Functional Movement Screen (FMS) PDF

FUNCTIONAL MOVEMENT SCREEN FUNCTIONAL MOVEMENT SCREEN (FMS) ▪ is a screening tool used to evaluate SEVEN fundamental movement patterns in individuals with no current pain complaint or musculoskeletal injury. ▪ The FMS is not intended to diagnose orthopedic problems but rather to demons...

FUNCTIONAL MOVEMENT SCREEN FUNCTIONAL MOVEMENT SCREEN (FMS) ▪ is a screening tool used to evaluate SEVEN fundamental movement patterns in individuals with no current pain complaint or musculoskeletal injury. ▪ The FMS is not intended to diagnose orthopedic problems but rather to demonstrate opportunities for improved movement in individuals. FUNCTIONAL MOVEMENT SCREEN (FMS) SCREENING GUIDELINES 1. This test is best performed with assistance. If nobody can assist you, use a mirror, camera or video to properly execute the tests. 2. Students has three attempts to perform each test, so don’t be afraid to move around during the test. Depending on the test, standing to the side or facing the person may provide the best vantage point. Take advantage of all three trials and move around if the score is not obvious from one point of view. SCREENING GUIDELINES 3. Students should wear the shoes that they train in the most. The goal is to produce consistent and reliable screening conditions from the first screen to any rescreening conditions. 4. The FMS screen is performed with no prior warm-up, stretching or movement preparation. It is important to know what a person’s natural state of movement is when they walk through the door. This is the best indication of the quality and level of movement competency they experience in their current daily activity. ANATOMICAL LANDMARKS FEMUR TIBIA 1. DEEP SQUAT The deep squat is a movement that challenges total body mechanics and neuromuscular control when performed properly. Limited mobility in the upper body can be attributed to poor glenohumeral or thoracic spine mobility, or both. ▪ Limited mobility in the lower extremities, including poor closed kinetic chain dorsiflexion of the ankles or poor flexion of the knees and hips, can cause poor test performance. INSTRUCTIONS 1. Stand tall with your feet shoulder-width apart and toes pointed forward. 2. Grasp the dowel in both hands and place it on top of your head so your shoulders and elbows are at 90 degrees. 3. Press the dowel so that it is directly above your head. 4. While maintaining an upright torso and keeping your heels and the dowel in position, descend into a squat as deeply as possible. 5. Hold the bottom position for a count of one, and then return to the starting position. SCORING ▪Torso is parallel with tibia or toward vertical ▪ Femur is below horizontal ▪Knees do not track inside of feet 3 ▪ Dowel aligned over feet SCORING ▪Torso is parallel with tibia or toward vertical ▪Femur is below horizontal ▪Knees do not track inside of feet ▪Dowel aligned over feet 2 ▪Heels are elevated SCORING ▪ Tibia and torso are not parallel ▪ Femur is not below horizontal ▪ Knees track inside of feet ▪ Dowel is not aligned over feet 1 SCORING An individual receives a score of zero if pain is associated with any portion of this test. A medical professional should perform a thorough evaluation of the painful area REFERENCE https://www.youtube.com/watch?v=fJLR9Vw4zH8&list=PL_ILx1DhIx5t93Se6nByMOkDE0ml4yub1&index=2 2. HURDLE STEP The hurdle step pattern is an integral part of locomotion and acceleration. This movement challenges the body’s step and stride mechanics, while testing stability and control in a single leg stance. The main thing to consider is that no single part is being tested. Imposing maximal hip flexion of the one leg while maintaining apparent hip extension of the opposite leg requires relative bilateral, asymmetric hip mobility and dynamic stability. INSTRUCTIONS 1. Stand tall with your feet together and toes touching the test kit. 2. Grasp the dowel in both hands and place it on top of your head so your shoulders and elbows are at 90 degrees. 