446
Views
7
CrossRef citations to date
0
Altmetric
Research Article

The phenomenon of movement quality: a phenomenographic study of physiotherapy students’ movement experiences

, &
Pages 59-68 | Received 15 May 2016, Accepted 13 Nov 2016, Published online: 25 Nov 2016

References

  • WHO [Internet]. 2015. [cited 2016 May 8]. Available from: http://www.who.int/gho/publications/world_health_statistics/2015/en/.
  • Skjaerven LH, Kristoffersen K, Gard G. How can movement quality be promoted in clinical practice? A phenomenological study of physical therapist experts. Phys Ther. 2010;90:1479–1492.
  • Skjaerven LH, Gard G, Kristoffersen K. An eye for movement quality: a phenomenological study of movement quality reflecting a group of physiotherapists’ understanding of the phenomenon. Physiother Theory Pract. 2008;24:13–27.
  • Gyllensten AL, Skär L, Miller M, et al. Embodied identity-a deeper understanding of body awareness. Physiother Theory Pract. 2010;26:439–446.
  • Dropsy J. Human expression: the coordination of mind and body. In Skjaerven LH, editor. Quality of movement: the art and health. Lectures on philosophy, theory and practical implications to Basic Body Awareness Therapy. Bergen: Bergen University College; 2002. p. 1–27.
  • WCPT [Internet]. Policy Statement: Description of physical therapy. World Confederation of Physical Therapy. 2011 [updated 2014 Jun 18; cited 2016 Jan 18]. Available from: http://www.wcpt.org/policy/ps-descriptionPT.
  • Everett T, Kell C. Introduction. In: Everett T, Kell C, editors. Human movement. Edinburg: Churchill Livingstone; 2010. p. 1–4.
  • Wikström-Grotell C, Broberg C, Ahonen S, et al. From Ling to the academic era: an analysis of the history of ideas in PT from a Nordic perspective. Eur J Physiother. 2013;15:168–180.
  • Illers K. Transformative learning and identity. J Transform Educ. 2014;12:148–163.
  • Mezirow J. Transformative dimensions of adult learning. 1st ed. San Francisco: Jossey-Bass Publishers; 1991.
  • Kurunsaari M, Piirainen A, Tynjälä P. Physiotherapy students’ conceptions of skill at the beginning of their bachelor studies. Physiother Theory Pract. 2015;31:260–269.
  • Parviainen J. Bodies moving and moved: a phenomenological analysis of the dancing subject and the cognitive and ethical values of dance art [Doctoral dissertation]. Tampere Studies in Philosophy: Tampere University Press; 1998.
  • Siljamäki M. My interest in cultures awoke through dancing. Flamenco, Oriental dance and West African dances as experienced by dance teachers and recreational dancers [Doctoral dissertation]. Studies in sport, physical education and health. Jyväskylä: University of Jyväskylä; 2013.
  • Väätäinen H. From the rumba to the rampa. The physicality of a disabled female dancer in wheelchair dance sports [Doctoral dissertation]. Åbo Akademi University Press; 2003.
  • Arnold PJ. Meaning in movement, sport and physical education. London: Heinemann; 1979.
  • Brown DB. A vision lost? (Re)articulating an Arnoldian conception of education in movement in physical education. Sport Educ Soc. 2013;18:21–37.
  • Duesund L. Kropp, kunnskap og selvoppfatning [Body, knowledge and self-experience]. Oslo: Universitetsforlaget; 1995.
  • Skjaerven LH, Gard G, Kristoffersen K. Basic elements and dimensions to quality of movement: a case study. J Bodyw Mov Ther. 2003;7:251–260.
  • Skjaerven LH, Kristoffersen K, Gard G. Greek sculpture as a tool in understanding the phenomenon of movement quality. J Bodyw Mov Ther. 2004;8:227–236.
  • Skjaerven LH, Gard G, Sundal MA, et al. Reliability and validity of Body Awareness Rating Scale (BARS), an observational assessment tool of movement quality. Eur J Physiother. 2015;17:19–28.
  • Higgs J, Richardson B, Abrandt DM. Developing practice knowledge for health professionals. Edinburg: Butterworth-Heinemann; 2004.
  • Ginzburg K, Tsur N, Barak-Nahum A, et al. Body awareness: differentiating between sensitivity to and monitoring of bodily signals. J Behav Med. 2014;37:564–575.
  • Alon R. Mindful spontaneity. Moving in tune with nature: lessons in the Feldenkrais method. Chalmington, Dorset: Prism Press; 1990.
  • Antonovsky A. Unraveling the mystery of health. How people manage stress and stay well. San Francisco: Jossey-Bass Publishers; 1987.
  • Mattson M. Body Awareness, application in physiotherapy [dissertation]. Umeå University: Department of Psychiatry and Family Medicine; 1998.
  • Ekerholt K, Bergland A. Breathing: a sign of life and a unique area for reflection and action. Phys Ther. 2008;88:832–840.
  • Todres I. Embodied enquiry: phenomenological touchstones for research, psychotherapy, and spirituality. New York: Palgrave Macmillan; 2007.
  • Blackburn J, Price C. Implications of presence in manual therapy. J Bodyw Mov Ther. 2007;11:68–77.
  • Brown W, Ryan RM. The benefits of being present: mindfulness and its role in psychological well-being. J Pers Soc Psychol. 2003;84:822–848.
  • Yalom I. The theory and practice of group psychotherapy. 3rd ed. New York: Basic Books; 1995.
