upper limb assignment

09 Jun upper limb assignment

Upper Limb Functional Movement Analysis

OTA 2041 Movement for Human Occupation

Assignment Assigned Class of Week 3

Due before class Week 5 via the submission folder on Bright Space

Points and Percent Grade for Assignment: 20 points/20% of total grade

Instructions

Students will work to develop a functional movement analysis for the upper limb.

Similar to the following two activities:

1. Standing at the kitchen counter, a 60-year-old man with Parkinson’s picks up a dinner plate and puts it on the second shelf of the cupboard in front of him before resting his arm at his side.

2. Sitting at a table for lunch, a 50-year-old woman with osteoarthritis is thirsty; she picks up her glass of soda and has a drink before putting the glass back on the table.

Each student will then identify the occupation (e.g., ADL, IADL, education, work, play, and leisure) that aligns with their activity.

Please break the paper down into the following headings/sections; use the following format for your paper (this paper will not written using standard APA style):

I. Description of Occupation

Give a brief description about the area of occupation (e.g., ADL) that aligns with your activity.

II. Description of Activity

A. The activity: e.g., brushing teeth by a 35 year old woman with multiple sclerosis

B. Steps of the activity (no more than three steps)

Step one: Pick up toothbrush that has toothpaste on it from edge of sink Step two: Put toothbrush in mouth to start brushing teeth

Step three: Return toothbrush to sink level

III. Biomechanical Analysis of Activity

NOTE: Start this section with a sentence describing the starting position for the activity. Is the client standing? Sitting? How is the client positioned relative to the activity?

A. Now, go back to each step and add the name of movements and approximate degrees of ROM at each joint required to do each step of the activity

1. Step one: pickup toothbrush

a. shoulder flexion: 30 degrees

b. wrist extension: 35 degrees

d. MP flexion: 85 degrees

d. IP flexion: full flexion required to grasp tube (state what full range is at DIPS and PIPS)

2. Step two: put toothbrush in mouth to start brushing teeth

and so on…….

B. Now, go back and add the following information:

· Identify the prime mover(s) for each joint movement and state whether the primer mover is contracting concentrically or eccentrically

· Identify the antagonist(s) for each joint movement and state whether the antagonist is contracting concentrically or eccentrically

1. Step one: pickup toothbrush

a. shoulder flexion: 30 degrees

prime mover (agonist): brachialis (concentric contraction)

antagonist: triceps (eccentric contraction)

b. wrist extension: 35 degrees

prime movers (agonist): extensor carpi radialis longus (concentric contraction) and extensor carpi ulnaris (concentric contraction)

antagonists: flexor carpi radialis and ulnaris (eccentric contraction)

c. MP flexion: 85 degrees – and add primer movers and antagonists, etc.

d. IP flexion: full flexion required to grasp tube (state what full range is at DIPS and PIPs) — and add prime movers (agonist) and antagonists, etc.

2. Now, do the same for the next two steps

C. Go back and add the muscle strength required at each joint for each step of the activity. Things to consider include the following: Must you move against gravity to do a step? What would that muscle strength be? Is the activity done against resistance?

e.g., 1. Step one: pickup toothbrush

a. shoulder flexion: 30 degrees

prime mover (agonist): brachialis (concentric contraction)

antagonist: triceps (eccentric contraction)

Muscle strength: 3+ — move against gravity with some resistance

b. wrist extension: 35 degrees

prime movers (agonist):

extensor carpi radialis longus (concentric contraction)

extensor carpi ulnaris (concentric contraction)

antagonists: flexor carpi radialis and ulnaris (eccentric contraction)

Muscle strength: 3 — move against gravity

c. MP flexion: 85 degrees – etc.

Muscle strength: 3+ — move against gravity with some resistance

d. IP flexion: full flexion required to grasp toothbrush (state what full range is at DIPS and PIPS — etc.

