Relevant bibliographies by topics / Physical assessment skills

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Physical assessment skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Physical assessment skills"

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Morrell, Sherry, Jody Ralph, Natalie Giannotti, Debbie Dayus, Susan Dennison, and Judy Bornais. "Physical assessment skills in nursing curricula." JBI Database of Systematic Reviews and Implementation Reports 17, no. 6 (June 2019): 1086–91. http://dx.doi.org/10.11124/jbisrir-2017-003981.

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Touger-Decker, Riva. "Physical Assessment Skills for Dietetics Practice." Topics in Clinical Nutrition 21, no. 3 (July 2006): 190–98. http://dx.doi.org/10.1097/00008486-200607000-00006.

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Robinson, Marylou V. "Pilot for Learning Interprofessional Physical Assessment Skills." Journal for Nurse Practitioners 10, no. 9 (October 2014): e45-e49. http://dx.doi.org/10.1016/j.nurpra.2014.07.038.

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Chen, Jun, Xiaozan Wang, Zhanjia Zhang, and Weiyun Chen. "Assessing Elementary School Students’ Manipulative Skill Competency in China." International Journal of Environmental Research and Public Health 18, no. 6 (March 18, 2021): 3150. http://dx.doi.org/10.3390/ijerph18063150.

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This study aimed to test the validity and reliability of the Physical Education (PE) Metric Assessment Rubrics for assessing 4th-grade students’ manipulative skill competency and examine how well they demonstrated manipulative skill competency. Participants were 4th-grade students at six elementary schools in China. A total of 535 4th-grade students were assessed their soccer skills and 819 4th-grade students were assessed their basketball skills using the PE-Metric Assessment Rubrics. The results found that the soccer and basketball skill assessments had a high degree of internal consistency. And the results showed that the soccer and basketball skill assessment rubrics had a good factor structure. The students’ mean score in soccer and basketball skills assessment was lower than the Overall Competent Level. Further, the t-test indicated that soccer and basketball skill assessments had a significant difference in the mean score of Overall Competent Level between the boys and the girls. The PE-Metric Assessment Rubrics were valid and reliable assessment tools for assessing the manipulative skill competency in soccer and basketball skills among 4th-grade students in China. This study suggested that Chinese elementary school students need to improve basic manipulative skill competency in soccer and basketball skills.
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Leong, Christine, Christopher Louizos, Grace Frankel, Sheila Ng, Harris Iacovides, Jamie Falk, Drena Dunford, et al. "A Physical Assessment Skills Module on Vital Signs." American Journal of Pharmaceutical Education 78, no. 7 (September 15, 2014): 137. http://dx.doi.org/10.5688/ajpe787137.

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Kausar, Shaista, Muhammad Hussain, and Muhammad Afzal. "Physical Assessment Skills Performing Hurdles Among Nursing Students." Vol.3, No.2 3, no. 2 (April 22, 2020): 44–65. http://dx.doi.org/10.32441/aajms.3.2.5.

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Khoran, Mohammad, Fatemeh Alhani, and Ebrahim Hajizadeh. "Nurses Self- Assessment in Pediatric Physical Examination skills." Journal of Pediatric Nursing 3, no. 2 (December 10, 2016): 1–9. http://dx.doi.org/10.21859/jpen-03021.

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Rushforth, Helen, John Warner, David Burge, and Edward Alan Glasper. "Nursing physical assessment skills: implications for UK practice." British Journal of Nursing 7, no. 16 (September 10, 1998): 965–70. http://dx.doi.org/10.12968/bjon.1998.7.16.5611.

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Aldridge-Bent, Sharon. "Advanced physical assessment skills: implementation of a module." British Journal of Community Nursing 16, no. 2 (February 2011): 84–88. http://dx.doi.org/10.12968/bjcn.2011.16.2.84.

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Rosch, Dieter, Roy Hodgson, Lars Peterson, Toni Graf-Baumann, Astrid Junge, Jiri Chomiak, and Jiri Dvorak. "Assessment and Evaluation of Football Performance." American Journal of Sports Medicine 28, no. 5_suppl (September 2000): 29–39. http://dx.doi.org/10.1177/28.suppl_5.s-29.

