Course coordinators may modify these objectives as the course progresses. Each objective's wording is important. Not only does it reflect the content that students must learn, it employs verbs that specify the level of knowledge for which students are responsible. Students may review the verbal categories, or levels of performance, in the cognitive, affective, and psychomotor domains of learning.
APPROACH TO THE STUDY OF FUNCTIONAL ANATOMY
Students orient themselves to the study of each joint's functional anatomy by answering the following questions:
If the joint is uniaxial, what is the orientation of its axis? If the joint is multi-axial, around what axes can it move?
Given the joint's functional anatomy and axes of motion, what are its osteokinematics, that is, what movements are possible at the joint?
What are the joint's arthrokinematics; how do the bones that articulate at the joint roll and glide with respect to one another when the joint moves?
Which muscles cross the joint and can, therefore, produce joint movement?
Presented with a human movement, students apply the following sequential technique to analyze the motion, identifying in order:
the joint(s) at which movement occurs.
the segment that moves and the segment that is stable.
the joint motion that occurs.
the location of gravity's force, and its effect on the motion.
the muscles that interact with gravity's force to produce or control the joint motion.
Applying this information, along with estimates of anthropometric measures that they are provided, students solve equations to estimate the forces and moments that produce the movement.
Presented with a normal movement pattern, students:
predict the effects of limited passive range of motion at any of the joints involved in the movement.
Given a joint, name the planes in which movement is possible, and the axis around which each movement occurs.
Given a movement at a synovial joint, name the movement, name the plane(s) in which the movement occurs, name the axis or axes around which the movement occurs, and determine whether the movement occurs in an open or closed kinematic chain.
List the forces that produce human movement. Illustrate gravitational and muscular forces as vectors, assigning them appropriate points of application, lines of application, and directions.
Given a vector depiction of a force, define and measure its moment arm around a joint axis, and calculate the moment (or "moment of force" or "torque") that the force generates around the axis.
Given a muscle, draw a vector that represents its force, and predict its action(s) based on the relationship of its line of application to the axis or axes of each joint it crosses.
Presented with a movement, analyze gravity’s effect on the relevant joints. After defining gravity’s role in the movement, identify muscles that contribute to the movement and explain whether the muscles' action is isometric, eccentric, or concentric.
Write the formula for rotational equilibrium, and use it to calculate the force developed by a given muscle to counter a known gravitational resistance.
Explain how the force that is required of a muscle might change during a task.
Describe joint movement's effect on two sensory receptors in muscle, muscle spindles and Golgi tendon organs. Explain how muscle spindles are involved in the stretch reflex and in reciprocal inhibition.
Define "motor unit" and explain how motor unit recruitment occurs.
State the close-packed positions of the hip, knee, and ankle.
Locate on yourself and on a partner the palpable structures that your text (Smith, Weiss, & Lehmkuhl, 1996) lists for the hip (pp.267-268), the knee (p.303), and the ankle and foot (pp.333-336).
Locate in an anatomy atlas and on classroom skeletons the nonpalpable structures that your text (Smith, Weiss, & Lehmkuhl, 1996) lists for the hip (pp. 268-270), the knee (p.304), and the ankle and foot (p.336).
For each muscle that your text lists for the hip (Smith et al., 1996, pp.279-288), the knee (pp.312-318), and the ankle and foot (pp.344-355), complete the following objectives.
state which peripheral nerve innervates the muscle
state the muscle's proximal and distal attachments
list the joints that the muscle crosses
locate the muscle's palpable portions, including its tendon
palpate or visualize on diagrams and classroom skeletons the muscle's lines of application, concentrating on those portions that are close to the joints that the muscle crosses.
predict the muscle's actions on the basis of the relationship of its lines of application to the axis or axes of each joint that it crosses.
Define the functional relationship that exists between helping synergists at multi-axial joints, and give examples of helping synergies that involve muscles that cross the hip or the ankle-subtalar joint complex.
Define the functional relationship that exists between an agonist and a stabilizer. Draw and label a diagram that illustrates how trunk muscles stabilize the pelvis so that specific hip muscles can produce effective hip movement.