3. Then while maintaining hand position, lower dowel to the base of the neck and across the shoulders. INSTRUCTIONS 4. While keeping an upright torso, raise the right leg and step over the hurdle, making sure to raise the foot towards the shin and maintain foot alignment vertically with the ankle, knee and hip. 5. Touch the floor with your heel and return to the starting position while maintaining the same alignment. SCORING  Hips, knees and ankles remain aligned in the sagittal plane  Minimal to no movement in lumbar spine 3  Dowel and hurdle remain parallel SCORING  Alignment is lost between hips, knees and ankles  Movement in Lumbar Spine 2  Dowel and hurdle do not remain parallel SCORING  Inability to clear the cord during the hurdle step  Loss of Balance 1  SCORING An individual receives a score of zero if pain is associated with any portion of this test. A medical professional should perform a thorough evaluation of the painful area REFERENCE https://www.youtube.com/watch?v=7EtMvPFewq8&list=PL_ILx1DhIx5t93Se6nByMOkDE0ml4yub1&index=3 3. INLINE LUNGE The Inline Lunge pattern places the body in a position to simulate stresses during rotation, deceleration and lateral movements. This test also challenges hip, knee, ankle and foot mobility and stability. Ankle, knee and hip mobility may be inadequate for either the front or rear leg. Dynamic stability may not be adequate to complete the pattern. INSTRUCTIONS 1. Step onto the center of the board with the right foot and your toe on the zero mark. 2. The left heel should be placed according to your tibial measurement at "__". 3. Both toes must be pointing forward with the entire foot in contact with the board. 4. Place the dowel along the spine so it touches the back of your head, your upper back and your tailbone. INSTRUCTIONS 5. While grasping the dowel, your right hand should be in the curve of your neck, and the left hand should be in the curve of your lower back. 6. Maintaining an upright posture so the dowel stays vertical and you maintain the three points of contact, descend into a lunge position so your right knee touches the center of the board. 7. Then, return to the starting position. SCORING Dowel contact maintained Dowel remains vertical Minimal to no torso movement Dowel and feet remain in sagittal plane 3 Knee touches the center of the board Front foot remains in start position SCORING  Dowel contact not maintained. 2  Dowel does not remain vertical  Movement in torso  Dowel and feet do not remain in sagittal plane  Knee does not touch center of the board  Flat front foot does not remain in start position SCORING Loss of balance by stepping off the 1 board Inability to complete movement pattern Inability to get into set up position  SCORING An individual receives a score of zero if pain is associated with any portion of this test. A medical professional should perform a thorough evaluation of the painful area REFERENCE https://www.youtube.com/watch?v=nUPiekbIm9Q&list=PL_ILx1DhIx5t93Se6nByMOkDE0ml4yub1&index=4 4. SHOULDER MOBILITY The Shoulder Mobility pattern demonstrates the natural complementary rhythm of the scapular-thoracic region, thoracic spine and rib cage during reciprocal upper-extremity shoulder movements. The test requires an asymmetric movement because the arms travel in opposite directions. The test also requires both arms reaching simultaneously, coupled with postural control and core stability INSTRUCTIONS 1. Stand tall with your feet together and arms hanging comfortably. 2. Make a fist so your fingers are around your thumbs. 3. In one motion, reach the right fist over the head and down your back as far as possible while simultaneously reaching your left fist up your back as far as possible. 4. Do not "creep" your hands closer after the initial placement. SCORING 3 Fists are within one hand length 2 Fists are within one and a half hand lengths  Fists are not within one and a half 1 hand lengths SHOULDER CLEARING TEST Perform this clearing test bilaterally. If the individual receives a positive score, document both scores for future reference. If there is pain associated with this movement, give a score of zero and perform a thorough evaluation of the shoulder or refer out. SCORING An individual receives a score of zero if pain is associated with any portion of this test. A medical professional should perform a thorough evaluation of the painful area. REFERENCE https://www.youtube.com/watch?v=4_66p7a6Opk&list=PL_ILx1DhIx5t93Se6nByMOkDE0ml4yub1&index=5 5. ACTIVE LEG RAISE The Active Straight-Leg Raise pattern not only identifies the active mobility of the flexed hip, but looks at the core stability within the pattern, as well as