Muscle strength: 3+ — move against gravity with some resistance

2. Now, do the same for the next two steps

III. Safety precautions for activity

Under this heading, list two ways in which your client can accomplish the activity, the occupation, safely.

e.g.,

1. if balance is poor due to MS, have client sit in front of sink to brush teeth or at a table with a bowl of water and basin on the table (in place of a sink)

2. if co-contraction of shoulder and elbow cause fatigue during activity, have client seated to do activity with elbow resting on table or sink for support while brushing teeth

Evaluation Rubric for Upper Limb Functional Movement Analysis Assignment

NOTE: Please copy the Evaluation Rubric and paste the entire Rubric into the very end of your paper. If you submit the paper without the rubric, your paper will be returned to you for re-submission with the rubric; a late grade penalty may be applied. Thank you!

See grading rubric on next two pages

RUBRIC with CRITERIA for Upper Limb Functional Movement (20 points)	Professional Reasoning Skills are Effective	Professional Reasoning Skills are Inconsistent or Incomplete	Professional Reasoning Skills are Ineffective
Description of Occupation (0.25 point)	Description of ‘occupation’ Is comprehensive, capturing the essence of the description in the OTPF with phrases like meaningful or ”life activities in which individuals, groups, or populations engage, including ADLs, IADLs, rest, sleep, education, work play, leisure and social participation” (OTPF, p. S19) (0.25 point)	Description of ‘occupation’ is missing 25-49% of information (e.g., meaningful, individuals, groups, ADLs, work leisure) (0 points)	Description of ‘occupation’ is missing more than 50% of information (e.g., activities that people do) (0 points)
Breakdown of activity to be done in 3 steps (1.5 point)	Steps of the activity result from effective analysis of the activity. Division of activity into three steps shows evidence of logical planning. (1 – 1.5 points)	Steps of the activity result from incomplete or inconsistent analysis of the activity. About 50% of the steps show evidence of logic and effective planning. (0.99 – 0.75 points)	Steps of the activity result from incomplete, ineffective analysis of the activity. (0.74 – 0 points)
Movements and degrees of range of motion are appropriate at each joint at each step of the activity (6 points)	Names of movements and approximate degrees of ROM are accurate and/or realistic at each joint for each step of the activity. (5 – 6 points)	About 50% of the names of movements and/or approximate degrees of ROM are included, accurate and/or realistic for about 50% of the involved joints for about 50% of the activities. (3 – 4 points)	Less than 50% of names of the movements and/or approximate degrees of ROM are included, accurate and/or realistic; and/or information is lacking and/or incorrect for less than 50% of the involved joints or activities; reads like a first draft (0 – 2 points)
Agonists, antagonists and types of contractions are accurately described (6 points)	Names of prime movers (agonists) and antagonists are correct and described by appropriate type of contraction (eccentric or concentric) at each joint for each step of the activity. (5 – 6 points)	About 50% of the names of prime movers (agonists) and antagonists are correct and described by appropriate type of contraction (eccentric or concentric) at each joint for each step of the activity. (3 – 4 points)	Less than 50% of the names of prime movers (agonists) and antagonists are correct and described by appropriate type of contraction (eccentric or concentric) at each joint for each step of the activity. (0 – 2 points)
RUBRIC with CRITERIA for Upper Limb Functional Movement (20 points)	Professional Reasoning Skills are Effective	Professional Reasoning Skills are Inconsistent or Incomplete	Professional Reasoning Skills are Ineffective
Muscle strength is appropriate for the activity (6 points)	Names of prime movers (agonists) and antagonists are correct and described by appropriate type of contraction (eccentric or concentric) at each joint for each step of the activity. (5 – 6 points)	About 50% of the names of prime movers (agonists) and antagonists are correct and described by appropriate type of contraction (eccentric or concentric) at each joint for each step of the activity. (3 – 4 points)	Less than 50% of the names of prime movers (agonists) and antagonists are correct and described by appropriate type of contraction (eccentric or concentric) at each joint for each step of the activity. (0 – 2 points)
List two suggestions for safe completion of the activity (0.25 point)	Both suggestions for client’s safe completion of the activity are realistic and/or appropriate. (0.25 point)	One of the two suggestions for client’s safe completion of the activity is realistic and/or appropriate; only one suggestions for safe completion of activity is provided. (0.125 point)	Neither one of the two suggestions for client’s safe completion of the activity are realistic and/or appropriate. (0 points)