C. 2011. Human Movement, an
introductory text. Churchill Livingstone.
Kapittel 13, Human movements across the
lifespan, sidor 211 ? 227. (16 sidor)
-Sihvonen S, Rantanen T and Heikkinen E:
Physical Activity and Survival in Elderly
People: A Five-Year Follow-Up Study. Journal
of Aging and Physical Activity. 1998, 6, 133-
140. (8 sidor)
-Dunderfelt, T. 2011. Elämänkaaripsykologia.
WSOYpro OY. Helsinki. 63-113, 119-151, 156-
172, 180-209, 215-218 (130 sidor)

En förkortad svenskspråkig version finns i
Utbildningsstyrelsen (1994). Hälso- och
socialvård. En introduktion. Helsingfors:
Stiftelsen för sjuksköterskeutbildning.

Referens litteratur:

Erikson, E. (2000). Den fullbordade
livscykeln.
Stockholm: Natur och Kultur.

Hockey, J. & James, A. (2003). Social
identities across the Life Course.
Basingstoke:
Palgrave.

Hockey, J. & James, A. (1993). Growing up and
growing old. Ageing and dependency in the life
course. London: Sage

Newman, B. & Newman, P. (2006). Development
through Life. A Psychological Approach.

Sankari, A. & Jyrkämä, J. (toim.) (2001).
Lapsuudesta vanhuuteen. Iän sosiologiaa.
Tammerfors: vastapaino.

Utvecklingsteoretiska perspektiv med relevans
för temat:

Jarlang, E. (red.) (1999).
Utvecklingspsykologiska teorier. En
introduktion. Stockholm: Liber.

Havnesköld, L. & Risholm Mothander, P. (2002).
Utvecklingspsykologi. Psykodynamisk teori i
nya
perspektiv. Stockholm: Liber.

Magnusson, E. (2003). Psykologi och kön: Från
könsskillnader till genusperspektiv.
Stockholm:
Natur & Kultur.

Trost, J. & Levin, I. (1996). Att förstå
vardagen ? med ett symboliskt
interaktionistiskt perspektiv. Lund:
Studentlitteratur.

Valsiner, J. (1997). Culture and development
of
children´s action. NY: Wiley

Fokus på olika åldrar (jfr.
Utvecklingspsykologi samt livslopp)

Stern, D.N. (1992) Spädbarnets interpersonella
värld. Stockholm: Natur och Kultur

Torstenson-Ed, T. (2003). Barns livsvärld.
Genus, etnicitet, generation, särskilt stöd
och
värderingar i skolan. Lund: Studentlitteratur.

Broberg, B., Almqvist, K., Tjus, T. Iliste, A.
& Nilsson, B. (2007). Anknytningsteori.
Betydelsen av nära känslomässiga relationer.
Stockholm: Natur & Kultur.

Erling, A. & Hwang, P. (red.) (2001).
Ungdomspsykologi. Utveckling och livsvillkor.
Stockholm: Natur och kultur.

Engquist, A. (1995). Att växa som vuxen. Nya
perspektiv på dig själv och andra. Stockholm:
Prisma.

Naroskin, P. (1995). På spaning efter den
vuxna
människan. Stockholm: Natur och Kultur.

Perlmutter, M. & Hall, E. Adult development
and
aging. NY: Wiley

Grassman, E. J. & Hydén, L-Ch. (Red.) (2005).
Kropp, livslopp och åldrande. Några
samhällsvetenskapliga perspektiv. Lund:
Studentlitteratur.

Hagberg, B. & Rennemark, M. (2004). Den
åldrande människans psykologi. Lund:
Studentlitteratur.

Tornstam, L. (2005). Åldrandets
socialpsykologi. Stockholm: Norstedts
akademiska förlag.

Motorisk inlärning:
Shumway-Cook, A., Woollacot, M.2007. Motor
Controll. Translating Research into Clinical
Practice. ISBN13:978-0-7817-6691-3

Fysioterapi studeranden:
Ulla T. Karppi S-L. Mansikkamäki T.2006.
Fysioterapia. Edita Prima Oy. Helsinki.
Kapittel 1.

• Lectures - 30 hours
• Excursions and demonstrations - 25 hours
• Individual- and group instruction - 5 hours
• Practical exercises - 95 hours
• Project- and production work/artistic activities - 40 hours
• Individual studies - 60 hours
• Seminars - 15 hours

• Total workload of the course: 270 hours
• Of which autonomous studies: 270 hours
• Of which scheduled studies: 0 hours

Multiform education

• Exams (written-, oral-, home-)
• Demonstrations and proficiency exams
• Essays, reports, productions and portfolio

To pass the course the student should pass the
following examinations:

1.Motor learning
- Seminar and presentation materials (videos)
(1-5) 50%
- Health promotion activities and
demonstrations are compulsory (between 80-
100%). Health promotion activities have little
practical and written assignments that are
mandatory (approved / unapproved)

2.Humans lifecycle
- Exam (1-5) 50%

3.Professional identity: visitors day, task &
seminar (approved / unapproved)

Course all parts should be completed before
any grades are given. Late submissions lower
grade (-1 / per week)

• Hagström Sarah
• Hellsten Thomas
• Hellstén Kati
• Kokko Anne
• Taskinen Topi
• Törnblom Cia
• Vaappo Marko

Vaappo Marko

https://arcada.itslearning.com/ External link

No limit

Until date 2021-05-31

Kursinfo och tidtabell finns på Itslearnings och
den gås igenom på introduktionstillfället

• 2021-01-25 - Exams
• Date will be announced later - Demonstrations and presentations
• Date will be announced later - Reports and productions