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The most important variables for measuring performance in team sports such as football are physical condition and technical and tactical performance. However, because of the complexity of the game of football it is difficult to ascertain the relative importance of each of these variables. The aim of the present study was to develop a standardized test battery to evaluate physical performance in football players. The F-MARC test battery was designed to closely relate to the football player's normal activity and comprised a functional, structured training session of approximately 2.5 hours. It included a “quality rating” of the warm-up procedure, tests of flexibility, football skills, power, speed, and endurance. The players finished with a cool-down. A total of 588 football players underwent the F-MARC test battery. Mean values for performance on each test are presented for groups of differing age and skill levels. The test battery proved to be a feasible instrument to assess both physical performance and football skills. This study supports the proposal by Balsom (1994) that analysis of an individual player's physical profile, in relation to mean values for a similar age group and skill level, might be of assistance to the coach in objectively evaluating the effects of a specific training program. It may also be of use to the physician and physical therapist responsible for monitoring progress during rehabilitation after football injuries.
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Dissertations / Theses on the topic "Physical assessment skills"

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Bota, Jordache Dumitru. "Development of the Ottawa Mental Skills Assessment Tool (OMSAT)." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6668.

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The purpose of this study was to develop and validate a psychometric instrument called the Ottawa Mental Skills Assessment Tool (OMSAT), which attempted to determine the relative importance of mental skills required to achieve levels of excellence in sport performance. A review of the literature of sport psychology experts Anshel, (1987); Mahoney, (1989); Mahoney, Gabriel & Perkins, (1987); Orlick (1980, 1986, 1992); Seiler, (1992) and Vealey, (1988) was completed and served as the basis for the creation of the OMSAT questionnaire. The questionnaire was initially comprised of 14 scales including a total of 113 questions. The 14 scales were further divided into five major areas: (1) Foundation Skills (commitment, belief); (2) Affective Skills (stress reactions, fear, relaxing, energizing); (3) Cognitive Skills (goal-setting, imagery, mental practice, focus, refocus); (4) Competition Skills (simulation, competition planning); and (5) Team dynamics. The OMSAT questionnaire was distributed to a sample of 486 subjects who were divided into three groups based on their gender, sport discipline and athletic level of achievement. Following statistical analyses (i.e., internal consistency, frequency item distribution) of every question, a new condensed version of the OMSAT was formulated. This new version was comprised of 71 questions within 12 scales. Results of the condensed version of the OMSAT demonstrated high levels of internal consistency (alpha levels above.78), and acceptable levels of test-retest reliability (r levels above.63). Mean score differences indicated that elite athletes scored higher than competitive athletes, who in turn, scored higher than recreational athletes in nearly all of the OMSAT scales. Overall, the OMSAT appears to provide a potentially useful assessment and diagnostic tool for both understanding, and potentially, counselling athletes of different ability levels.
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Durand-Bush, Natalie. "Validity and reliability of the Ottawa Mental Skills Assessment tool (OMSAT-3)." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9738.

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The Ottawa Mental Skills Assessment Tool (OMSAT) was devised by Salmela and colleagues (1992) to measure a broad range of athletes' mental skills. Bota (1993) empirically tested the first and second versions of the OMSAT and recommended that the instrument be further revised. The purposes of this study were to create an enhanced version of the OMSAT (OMSAT-3), assess its psychometric properties, and determine the relative importance of each mental skill presented in the inventory. The OMSAT-3 was comprised of 85 questions, six of which measured social desirability, and 12 mental skills scales that were regrouped under the following three broader conceptual components: foundations skills, affective skills, and cognitive skills. It was administered to 462 individuals, however only 335 athletes' (175 males and 160 females) scores were included in the analysis. Subjects came from various sports, with hockey, soccer, water polo, basketball, swimming, and baseball being the most predominant ones. Results demonstrated that the scales had acceptable internal consistency, the mean alpha score being.80. Because of the behaviourally-related, situation-dependent nature of the inventory, most of the OMSAT-3 scales did not yield good test-retest reliability estimates. In terms of validity, the OMSAT-3 was found to significantly discriminate between competitive and elite level athletes. The best discriminating scales were Commitment, Stress Control, and Refocusing. When asked to list mental components that were most important and/or useful to their performance, athletes rated "belief/self-confidence" as being the most important one. Draper, Salmela, and Durand-Bush (1995) conducted a confirmatory factor analysis on the second version of the OMSAT and found that the proposed factor model fit the data well. Future researchers need to conduct the same type of analysis with the OMSAT-3 to determine the adequacy of its factor structure.
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Reaby, Linda Lewis, and n/a. "The effectiveness of an educational program to teach a group of A.C.T. nurses comprehensive physical assessment skills." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061107.095130.