the available hip extension of the alternate hip. This is not so much a test of hip flexion on one side, as it is an appraisal of the ability to separate the lower extremities in an unloaded position. INSTRUCTIONS 1. Lie flat with the back of your knees against the board, feet together with toes pointing up. 2. Place both arms next to your body with the palms facing up. 3. With the scoring leg remaining straight and the back of the opposite knee maintaining contact with the board, raise your scoring leg as high as possible. SCORING Vertical line of the malleolus resides between mid- thigh and ASIS 3 The non-moving limb remains in neutral position SCORING Vertical line of the malleolus resides 2 between mid-thigh and mid-patella The non-moving limb remains in neutral position SCORING  Vertical line of the malleolus 1 resides below the mid-patella  The non-moving limb remains in neutral position  SCORING An individual receives a score of zero if pain is associated with any portion of this test. A medical professional should perform a thorough evaluation of the painful area REFERENCE https://www.youtube.com/watch?v=4SRBJN-Ql24&list=PL_ILx1DhIx5t93Se6nByMOkDE0ml4yub1&index=6 6. TRUNK STABILITY PUSH - UP  The Trunk Stability Push-Up pattern is used as a basic observation of reflex core stabilization, and is not a test or measure of upper body strength.  The goal is to initiate movement with the upper extremities in a push up pattern without allowing movement in the spine or hips.  The movement tests the ability to stabilize the spine in the sagittal plane during the closed kinetic chain, upper body symmetrical movement. INSTRUCTIONS 1. Lie face down with arms extended overhead at shoulder-width apart. 2. Pull your thumbs down in line with your (forehead for men, chin for women). 3. With your legs together, pull your toes toward the shins. 4. Extend your knees and then lift your elbows slightly off the ground. 5. While maintaining a rigid torso, push your body as one unit into a push-up position. CLEARING TEST There is a clearing exam at the end of the trunk stability push-up test. This press up movement is not scored; it is performed to observe a pain response. If pain is produced, a positive (+) is recorded and a score of zero is given to the entire push-up test. We clear extension with a press-up from the push-up position. If the client receives a positive score, document both scores for future reference. SCORING  Men perform a repetition with thumbs aligned with the top of the forehead Women perform a repetition with thumbs aligned with the chin 3 The body lifts as a unit with no lag in the spine SCORING  Men perform a repetition with thumbs aligned with the chin  Women perform a repetition with thumbs aligned with the clavicle 2  The body lifts as a unit with no lag in the spine SCORING 1 EXTENSION CLEARING TEST Extension is cleared by performing a press-up in from the floor with hands under the shoulders. If there is pain associated with this motion, give a positive (+) score with a final score of zero and perform a more thorough evaluation or refer out. If the individual does receive a positive score, document both scores for future reference.  SCORING An individual receives a score of zero if pain is associated with any portion of this test. A medical professional should perform a thorough evaluation of the painful area REFERENCE https://www.youtube.com/watch?v=Vvdh2w4Co_k&list=PL_ILx1DhIx5t93Se6nByMOkDE0ml4yub1&index=7 7. ROTARY STABILITY The rotary stability pattern observes multi-plane pelvis, core and shoulder girdle stability during a combined upper and lower extremity movement. This pattern is complex, requiring proper neuromuscular coordination and energy transfer through the torso. It has its roots in the creeping pattern that follows basic crawling in our developmental sequence. CLEARING EXAM A clearing exam is performed at the end of the rotary stability test. This movement is not scored; it is performed to observe a pain response. If pain is produced, a positive (+) is recorded on the sheet and a score of zero is given to the entire rotary stability test. We clear flexion from the quadruped position, then rocking back and touching the buttocks to the heels and the chest to the thighs. The hands remain in front of the body, reaching out as far as possible. If there is pain associated with this motion, give a zero score. If the client receives a positive score, document both scores for future reference. INSTRUCTIONS 1. Get on your hands and knees over the board so your hands are under your shoulders and your knees are under your hips. 2. The thumbs, knees and toes must contact the sides of the board, and the toes must be pulled toward the shins. 