  • Roxendal G. Body awareness therapy and the Body Awareness Scale, treatment and evaluation in psychiatric physiotherapy [Doctoral dissertation]. Göteborg: University of Göteborg and Psychiatric Department II, Lillhagen Hospital, Hisings Backa; 1985.
  • Dropsy J. Le Corps Bien Accordè: un exercise invisible (The harmonic body: an invisible exercise). 1st ed. Paris: Desclée De Brouwer; 1984.
  • Dewey J. Experience and education. London: Collier-Macmillan Limited; 1963.
  • Schön DA. Educating the reflective practitioner: toward a new design for teaching and learning in the profession. San Francisco: Jossey-Bass; 1987.
  • Kolb DA. Experiential learning: experience as the source of learning and development. New Jersey: Prentice-Hall; 1984.
  • Lindquist I, Engardt M, Richardson B. Learning to be a physiotherapist: a metasynthesis of qualitative Studies. Physiother Res Int. 2010;15:103–110.
  • Korpi H, Peltokallio L, Piirainen A. The story models of physiotherapy students’ professional development. Narrative research. Eur J Physiother. 2014;16:219–229.
  • Greenfield BH, Jensen GM. Understanding the lived experiences of patients: application of a phenomenological approach to ethics. Phys Ther. 2010;90:1185–1197.
  • Marton F, Booth S. Learning and awareness. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers; 2009.
  • Åkerlind G. Variation and commonality in phenomenographic research methods. High Educ Res Dev. 2012;31:115–127.
  • Åkerlind G. A phenomegraphic approach to developing academics’ understanding of the nature of teaching and learning. Teach High Educ. 2008;13:633–644.
  • Åkerlind G. Variation and commonality in phenomenographic research methods. High Educ Res Dev. 2005;24:321–334.
  • Marton F. Phenomenography: describing conceptions of the world around us. Instr Sci. 1981;10:177–200.
  • Larsson I, Gard G. Conceptions of physiotherapy knowledge among Swedish physiotherapists: a phenomenographic study. Physiotherapy. 2006;92:110–115.
  • Larsson J, Holmström I, Lindberg E, et al. Trainee anaesthetists understand their work in different ways: implications for specialist education. Br J Anaesth. 2004; 92:381–387.
  • Paakkari L. Widening horizons. A phenomenographic study of student teachers’ conceptions of health education and its teaching and learning [Doctoral dissertation]. Studies in sport, physical education and health 179. Jyväskylä: Jyväskylä University Printing House; 2012.
  • Marton F, Pong WY. On the unit of description in phenomenography. High Educ Res Dev. 2005;24:335–348.
  • Kvale S, Brinkmann S. InterViews. Learning the craft of qualitative research interviewing. 2nd ed. Thousand Oaks (CA): Sage Publications; 2009.
  • Stenfors-Hayes T, Hult H, Dahlgren MA. A phenomenographic approach to research in medical education. Med Educ. 2013;47:261–270.
  • Paakkari L, Tynjälä P, Kannas L. Critical aspects of student teachers’ conceptions of learning. Learn Instruct. 2011;1:705–714.
  • Wikström-Grotell C, Eriksson K. Movement as a basic concept in physiotherapy: a human science approach. Physiother Theory Pract. 2012;28:428–438.
  • Dewey J. Art as experience. New York: G.P. Putnam’s Sons, 1934.
  • Rogers CR, Freiberg HJ. Freedom to learn. Columbus (OH): Merrill/Macmillan; 1994.
  • Ogden P, Minton K, Pain C. Trauma ja keho. Sensomotorinen psykoterapia. (Trauma and the body: a sensomotor approach to psychotherapy). Oulu: Kalevaprint; 2009.
  • Dall′Alba G. Understanding professional practice: Investigations before and after an educational programme. Stud High Educ. 2004;29:679–692.
  • Brookfield SD. Powerful techniques for teaching adults. San Francisco: Jossey_Bass; 2013, p. 185–216.
  • EQF [Internet]. The European Qualifications Framework. 2008. [cited 2016 April 24]. Available from: http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm.
  • ENPHE [Internet]. The final outcome of Quality Assurance: Introducing and promoting quality in physiotherapy in higher education in Europe. 2012. [cited 2016 April 24]. Available from: http://enphe.org/Portals/enphe/documents/Poster%20Quality20Focus%20Group%20Report.pdf.
  • Mason M. Sample size and saturation in PhD studies using qualitative interviews. Qual Social Res. 2010;11(3). [cited 2015 Nov 20]. Available from: http://www.qualitative-research.net.
  • Täks M. Engineering students’ experiences of entrepreneurship education. A qualitative approach [Doctoral dissertation]. Institute of education, Faculty of Social Sciences and education. University of Tartu, Estonia; 2015.
  • Tynjälä P, Mason L, Lonka K. Writing as a learning tool: an introduction. In: Rijlaardam G, Tynjälä P, Mason L, Lonka K, editors. Writing as a learning tool: integrating theory and practice. Dordrecht, the Netherlands: Kluwer Academic Publishers; 2001, p. 7–22.
  • Kurunsaari M, Tynjälä P, Piirainen A. Students’ experiences of reflective writing as a tool for learning in physiotherapy education. In Ortoleva G, Betrancourt M, Billett S, editors. Writing for professional development. Boston: Brill; 2016, p. 129–51.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.