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A sample of 22 registered nurses participated in an educational program to learn comprehensive physical assessment skills. This study investigated the effects of that program on their nursing practice. Administration of tests and questionnaires provided a measure of the: (a) use of physical assessment skills; (b) knowledge of physical assessment; (c) changes in nursing practice since learning the skills; (d) barriers to the use of the skills. The model used for the program's curriculum development was adult learning theory. The curriculum focused on this theory's key aspects. Namely, adult students build new skills on their past knowledge and already developed skills. Additionally, they must see the relevance of learning the skills and be able to apply them in their current life situation. The findings suggest this model was appropriate. The nurses in the study used the majority of learned skills after they completed the program. Their knowledge concerning these skills also showed dramatic improvement. The major findings regarding the increase in knowledge and use of physical assessment skills, positive changes in nursing practice and lack of barriers to the use of skills indicate that an educational program in physical assessment can be very beneficial to nurses. The results support those of previous studies in that nurses will use the physical assessment skills they have learned in continuing education programs. The implications for nursing practice and education were discussed. Suggestions were then made for future research in this area.
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Sao, Pedro Michael A. "Real-time Assessment, Prediction, and Scaffolding of Middle School Students’ Data Collection Skills within Physical Science Simulations." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-dissertations/168.

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Despite widespread recognition by science educators, researchers and K-12 frameworks that scientific inquiry should be an essential part of science education, typical classrooms and assessments still emphasize rote vocabulary, facts, and formulas. One of several reasons for this is that the rigorous assessment of complex inquiry skills is still in its infancy. Though progress has been made, there are still many challenges that hinder inquiry from being assessed in a meaningful, scalable, reliable and timely manner. To address some of these challenges and to realize the possibility of formative assessment of inquiry, we describe a novel approach for evaluating, tracking, and scaffolding inquiry process skills. These skills are demonstrated as students experiment with computer-based simulations. In this work, we focus on two skills related to data collection, designing controlled experiments and testing stated hypotheses. Central to this approach is the use and extension of techniques developed in the Intelligent Tutoring Systems and Educational Data Mining communities to handle the variety of ways in which students can demonstrate skills. To evaluate students' skills, we iteratively developed data-mined models (detectors) that can discern when students test their articulated hypotheses and design controlled experiments. To aggregate and track students' developing latent skill across activities, we use and extend the Bayesian Knowledge-Tracing framework (Corbett & Anderson, 1995). As part of this work, we directly address the scalability and reliability of these models' predictions because we tested how well they predict for student data not used to build them. When doing so, we found that these models demonstrate the potential to scale because they can correctly evaluate and track students' inquiry skills. The ability to evaluate students' inquiry also enables the system to provide automated, individualized feedback to students as they experiment. As part of this work, we also describe an approach to provide such scaffolding to students. We also tested the efficacy of these scaffolds by conducting a study to determine how scaffolding impacts acquisition and transfer of skill across science topics. When doing so, we found that students who received scaffolding versus students who did not were better able to acquire skills in the topic in which they practiced, and also transfer skills to a second topic when was scaffolding removed. Our overall findings suggest that computer-based simulations augmented with real-time feedback can be used to reliably measure the inquiry skills of interest and can help students learn how to demonstrate these skills. As such, our assessment approach and system as a whole shows promise as a way to formatively assess students' inquiry.
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Johnson, Tyler Gene. "The Effects of the Type of Skill Assessment on the Motivation of Students in Physical Education." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/614.

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The purposes of this study were to (1) examine the effects of criterion-referenced (i.e., Programmed Practice Sheet or PPS) and norm-referenced (i.e., standardized) skill assessments on the situational motivation of junior high school physical education students (N = 507), (2) determine if student task and ego dispositions could be affected by the type of skill assessment administered, and (3) determine if having choices of skill level affects student situational motivation and perception of autonomy support. Student situational motivation, task and ego disposition, and sense of autonomy were assessed using the Situational Motivation Scale (SIMS), Perception of Success Questionnaire (POSQ), and the Self-Regulation Questionnaire-Autonomy (SRQ-A). Results revealed significant differences between the criterion-referenced/choice Group 4 and the norm-referenced/no choice Group 1 as follows: Group 4 (a) had a greater sense of identified regulation, (b) had a lesser sense of external control, and (c) was less amotivated than Group 1. Significant gender by group interactions were found, thus indicating that girls were more affected by test type than boys. Girls in Group 4 (a) felt a lesser sense of external regulation, (b) had a greater sense of identified regulation, and (c) were more intrinsically motivated than girls in Group 1. Also, girls in Group 4 (a) felt a greater sense of identified regulation and (b) were more intrinsically motivated than girls in the norm-referenced/choice Group 2. These findings provide some evidence that using criterion-referenced skill assessments, like the PPS, and offering choices of skill level may enhance student situational motivation during skill assessment. No significant differences were found in student task and ego disposition and perception of autonomy support.
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Tsiotra, Georgia D. "Motor coordination among Greek children : from assessment to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109165.

