23103 - ACTIVE APPROACH TO PHYSIOTHERAPY IN DIFFERENT ENVIRONMENTS

Subject type: Optional

Coordinator: Marc Terradellas Fernández

Trimester: Third term

Credits: 4

Academic year: 2025

Teaching course: 4

• Catalan

This subject aims to show the different environment where it is possible to carry out a Physiotherapy treatment. It will work on the aquatic environment, the benefits of Nordic walking, horse-assisted therapy, focusing on Hippotherapy, and finally the use of public road resources.

Water is an environment that offers different possibilities when working. The benefits that are obtained have been proven in recent years. Patients report the feeling that in this environment they can perform activities that they cannot carry out outside. The physiotherapist's job is to discover and guide these proposals and make them useful out of the water.

Nordic walking was born in Finland as a form of training for cross-country skiers in the summer. It consists of walking with sticks specially designed for this sporting activity with a specific technique. A correct technique is based on a progression of steps and movement of the arms, forearms and hands, to which are subject the specific sticks for the practice of this activity. Among the many benefits it provides, we find the strengthening of the musculoskeletal system, coordination and balance.

Hippotherapy is a fairly innovative technique that is being used to treat patients with different pathologies. It is a multidisciplinary therapy and with this subject it is intended that the student can achieve both basic and in-depth knowledge and objectives about Hippotherapy.

The use of the urban environment, urban furniture, health parks, leisure facilities, natural areas... as a tool to practice physical activity, are accessible and economical tools in order to prescribe exercises to our patients and favor the fulfillment of these, improving adherence to treatment.

The distribution of the theoretical and/or practical content of the subject can be consulted in the schedule and sections of the corresponding virtual classroom before it starts.

This subject aims to introduce the gender perspective in its content and development. In addition, the objectives are aligned with the Sustainable Development Goals (SDGs) of the 2030 Agenda of the United Nations.

The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, either towards students or towards teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer prejudice from others.

Aquatic Therapy Block

- Physiological Bases of Immersion

- Own experience of the aquatic environment

- Active and passive movement in the water

- Aquatic Physiotherapy session

- Group aquatic physiotherapy

Urban Environment Blog

- Theory of the general concepts of urban environments

- Physical exercise practice in urban environments

Nordic walking block

- Theory of instruction in Nordic walking

- Practice of Nordic walking instruction

Hippotherapy block

- Anatomy and biomechanics of the horse

- Characteristics of therapy horses and their training

- Introduction to the world of Hippotherapy

- Neuropediatrics applied to Hippotherapy

- How to organize and perform a Hippotherapy session

This subject may consider the following indicators detailed in the following table in its evaluation proposal: 

To pass the subject, it is mandatory to attend a minimum of 80% of the practical classes (absences

justified are included 20% of absences).

Assessment activities (SE1, SE2 and SE4) cannot be recovered.

A system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honorary registration) is used according to RD 1125/2003.

The subjects will have evaluation and recovery activities in accordance with the teaching guide and the subject's learning plan, published in their virtual classroom and which will establish the necessary requirements to be able to participate.

In accordance with current UPF regulations, all students who, having participated in the learning and assessment activities during the term, have obtained a failing grade for the corresponding subject in the quarterly assessment may participate in the recovery process . Those who have not participated in the learning and assessment activities or who have waived the assessment will not be able to participate. If the grade is "not submitted", you will not be able to opt for recovery and therefore the subject will have to be taken again in its entirety in the following academic year.

Any form of academic fraud will be sanctioned in accordance with the school's assessment regulations. If signs of fraud are detected, including the improper use of generative artificial intelligence tools, the subject's teaching staff may
call the student for an individual interview with the aim of verifying their authorship. The use of artificial intelligence (AI) in this subject is regulated in the Learning Plan. It must be consulted to find out the specific conditions of use.

Güeita, J; Alonso, M; Fernández, C. Aquatic Therapy. Elsevier, 2015

Güeita-Rodríguez J, Hoyas-ávila S, Palacios-Ceña D, Molina-Rueda F. Effects of vertical water immersion on the nervous system: A systematic review. Rev. Neurol. 2019 Mar 1;68(5):181–9 - hƩp://equinoterapia.net/

http://equinoterapia.net/

Casady, RL & Nichlos-Larsen, DS (2004) .The effect of hippo therapy on ten children with cerebral palsy. Prediatr Phys Ther, 16 (3), 165-172.

Castillo, FJ. Aquatic physiotherapy. Editorial Formación Alcalá. Jaén, 2012.

Colado, JC. Physical Conditioning in Aquatic Environment. Ed.Paidotribo. Barcelona, ​​2004

Cole, AJ & Becker, B. Comprehensive Aquatic Therapy. Butterworth Heinemann. Philadelphia, 2004.

Falke, G. (2009). Equine therapy. Clinical, psychological and social approach. Journal of the Argentine Medical Association, 122 (2), 16-19.

Pérez, L., Rodríguez, J. and Rodríguez, N. (2008). Equine therapy in the treatment of childhood disabilities. Camagüey Provincial Medical Science Information Center, 12 (1), 1-8.