3. Simultaneously shift and lift your right hand forward and your right leg backward at the same time, like you are flying and forming a straight line. 4. Then without touching down, touch your right elbow to your right knee directly over the board. 5. Re-extend the arm and leg over the board. 6. Then, return to the start position. SCORING Performs a correct unilateral repetition Unilateral limbs remain over 3 the board Without touching down, touch the same-side elbow to the same-side knee over the board SCORING  Performs a correct diagonal repetition 2  The diagonal knee and elbow meet over the board  Without touching down, touch the opposite elbow and knee over the board SCORING  Inability to perform a diagonal repetition 1 CLEARING TEST Flexion can be cleared by first assuming a quadruped position, then rocking back and touching the buttocks to the heels and chest to the thighs, The hands should remain in the front of the body, reaching out as far as possible. If there is pain associated with this motion, give a positive (+) score with a final score of zero and perform a more thorough evaluation or refer out. If the individual receives a positive score, document both scores for future reference.  SCORING An individual receives a score of zero if pain is associated with any portion of this test. A 3 medical professional should perform a thorough evaluation of the painful area REFERENCE 16 https://www.youtube.com/watch?v=3iiRKurUlFc&list=PL_ILx1DhIx5t93Se6nByMOkDE0ml4yub1&index=8 THE END INTRODUCTION TO MOVEMENT ENHANCEMENT LEGALITY OF PHYSICAL EDUCATION Article 1, International Charter of Physical Education and Sports, UNESCO, Paris, 1978 and Recommendation 1, International Disciplinary Regional Meeting of Experts on Physical Education, UNESCO, Brisbane, 1982 – “The practice of physical education and sport is a fundamental right of all…” “And this right should not be treated as different in principle from the right to adequate food, shelter, and medical care.”  Article XIV, Section 19, 1987 Constitution of the Republic of the Philippines – “The state shall promote physical education and encourage sports programs, league competitions and amateur sports including training for international competition to foster self- discipline, teamwork, and excellence for the development of a healthy and alert citizenry.” “All educational institutions shall undertake regular sports activities throughout the country and in cooperation with athletic clubs and other sectors.” “  PHYSICAL EDUCATION Many definitions of physical education have been given by authors and scholars in the field. 1.Jesse Feiring Williams (1977) “education through the physical”. 2. A restated by William Freeman (1977) defined physical education as “that phase of total process of education which is concerned with the development and utilization of the individual’s movement potential and related responses, and with the stable behavior modifications in the individual which results from these responses”.  OBJECTIVES OF PHYSICAL EDUCATION ❑Physical Development ❑Emotional Development ❑Cognitive Development ❑Social Development OBJECTIVES OF PHYSICAL EDUCATION ❑Physical Development - not only free from diseases but includes physical fitness as well. OBJECTIVES OF PHYSICAL EDUCATION ❑Emotional Development - offers opportunities for the development of a high level of self-esteem and ability to cope with routine stresses of daily living. OBJECTIVES OF PHYSICAL EDUCATION ❑Cognitive Development - improves mental capacities as they learns the principle, rules and strategies of game and sports. OBJECTIVES OF PHYSICAL EDUCATION ❑Social Development - the development and maintenance of a meaningful interpersonal relationship. EATING DISORDER WHY THERE IS EATING DISORDER? 1. Genetic. Some genes identified in the contribution to eating disorders have been shown to be associated with specific personality traits. 