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Background: Developmental Coordination Disorder (DCD) describes children with a difficulty to acquire age-specific motor skills. Although there is a significant body of literature addressing developmental and cognitive issues in children with DCD, few studies have actually examined the associations between DCD, physical activity and physical fitness. Therefore, the aim of the present research work was to assess these associations in a series of four successive studies which were set: a) (study 1) to estimate DCD prevalence rates in Greek children and investigate whether these children exhibit different obesity and cardiorespiratory fitness levels than an overseas sample, b) (study 2) to provide evidence on the association between DCD and physical fitness levels, c) (study 3) examine whether a motor skills and exercise training intervention programme affects motor proficiency in a cohort of elementary school children with and without DCD, and d) (study 4) to test the hypothesis that DCD is associated with CVD risk, identify modes of physical activity that mediate such an association and to evaluate the CSAPPA scale as a potential tool for identifying Greek children for DCD. Methods: The total of 574 Greek (Age: 11.46 ± 1.54 years; BMI: 19.96 ± 3.53) children were assessed for anthropometry, physical fitness (flexibility, hand strength, leg explosive power, speed and cardiorespiratory fitness), motor competence (i.e., short form of the Bruininks-Oseretsky Test of Motor Profiency- BOTMP-sf) and subjected to two self assessments for: i) perception of adequacy for physical activity (CSAPPA scale), and ii) children’s participation in physical activity (Participation Questionnaire - PQ). Results: Study 1: Greek children demonstrated significantly higher DCD prevalence rates (p<0.05), higher body fat (p<0.05) and were inferior in both cardiorespiratory fitness (p<0.05) and motor competence (p<0.05) compared to an overseas sample. Study 2: Greek children with DCD demonstrated significantly higher BMI values (p<0.01) and lower leg explosive power (p<0.01), speed (p<0.01) and hand strength (p<0.01) than those without DCD. Study 3: Results showed a significant main effect of time [F(14, 115) = 3.79, p< 0.001; η2 = 0.32] for motor competence (p<0.001) between children with and without DCD. Significant main effects of group (i.e intervention and control groups) [F(42, 351) = 4.01, p< 0.001; η2 = 0.33] were observed for BMI (p<0.01), motor competence (p<0.01), cardiorespiratory fitness (p<0.01), hand strength (p<0.05), leg explosive power (p<0.05), speed (p<0.01), and free time play activities (p<0.05). Study 4: Chi-square comparisons and ANOVA, revealed significantly increased body mass (p<0.05), BMI (p<0.05) and inactivity (p<0.05), as well as significantly decreased cardiorespiratory fitness (p<0.05), motor competence (p<0.05), CSAPPA indices, and participation in free play (p<0.05) in children with DCD. Furthermore, BMI and cardiorespiratory fitness were significantly associated with motor competence (p<0.05) with inactivity as the mediating factor (p<0.05). ROC curve analyses for CSAPPA indicated an optimal cut-off at 62 points. Conclusions: 1) the relatively high DCD and obesity prevalence rates together with the low cardiorespiratory fitness suggest greater health risk for Greek children with the studied condition, 2) children with DCD tend to perform worse in selected physical fitness parameters compared to their normal peers, 3) motor skills and exercise training interventions for children with DCD may improve health and skills related fitness, and 4) inactivity mediates the relationship between DCD and CVD risk in children with DCD. Finally, the CSAPPA scale may serve as a practical and a cost-effective proxy assessment for identifying Greek children with DCD, however as this is not a standardised test for use with children, its use should be treated with caution until further validation work.
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James, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.

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The purpose of this research was to discover the extent to which practising registered nurses in the ACT undertake physical assessment. It was also organized to discover the perceived reasons why, in appropriate instances, it was not undertaken and the extent to which certain variables may have influenced its practice or non-practice. It was directed also at discovering the extent to which the practising registered nurse would be prepared to undertake workshops on the subject, so that, if appropriate, a core of registered nurses could be provided to act as the role-models and to create the necessary learning environment in the ACT hospitals and agencies where most of the Canberra College's graduates would find employment. Since the first undergraduate course in nursing was introduced in the tertiary sector, nurse academics have placed significant emphasis on the teaching of the nursing process. It is within the first phase of this process, the assessment phase, that the physical assessment of the patient/client is conducted. Discussions with practising registered nurses and observations, led to some uncertainty as to the extent to which physical assessment was actually being used. A review of the literature showed that no investigation of the matter had been reported in the Australian literature. It was, therefore, proposed to make good this deficiency and to resolve any uncertainty about the extent of use of physical assessment in the ACT. This study was restricted to registered nurses in the ACT where all beginning nurses are educated at the CCAE with a curriculum which includes a comprehensive study of physical assessment. Even so, it is recognized that such studies will only reach a beginning level of competency. In order to ensure that the graduates of these courses extend their competency in physical assessment they need to be able to use these skills in every day nursing practice. This research, therefore, was conducted using a questionnaire which incorporated questions about the use of 36 physical assessment skills. The survey, on a onetime participation basis, was conducted for all registered nurses rostered on a fortnightly period in April 1987. A 66.7% response rate was achieved. The responses were analyzed and the findings, results and recommendations are included in the appropriate sections of this thesis.
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Willis, Lauren Michelle. "THE EFFECT OF INCREASED PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/48.

