ESC3006 : Neurorehabilitation, exercise and motor learning
- Offered for Year: 2017/18
- Module Leader(s): Professor Lynn Rochester
- Lecturer: Dr Susan Lord, Miss Sarah Moore
- Owning School: Biomedical Sciences
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||10|
This module advances knowledge about exercise and motor learning within a neurorehabilitation context. Exercise can be broadly defined as a planned, structured and repetitive activity with the aim of improving or maintaining function. Exercise is central to neurorehabilitation, and motor learning is embedded within exercise. Both are required for skill acquisition and transference of skill to everyday activity. This module will be of interest to students keen to extend their understanding of exercise and motor learning and its application in a broader context.
Lectures outline the practice and tenets underpinning neurorehabilitation. Interventions to improve motor performance will be described along with their rationale for use and intended outcome. The focus will be on specific effects of exercise such as restoration of normal movement, strength training, endurance training and multi-modal input. The effect of these interventions on cortical, subcortical and peripheral systems will be examined with respect to neuroplasticity and retraining brain function. A range of health conditions such as stroke, Parkinson’s disease, multiple sclerosis, and spinal cord injury will be used to illustrate learning points. Features that impact on the success of neurorehabilitation (pre-morbid health status, age, mood, environment) will also be reviewed.
Outline Of Syllabus
Lectures and seminars cover the following topics:
1. Rehabilitation and neurorehabilitation: what is it?
2. Health conditions that require neurorehabilitation.
3. Exercise and motor learning – working together to achieve optimal outcomes
4. Effect of interventions on cortical, subcortical and peripheral structures and systems.
5. Principles governing exercise: strength training, endurance training, multi-modal input.
6. Motor learning, skill acquisition, skill transfer.
7. Facilitators and barriers to successful outcomes.
|Guided Independent Study||Assessment preparation and completion||3||10:00||30:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||13||1:00||13:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||3||1:00||3:00||Workshops and seminars|
|Guided Independent Study||Student-led group activity||3||3:00||9:00||Preparation of group oral presentation|
|Guided Independent Study||Independent study||1||45:00||45:00||N/A|
Teaching Rationale And Relationship
Lectures introduce key concepts. Small group workshops and presentations at seminars allow peer evaluation and collaborative learning. Independent study enhances learning throughout the module.
The format of resits will be determined by the Board of Examiners
|Written Examination||120||2||A||80||Essay questions; answer 2 from 4|
|Prof skill assessmnt||1||M||20||Group oral presentation aimed at a non-specialist audience|
Assessment Rationale And Relationship
The written examination will assess the knowledge outcomes of the module. The group oral presentation will further assess students' understanding by requiring them to present information in a way that can be understood by non-specialists. This will also assess the skills outcomes of the module.
- Reading List Website : rlo.ncl.ac.uk