Basic Information

Course Code:

FTR 229

Course Name:

Movement and Functıonal Development

Language of Instruction:

Turkish

Course Type:

Class

Course Level:

Bachelor

ECTS:

3.00

Instructor:

Öğr. Gör. İrem SÜZEN

Course Objectives

To teach terminology and concepts related to normal movement and functional development, developmental theories, the development of normal and abnormal movement and function, reflex and sensory development, and stages of motor development.

Course Content

Terminology and concepts related to normal movement and function development, Development Theo-ries, Development of normal and abnormal movement and function, Reflex and sensory development, Motor development stages, infant development psychomotor development, motor organization levels, ne-onatal evaluation, pathological reflexes, Normal development of the child from prenatal to adolescents process, pediatric neurological examination, spinal and brainstem reflexes, midbrain correction reactions, cortex level, balance reactions, motor development tests, reflex, and sensory development, babies at risk, hypotonic baby, cerebral palsy.

Prerequisites / Corequisites

-

Course Books / Materials / Recommended Resources

Kutlutük Yıkılmaz S, Tanrıverdi M. Normal hareket ve fonksiyon gelişimi. İstanbul: İstanbul Tıp Kitabevi; 2021. ISBN: 9786258103359., Shumway-Cook, A., & Woollacott, M. H. (2017). Motor control: Translating research into clinical practice (5th ed.). Philadelphia: Wolters Kluwer.

Learning Outcomes

Code	Description
LO1	Defines normal development of movement and function propertis
LO2	Defines affected factors in development of movement and function
LO3	Defines abnormal development and function properties
LO4	Analyses importance of knowledge about development of movement and function in pediatric physiotherapy and rehabilitation interventions

Weekly Course Content

Week	Content
1	Terminology of normal development of movement and function
2	Normal development of movement and function parameters
3	Developmental teories
4	Investigation of movement development according to kinesiology
5	Motor control, motor learning and motor learning models
6	Development of reflex and sensation
7	Musculoskeletal factors that affected motor development
8	Cardiopulmoner factors that affected motor development
9	Neuromotor factors that affected movement and function development
10	Compenents of movement
11	Compenents of movement
12	Postural reactions, righting, protection and balance reactions
13	Motor and functional deveopment of infant period and 0-36 months
14	General Review

Workload Calculation

Activity	Count	Duration (Hours)	Total
Attendance	14	1.00	14.00
Practice	14	1.00	14.00
Laboratory	1	0.00	0.00
Post-Class Individual Study	14	2.00	28.00
Midterm Exam/Preparation	7	2.00	14.00
Final Exam/Preparation	14	1.00	14.00
Total Workload (Hours)			84
ECTS Credit (Workload / 25)			3

Assessment

#	Assessment Type	Contribution (%)
1	Midterm Exam	%40
2	Final Exam	%60
TOTAL		%100

PO - LO Matrix

PO \ LO	LO1	LO2	LO3	LO4
PO-1
PO-2
PO-3
PO-4
PO-5
PO-6
PO-7

1

Low Contribution

2

Medium Contribution

3

High Contribution

Teaching and Learning Methods

#	Method Name	Description	Tools
1	Lecture (expository teaching), interactive discussion	Listening and taking notes.	Standard classroom technologies, multimedia tools (projector, computer, digital presentations)
2	Controversial Course	Listening and comprehension, critical thinking	Standard classroom technologies, multimedia tools, projector, computer, overhead projector

Academic Integrity and Artificial Intelligence

Students are required to comply with the principles of academic integrity in all course activities. All assignments, projects, and examinations must be completed in accordance with ethical academic standards. Plagiarism, using another person’s work without proper citation, or any form of academic misconduct is strictly prohibited. Artificial intelligence tools may only be used for supportive purposes when permitted by the instructor. Any content generated with the assistance of artificial intelligence must be clearly acknowledged and should not replace the student’s own critical thinking, analysis, and academic work.

Sustainable Development Goals