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Increased levels of obesity, particularly among American youth, have consistently been cause for concern over the last few decades. Additionally, the amount of time youth spend being active throughout the day has consistently decreased. Physical activity levels among school-aged children in America are effected by any number of reasons, but this study points to the possibility of time spent being physically active during the school day having the greatest effect on a student’s overall level of physical activity. Increased pressures from different entities on local schools to improve student performance on standardized test scores have contributed to a decline in students’ time spent being active during the school day. The inverse relationship that exists between levels of obesity and amount of time spent being active is a call to action and cause for more research in this area if a solution is to be reached with the obesity epidemic in America. The purpose of this study was to investigate the effects of increased physical activity on the academic performance of elementary students in a rural, Central Kentucky community. Academic performance is an overarching term that encompasses academic achievement through standardized testing, academic behavior, and cognitive skills and abilities. Ninety students in 4th and 5th grade with an average age of 10 from one elementary school participated in the study. After obtaining parental consent and students’ verbal consent, students were divided into two intervention groups and one control group. Each intervention group received extra physical activity for three days a week for four weeks. Activity for students was measured with an EKHO MVPA accelerometer for the duration of each activity session during their respective intervention weeks. Standardized test scores were obtained through the school’s measure of academic progress (MAP) assessment. Student behavior was assessed through direct systematic observation and teacher-based questionnaires. Finally, the STROOP color word test was used to measure student’s cognitive processes and executive functioning skills. The results from the STROOP color word test provided evidence of a significant relationship between physical activity and cognitive skills (ttest1=2.63, p < .01, ttest2=7.14, p < .001). Additionally, the teacher-based questionnaire demonstrated a significantly positive relationship between physical activity and student behavior (t = -2.65, p < .01). Boys were significantly more active than girls (tfemale = -2.71, p < .01). There were also significant correlations between females and the teacher-based questionnaires, the white race and the STROOP color word test, and the white race and on-task behavior. No significant relationships were found between physical activity and overall academic performance or academic achievement.
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Raleigh, Mary. "Multiple perspectives of community nurse practitioners' use of medical physical assessment skills in primary care : a qualitative study of current practice in the UK." Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/809067/.

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Aim: To explore the use of medical physical assessment skills (PAS) by community nurse practitioners in primary care in the UK. Background: Physical assessment skills are commonly practiced by community nurse practitioners in primary care. These skills are used to support GPs to deliver a wide range of services in primary care. There is no evidence on how physical assessment skills are used by community nurse practitioners in primary care. Methods: A qualitative interpretative embedded case study design. Results: Participants reported that community nurse practitioners used medical PAS in integrated ways, by bringing together their clinical expertise, leadership, education and liaison skills to work across professional boundaries, to deliver a range of services. Specialist nurses caring for patient with one or more chronic long-term condition use these skills within the constructs of a person-centred framework, which is relationship focussed, holistic and collaborative. Nurse practitioners use physical assessment skills to work as generalists and make independent diagnostic decisions. Competence, capability and performance are necessary to make complex decisions. Failure of community nurse practitioners to take responsibility for assessment decisions creates inter-professional tensions and conflict. Conclusions: Medical physical assessment skills are successfully being used by community nurse practitioners to deliver a wide range of services in primary care. These skills improve competence, capability and performance for advanced nursing practice roles. Physical assessment skills education and training at universities needs to be validated by allied health professional bodies for advanced practice roles. Relevance to clinical practice: • Physical assessment education and training prepares nurses with higher levels of theoretical assessment knowledge and skills that are fit for purpose. • GPs believe that education and training of physical assessment skills are vital for nurses to manage the burden of assessment work in primary care. • Common sets of assessment practices between disciplines have better outcomes for patients • Registered nurses require a standard of competence which allows them to perform physical assessment skills to the same level as doctors. • Competence and performance are best achieved when working with patients and experienced clinicians. Key words: medical physical assessment skills, community nurse practitioners, cross boundary working, diagnostic skills.
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Byrum, Hollie Ann. "Evaluating the Effects of Reinforcer Quality on Academic Skill Acquisition with Students With Significant Disabilities." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406309104.

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Books on the topic "Physical assessment skills"

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Altman, Gaylene. Delmar's physical assessment skills. Clifton Park, NY: Delmar Learning, 2004.

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Sasha, Chaitow, ed. Palpation and assessment skills: Assessment through touch : with DVD. 3rd ed. Edinburgh: Churchill Livingstone, 2010.