Explain how frontal plane equilibrium is achieved at the hip in unilateral stance. Relate the conditions of equilibrium to the clinical signs of hip abductor weakness, and explain how people with hip abductor weakness should use an assistive device to compensate for it.
Use vector resolution to describe the compression and shear forces placed on the hip during unilateral stance by gravity and muscles. Relate these forces to clinical signs that indicate a person has hip pain, and explain how people with hip pain should carry loads.
Describe the relationship between the gravity line (the line of application of gravity acting on the body's center of gravity) and the lateral axes of the hip, knee, and ankle joints when a person is standing erect.
state which peripheral nerve innervates the muscle
state the muscle's proximal and distal attachments
list the joints that the muscle crosses
locate the muscle's palpable portions, including its tendon
palpate or visualize on diagrams and classroom skeletons the muscle's lines of application, concentrating on those portions that are close to the joints that the muscle crosses.
predict the muscle's actions on the basis of the relationship of its lines of application to the axis or axes of each joint that it crosses.
Given a movement of the cervical, thoracic, or lumbar spine:
identify the effect of gravity on the movement.
give specific examples of muscles that act as helping synergists.
specify muscular or gravitational forces that stabilize the muscles' attachments, depending on the body's position.
WALKING
Define the stance and swing phases of the gait cycle. Within the stance phase, define the two periods of double-limb support, which are termed "loading response" and "preswing."
Describe the two points in the gait cycle, "push-off" and "pull-off, " when muscles add the greatest amount of energy to propel the body forward.
Given a trunk muscle, state whether it can increase the spine's resistance to flexion moments during lifting. If the muscle can increase the spine's resistance to flexion moments, explain whether it does so by:
Locate on yourself and on a partner the palpable structures that your text Smith, Weiss, & Lehmkuhl, 1996, pp. 224-226) lists for the shoulder girdle.
For each muscle that your text lists (Smith, Weiss, & Lehmkuhl, 1996, pp. 236-252) for the shoulder complex, complete the following objectives.
state which peripheral nerve innervates the muscle
state the muscle's proximal and distal attachments
list the joints that the muscle crosses
locate the muscle's palpable portions, including its tendon
palpate or visualize on diagrams and classroom skeletons the muscle's lines of application, concentrating on those portions that are close to the joints that the muscle crosses.
predict the muscle's actions on the basis of the relationship of its lines of application to the axis or axes of each joint that it crosses.
Describe the sequence of movements that occurs in the sternoclavicular and acromioclavicular joints to permit upward scapular rotation during shoulder elevation.
Resolve the vectors that represent the following muscles' forces to depict their effects on glenohumeral arthrokinematics, particularly upward or downward glide of the humerus on the glenoid fossa.
deltoid
supraspinatus
infraspinatus
teres minor
subscapularis
Describe how the deltoid and the "rotator cuff" act together to produce glenohumeral abduction.
Locate on yourself and on a partner the palpable structures that your text lists for the wrist and hand (Smith, Weiss, & Lehmkuhl, 1996, pp.181-184), and for the elbow (Smith, Weiss, & Lehmkuhl, 1996, p.158).
Locate in an anatomy atlas and on classroom skeletons the nonpalpable structures that your text lists for the elbow (Smith, Weiss, & Lehmkuhl, 1996, pp.158-159).
For each muscle that your text lists for the wrist and hand (Smith, Weiss, & Lehmkuhl, 1996, pp.191-198) and for the elbow (pp.163-172), complete the following objectives.
state which peripheral nerve innervates the muscle
state the muscle's proximal and distal attachments
list the joints that the muscle crosses
locate the muscle's palpable portions, including its tendon
palpate or visualize on diagrams and classroom skeletons the muscle's lines of application, concentrating on those portions that are close to the joints that the muscle crosses.
predict the muscle's actions on the basis of the relationship of its lines of application to the axis or axes of each joint that it crosses.
Describe the arthrokinematics and close-packed position of the following joints:
Describe the anatomical structures involved in carpal tunnel syndrome.
Define power grasp and precision grasp, and explain how to distinguish between the two. Given a task, determine the specific type of grasp that is appropriate.
Identify, locate, and palpate the hand's three arches, and explain how they contribute to prehension.
