Upcoming Medical Conferences in CandlerSearch Criteria : United States of America Candler
Nov 16 - 17, 2019 | CE 1.50 | USD $550 | Candler, North Carolina
PWR! Therapist Training and Certification Workshop is organized by Parkinson Wellness Recovery (PWR) and will be held from Nov 16 - 17, 2019 at Ferguson Family YMCA, Candler, North Carolina, United States of America. Target Audience: Certified Personal Trainers, Group Fitness Instructors, PTs, PTAs, OTs, OTAs, and individuals holding a 2- or 4-year degree in a health, exercise science, recreation, or physical activity-related field with at least 2 years of experience Accreditation: Approved for 1.5 CECs Course Description: This course will provide participants with the background and skills to apply an evidence-based PDspecific approach to teaching group fitness classes or personal training. Participants will learn two group exercise class formats (PWR!Moves Group or PWR!Moves Circuit). Both of these class formats can be adapted for individuals with minimal to moderate levels of disease severity. Participants will have the opportunity to participate in PWR!Moves classes, develop class activities, and teach PWR!Moves while interacting with PWR! faculty and people with Parkinson disease during the workshop. Participants will also be introduced to how to implement essential principles of learning and neuroplasticity rooted in exercise science, motor control, and motor learning research. When applied, these principles combine to help people with PD achieve optimal improvement to quality of life, function, and symptoms, and slow the progression of PD. Instructors will learn to use the group class structure, feedback, and a variety of instructional methods to empower and educate class participants. The course will emphasize promoting an environment well-suited to learning that embraces an atmosphere of empowerment, motivation, social enrichment, and fun! The goal for individuals with PD is that they not only improve their performance in the class, but that they learn to recognize when they need to self-correct their slow/small movements for better movement, posture, and balance in everyday life. Objectives and Goals: Upon completion of the course, participants will be able to: • Implement general knowledge of PD including who gets it, what causes it, its major symptoms, and how it impacts function (e.g., mobility, balance, flexibility, coordination) in individuals with PD. • Describe how medications, deep brain stimulation, and symptoms (motor and non-motor) may affect an individual’s ability to participate in and benefit from exercise. • Outline ways to design an aerobics program that is PD-specific. • Explain the significance of targeting the training of amplitude into function (PWR!Moves ®) as the foundation for a PD-specific program. • Teach the Basic 4 | PWR!Moves in different positions (prone, supine all 4’s, sitting, standing) in a group format. • Explain how the goals of PREPARE, ACTIVATE, and FLOW target the primary symptoms of PD and incorporate examples of each concept. • Identify how each of the Basic 4 | PWR!Moves, in combination with different positions, can be used to target common PD-specific problems related to flexibility, strength, coordination, balance, and posture. • Demonstrate how each of the PWR! Boosts can be integrated into PWR!Moves exercises and be prepared to discuss their purpose and their importance. • Use modeling, mental imagery, voice, cues, instruction, and reward-based feedback to achieve optimal alignment, motor output (effort), and engagement. • Discuss how PWR!Moves can be integrated into function/ADL/lifestyle during a class activity. • Explain how PWR!Moves may be implemented across settings (therapy or community), and reinforced in other community research-based exercise programming (e.g., treadmill, cycling, pole walking, yoga, boxing, dance, Tai Chi). • Demonstrate how PWR!Moves in different positions may be adapted for individuals with different disease severity levels or comorbidities. • Integrate the PWR!Moves into a circuit format using more typical fitness equipment or other approaches that require individuals to work more independently, and demonstrate how its difficulty or complexity may be increased for different individuals. • Describe high-risk fall activities and scenarios, as well as means of reducing fall risk during a class (e.g., using attentional strategies, cues, equipment, class organization, feedback, and modeling/mental imagery). Additional details will be posted as soon as they are available.