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Chaitow, Leon. Palpation skills: Assessment and diagnosis through touch. New York: Churchill Livingstone, 1997.

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Clinical examination skills. Chichester, West Sussex: Wiley-Blackwell, 2008.

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Beverly, Cornel-Avendano, ed. Mastering the OSCE, Objective Structured Clinical Examination and CSA, Clinical Skills Assessment. 2nd ed. New York: McGraw-Hill, Health Professions Division, 2002.

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Skill assessment in physical education: A developmental approach. Champaign, IL: Human Kinetics, 2012.

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Kelly, Luke E. Everyone can!: Skill development and assessment in elementary physical education. Champaign, IL: Human Kinetics, 2010.

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Kelly, Luke. Everyone can!: Skill development and assessment in elementary physical education. Champaign, IL: Human Kinetics, 2010.

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Kelly, Luke. Everyone can!: Skill development and assessment in elementary physical education. Champaign, IL: Human Kinetics, 2009.

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Kelly, Luke. Everyone can: Skill development and assessment in elementary physical education. Champaign, IL: Human Kinetics, 2009.

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Book chapters on the topic "Physical assessment skills"

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Schreiber, Nico, Heike Theyßen, and Horst Schecker. "Process-Oriented and Product-Oriented Assessment of Experimental Skills in Physics: A Comparison." In Insights from Research in Science Teaching and Learning, 29–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20074-3_3.

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Chadwick, Ruth, Eilish McLoughlin, and Odilla E. Finlayson. "Development and Assessment of Inquiry Skills in the Context of SSI with Pre-service Teachers." In Concepts, Strategies and Models to Enhance Physics Teaching and Learning, 139–45. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18137-6_12.

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Cuijpers, Colette. "Online Proctoring Put to the Test." In The New Common, 53–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65355-2_8.

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AbstractTraditionally, universities are places where students and professors physically interact. Knowledge and skills of students are generally tested in oral and written forms, on campus. In times of COVID-19, however, a new common in education is called for as students are unable to be physically present on campus. Both education and assessments need to take place at a distance. This development creates opportunities. However, education at a distance also bears risks, such as the risk of fraud. Universities are responsible for safeguarding the quality of education, assessments, and diplomas. Only students who actually master the learning objectives should receive a diploma. Online proctoring systems can help to achieve this. A challenging issue is that some students oppose these systems from the perspective of privacy and data protection. In view of the key focus of this book, moving towards a new common while preserving the best of the old common, it is thus important to put online proctoring systems to the test and consider their impact on human rights.
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Lenssen-Erz, Tilman, and Andreas Pastoors. "Reading Spoor." In Reading Prehistoric Human Tracks, 101–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_6.

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AbstractThe spoor of animals and humans alike contain rich information about an individual and about a momentary activity this individual performed. If the – arguably hard-wired – human ability to read spoor and tracks is sufficiently trained, a footprint allows to glean from it various physical, kinetic, medical, social and psychologic data about an individual, as has been observed among various populations across the globe. The Ju|’hoansi San from northern Namibia still today practice traditional hunting so that tracking is a skill that is required and trained on a daily base. For a good tracker, the information she or he gets from spoor is equally rich on animal and human footprints, and it is not necessary that the tracker has been exposed before to the individual whose spoor she/he reads. In order to allow an assessment of how tenable are the interpretations by contemporary hunter-gatherers of prehistoric human footprints, this chapter elucidates methodological aspects of tracking and situates this ability in an epistemological framework.
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Tietze, Karen J. "Physical Assessment Skills." In Clinical Skills for Pharmacists, 43–85. Elsevier, 2012. http://dx.doi.org/10.1016/b978-0-323-07738-5.10004-3.

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Chaitow, Leon, David Russ, and David J. Shipley. "Assessment/Palpation Section: Skills." In Naturopathic Physical Medicine, 125–95. Elsevier, 2008. http://dx.doi.org/10.1016/b978-044310390-2.50011-0.

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Bowker, Lesley K., James D. Price, and Sarah C. Smith. "Clinical assessment of older people." In Oxford Handbook of Geriatric Medicine, 51–70. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199586097.003.0003.

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Consultation skills 52 Multiple pathology and aetiology 54 Taking a history 56 Other sources of information 58 Problem lists 60 General physical examination 62 HOW TO . . . Assess gait in an older person 63 Investigations 66 Common blood test abnormalities 68 Comprehensive geriatric assessment 70 There are certain skills that are key to any consultation, but some are more important with an older patient....
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"Assessment." In Oxford Handbook of Cancer Nursing, edited by Mike Tadman, Dave Roberts, Mark Foulkes, Mike Tadman, Dave Roberts, and Mark Foulkes, 461–72. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198701101.003.0036.