2. Biochemical. Individuals with eating disorders may have abnormal levels of certain chemicals that regulate such processes as appetite, mood, sleep and stress. COMMON TYPES OF EATING DISORDER 1. Anorexia nervosa It generally develops during adolescence or young adulthood and tends to affect more women than men. People with anorexia generally view themselves as overweight, even if they’re dangerously underweight. They tend to constantly monitor their weight, avoid eating certain types of foods, and severely restrict their calories. 2. Bulimia nervosa Like anorexia, bulimia tends to develop during adolescence and early adulthood and appears to be less common among men than women. People with bulimia frequently eat unusually large amounts of food in a specific period of time. 3. Binge eating disorder It typically begins during adolescence and early adulthood, although it can develop later on. Individuals with this disorder have symptoms similar to those of bulimia or the binge eating subtype of anorexia. For instance, they typically eat unusually large amounts of food in relatively short periods of time and feel a lack of control during binges. 4. Avoidant/restrictive food intake disorder (ARFID) The term replaces what was known as a "feeding disorder of infancy and early childhood," a diagnosis previously reserved for children under 7 years old. Individuals with this disorder experience disturbed eating either due to a lack of interest in eating or distaste for certain smells, tastes, colors, textures, or temperatures.  “Eating disorders are illnesses, not character flaws or choices. Individuals don’t choose to have an eating disorder. You also can’t tell whether a person has an eating disorder just by looking at their appearance. People with eating disorders can be underweight, normal weight or overweight. It’s impossible to diagnose anyone just by looking at them.” – The Author 4. Avoidant/restrictive food intake disorder (ARFID) The term replaces what was known as a "feeding disorder of infancy and early childhood," a diagnosis previously reserved for children under 7 years old. Individuals with this disorder experience disturbed eating either due to a lack of interest in eating or distaste for certain smells, tastes, colors, textures, or temperatures. FOUR TYPES OF EATING YOU SHOULD KNOW FUELLING FOR PERFORMANCE 1. Fuel eating. When we engage in fuel eating, we know that we are eating to provide nutrition to our bodies. Fuel foods are nutrient dense and include foods like fruits, vegetables, lean meats, complex carbohydrates and healthy fats. Fuel eating should occur 90% of the time. 2. Joy Eating. This is when you eat food simply because it tastes good. It just tastes good in your mouth. 3. Fog Eating. This is when you eat and are not conscious of it. It could be eating a bag of chips while watching our favorite program on television and not realizing how much until the bag of chips is empty. 4. Storm Eating. This is eating when you are not hungry, however you realize it but feel that you can’t stop even though you may want to. ❑Some tips: 1. Know your limitations 2. Eat fruits and vegetables 3. Control yourself Exercise Prescription: Warm Up Warm up exercise is a series of movements that is needed to do before undergoing a physical activity. This is to prevent muscles from cramps. Warming up is intended to increase the body temperature in readiness in the activity that will be done. Stretching is done to prepare the joints. To avoid possible dislocation when doing an activity. Exercise Prescription: Cool Down Cool down exercise is a series of movements that is needed to be done after undergoing a physical activity. It may also prevent muscle cramps, or headaches that may lead to fainting due to fatigue and unnecessary right away stop of activity. It slowdowns the heartrate, breathing and cool downs body temperature. WAIST TO HIP RATIO ❑The waist–hip ratio or waist-to-hip ratio (WHR) is the dimensionless ratio of the circumference of the waist to that of the hips. This is calculated as waist measurement divided by hip measurement (W⁄H). For example, a person with a 75 cm waist and 95 cm hips (or a 30-inch waist and 38-inch hips) has WHR of about 0.79. WAIST TO HIP RATIO ASSESING PHYSICAL HEALTH ❑Assessing student health through PAR-Q+. QUIZ 1 Recite the Article XIV, Section 19, 1987 Constitution of the Republic of the Philippines.