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Assessment is one of the most complex nursing activities. It involves interpersonal and communication skills and decision-making skills. The purpose of assessment can be related to the diagnosis of specific conditions; however, assessment is often focused on the assessment of needs or health-related goals. The context and timing of assessment are important. Assessment as a process involves both non-verbal observation and verbal exchange of information, or conversation. Holistic needs assessment and care planning are an important aspect of care, particularly as patients rebuild their lives after treatment. In assessment, it is necessary to achieve a balance between objective evaluation of the patient’s problems and their subjective experience of illness or symptoms. Among the many assessment tools available, Patient-Reported Outcome Measures (PROMs) measure outcomes of treatment or care, as they are reported by the patients themselves, and may assess health needs, monitor patient progress, or evaluate services. Quality of life (QoL) is a key element of assessment. It is a complex, multifactoral concept in the context of cancer and involves the individual’s appraisal of their position in life, relative to their expectations. It includes physical (symptoms such as fatigue, pain, and side effects of treatment), functional (activities of living, including eating, sleeping, and washing), emotional (positive and negative emotional reactions to cancer), social (social support, family relationships, and sexuality), and spiritual (sense of meaning and purpose in life, faith) well-being.
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Nevin, Mary, and James Mulkerrins. "Essential skills." In Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.003.0013.

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Children present to the health services with a variety of health needs. The Department of Health (DH) National Service Framework (2004) in the United Kingdom (UK) identifies that children with health needs should receive good quality care. Furthermore this care needs to be provided by staff that have adequate preparation to work with children and families (DH, 2004). In order to provide such care, the nursing student needs to develop and acquire the necessary knowledge and skills to gain an understanding and appreciation of the common needs of both family and child on hospitalization. This chapter aims to equip you with the knowledge and background skills to enable you to provide this quality care. After reading this chapter you should be able to: ● Identify and outline the essential skills that are required during the child’s admission to hospital. ● Understand the essential clinical observations that are performed upon the child’s admission to hospital. ● Develop a further understanding of the basic elements of admission and discharge planning, including the nursing process and care planning. ● Understand the importance of good record keeping during care. ● Identify the means of transmission of infection and the specific precautions and practices that the nursing student can utilize to prevent such transmission. ● Understand the principles of distraction therapy. ● Understand the situations in which restraint may be required. ● Comprehend the principles of last offices and the nurse’s role in providing bereavement care. This chapter assists with your understanding of your nursing care by helping you to understand the skills that can be used during the child’s admission to hospital. These skills develop with experience and education and enable you to develop a caring, family centred approach that makes the transition from home to hospital and vice versa a smooth one for both family and child. Crucially, the assessment process, in the initial phase, helps to set the scene in your relationship with both child and family and communication skills are vital. At the same time essential physical observations of the child are carried out and documented to support your overall assessment and these will be outlined in this chapter.
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Hill, Juniper. "Developing Creativity-Enabling Skills." In Becoming Creative, 28–66. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199365173.003.0002.

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This chapter examines six skill sets for enabling creativity that are important across multiple music cultures: physical technique, aural skills, vocabulary and memory facility, syntax tools, decision-making skills, and self-assessment skills. The extent to which musicians develop and are able to employ these skills correlates with their learning experiences. Social environment, values, and belief systems shape different learning approaches. The natures of human memory and oral culture further interact to facilitate creativity-enabling skill development. Valuable insights are drawn from the experiences of classical, jazz, and traditional musicians in South Africa, Finland, and the United States. Formal and informal music education, authoritarian and learner-directed teaching, emphasis on obedience and student agency, and reliance on notation and playing by ear all have long-term consequences for creative development.
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Conference papers on the topic "Physical assessment skills"

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Williams, Charlotte, and Dominic Whitehouse. "P-243 Meeting the physical assessment skills (pas) needs of specialist palliative care nurses." In People, Partnerships and Potential, 16 – 18 November 2016, Liverpool. British Medical Journal Publishing Group, 2016. http://dx.doi.org/10.1136/bmjspcare-2016-001245.264.

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Falcó Crespo, Enrique, Francisco de Borja Pérez Domínguez, Laura Arjona Tinaut, Clara Ferrús Clari, and José Casaña Granell. "APPLIANCE OF A NEW ASSESSMENT METHOD ADAPTED TO PANDEMIC CIRCUMSTANCES IN PRACTICAL PHYSICAL THERAPY SKILLS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0587.

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Suhadi, Nurhadi Santoso, Sri Marwati, and Riky Dwihandaka. "The Assessment of David Lee Test Norms Scoring Skills for YSU Physical Science Students Majoring in Football Game." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009796905540556.

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McCloskey, Brendan. "Gamification, virtual physical objects, and the non-stigmatising assessment of upper-limb motor skills amongst musicians with cerebral palsy." In 2017 23rd International Conference on Virtual System & Multimedia (VSMM). IEEE, 2017. http://dx.doi.org/10.1109/vsmm.2017.8346295.

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Falcó Crespo, Enrique, Francisco de Borja Pérez Domínguez, Laura Arjona Tinaut, Clara Ferrús Clari, and José Casaña Granell. "CREATION OF A “DETECT THE ERRORS” VIDEO SYSTEM FOR THE ASSESSMENT OF PRACTICAL SKILLS IN PHYSICAL THERAPY AT UNIVERSITY OF VALENCIA." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0586.

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Garifullina, Almira M., and Alla A. Tvardovskaya. "Assessment of the physical and spatial environment for the development of gross motor skills in preschool children under the ECERS-R scale." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-92.

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Tatum, Marcus, Geb W. Thomas, and Donald D. Anderson. "Design of a Percutaneous Articular Fracture Reduction Simulator." In 2018 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/dmd2018-6852.

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The American Board of Orthopaedic Surgery has mandated dedicated skills training for first-year orthopedic surgical residents.1 Most residency programs address this requirement with training exercises with cadavers and plastic foam bones. Some programs incorporate one or more simulators in their skills training, including several sophisticated virtual reality simulators and a variety of low-tech simulators. Simulators are helpful because they can provide repeatable educational experiences and quantitative performance assessment. Unfortunately, few simulators have been developed for orthopedic trauma skills training. Even fewer simulators have been developed and validated with more advanced students, such as residents in their 3rd or 4th year of training, and for more complex surgeries. In contrast to the completely virtual surgical simulation using haptic feedback devices and sophisticated renderings of soft tissue deformation, our group has chosen to use physical models, real surgical instruments and position tracking in conjunction with virtual reality.2–4 The physical models provide experience with the surgical tools, and enable more realistic hand movements and haptic cue feedback.
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Choate, Rober, and Kevin Schmaltz. "Improving Student Design Skills Through Successive Design and Build Projects." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14734.

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Mechanical Engineering students at Western Kentucky University (WKU) are given instruction and must demonstrate their abilities to execute design projects during each of their four years of study. The features and goals of these projects are governed by a Professional Plan, which assures that graduates of the program have experienced key areas of the engineering profession and shown the ability to perform in an acceptable professional manner. The Engineering Design component of the Professional Plan is the focal point of the professional experiences. For students to be able to execute a structured approach to solving problems with an appreciation for the art of engineering, they must experience meaningful projects that expand and challenge their capabilities. WKU ME freshmen individually create physical devices with little engineering science, developing a sense of the manufacturing skills required for realistic designs. Sophomore students execute a team design project with more technical expectations, and also individually complete a design and build project that continues from their freshman project. As juniors, the team design experience is extended to an external audience with greater technical rigor, and additionally student teams implement the ASME Student Design Competition (ASME SDC) as their design and build project. The goal is for seniors to be prepared to implement an industry-based design and build project subject to realistic constraints and customer needs. The implementation of the Engineering Design Component has evolved over the past four years guided by ongoing assessment of both course outcomes and program outcomes, internal and external evaluations of the design project outcomes, and the maturing status of the program facilities and curriculum. One strength of the Professional Plan framework is the ability to build upon previous coursework, assess student progress, and adjust course activities based on prior assessment results to assure that graduates are capable of practicing as engineers. This paper will detail a sustainable model for implementing the design process across the curriculum, with the basis for selecting projects, managing the efforts of student teams, and providing effective feedback. In addition to the engineering design component, the use of professional communications and professional tools are also structured within the design projects.
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Carbone, Angela, and Judy Sheard. "Developing a Model of Student Learning in a Studio-Based Teaching Environment." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2453.

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This paper evaluates a studio based teaching model in a core first year subject of a traditionally delivered IT degree. It reports on first year students’ reactions to four aspects of the studio-based teaching and learning environment; the physical learning space, IT tools and infrastructure, teaching philosophy and portfolio assessment. Data was obtained through online Web-based surveys, issued mid-year and at the end of the year. The surveys were used to construct a model of students' satisfaction, including what influences the students’ use of the new environment and their perceptions of its value to their learning. Results revealed various factors that influence the students' satisfaction of studio-based teaching. Students found the studio precinct an inviting and comfortable place to learn; however, although students appreciated the working environment they were continuously frustrated with endless IT-related problems. Students' comments indicate the teaching environment facilitated collaboration, and by the end of the year they began to see the course as being better integrated. An unexpected finding was the evidence of students developing metacognitive skills via portfolio assessment.
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Fuaddi, Tomoliyus, and Rifki Nanda Putra. "The Physical Education Teachers’ Skill in Arranging Authentic Assessment Rubrics." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009785303030308.

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