Background: Cerebral palsy presents significant challenges in motor function for affected children. While conventional bottom-up approaches are common in physical therapy, there is increasing interest in the efficacy of the top-down approach. Objectives: To investigated the impact of applying the top-down approach in physical therapy for a child diagnosed with cerebral palsy, focusing on functional improvement and quality of life. Design: A single-case study. Methods: The patient was a 15-year-old boy with spastic diplegic cerebral palsy who was entering middle school. Cerebral palsy treatment approach of the top-down method (jumping rope) was used to guide and direct physical therapy. Results: The child improved in muscle strength of lower extremity, gross motor function, participation and self-esteem, but the pattern of his gait seemed to be more severe on tiptoe. When the child participated in a jumping rope class, he was able to do more than 10 jumps. Conclusion: The effectiveness of the top-down approach in enhancing functional outcomes and quality of life in children with cerebral palsy. It highlights the potential of this approach in pediatric physical therapy, warranting further research validation.

Background: Problem-based learning (PBL) is presented as a superior teaching method compared to existing lecture-based learning. Objectives: To analyzed the effectiveness of creative problem-solving competency, class participation, and self-efficacy in physical therapy students after PBL. Design: Questionnaire design. Methods: This study involved 29 physical therapy students and analyzed changes in their creative problem-solving competency, class participation, and self-efficacy and the correlations between these measurement variables before and after PBL on the “Therapeutic Exercise & Practice” subject. Results: PBL in the musculoskeletal exercise therapy-related subject significantly improved class participation and self-efficacy (P<.05) compared to conventional lecture-based learning, but there was no significant difference in creative problem-solving competency. There was also a positive correlation between a higher level of class participation and higher self-efficacy (P<.05). Conclusions: PBL in the “Therapeutic Exercise & Practice” subject in the Department of Physical Therapy can be an effective educational strategy to increase students’ class participation and self-efficacy. Accordingly, instructors in this department should systematically construct the design of PBL curricula to improve the quality of educational content.

이 연구의 목적은 불교 수행이 현실적인 문제 즉 아(我)의 대표적인 요소인 신체의 문제를 어떻게 다루고 있는지를 아함경전을 근거로 四念 處 가운데 신념처를 중심으로 이해하는 것에 있다. 실제, 초기 아함경전을 살펴보면, 수행법 중 四念處를 매우 중요하게 다루고 있을 뿐만 아니라 그 중요성에 비례해 많은 경전에서 언급하고 있다. 四念處는 신념처‧ 수념처‧ 심념처‧ 법념처로 구성되어 있는데, 이 네 가지 수행법에 대하여 초기 불교는 신념처 수행법을 구체적으로 설명하고 나머지는 역부여시(亦復如是)라 시설하면서 신념처의 용례에 따른다고 언급하고 있다. 四念處의 첫 번째 항목인 신념처는 신체에 의식을 집중하여 마음을 보고 신체로부터의 해탈을 강조하고 있다. 결국 초기 불교 붓다의 수행법은 신체, 즉 현실에서 출발하는 것이라고 할 수 있다. 일반적으로 불교 수행법은 초 현실적인 공과 무아를 말하고, 열반과 해탈을 중시하여 신체는 상대적으로 중요하게 생각하지 않은 것처럼 알 려져 있다. 그러나 실제로 초기 붓다 시대의 수행법은 신체에 출발하였 으며, 신체의 모든 작용을 아는 것에서 출발했다. 불교 수행법도 이와 같아서 목표는 열반과 해탈에 두고 공과 무아의 성취에 두지만, 그 목표와 성취로 나가는 출발점은 현실과 신체의 문제 에서 출발한다. 따라서 이를 위하여 본고는 초기 불교 수행의 四念處 중 신념처의 위상과 중요성을 한역 아함경 중심으로 살펴보았다. 같은 이유로 신념처에 기반하여 스트레스를 겪고 있는 현대인의 신체적‧ 정신적 고통을 해 결할 수 있는 감각기관 조절 명상, 행위 명상, 부정적 생각 끊기 명상, 호흡명상을 제안한다.

The purpose of this study was to analyze how secondary-school-teaching-licensed- teach ers-in-elementary-school perceived physical education teaching in elementary school and how they practiced physical education actually in class. To achieve these goals,

This study analyzes the factors involving clinical practice which have an influence on the satisfaction of students majoring in physical therapy at colleges or universities located in the Pusan and Kyungnam area. We investigated using a self-reporting method 305 students receiving a grade point average between 2.0 and 4.0 and who had finished their clinical practice. We also investigated the characteristics of clinical settings which make up the clinical practice, the general characteristics of the students involved and the characteristics of a clinical teaching method performed by physical therapists versus a teaching method by a professor of a university. The number of students divided according to educational background are as follows: 149 people (48.9% of the total group) were 4 year students, 156 people were 3 year students (51.1% of the total group). Sixty-nine students' or 22.6% of the group were men while women consisted of 236 persons or 77.4% of the group. Four year students had a longer clinical practice period than that of the 3 year students (p<.05). An average satisfaction score of students with their clinical practice was 3.84. The satisfaction scores showed no significant difference between genders, educational backgrounds, and grades. (p>.05). There were no significant differences in the satisfaction score of students with their clinical practice was 3.84. The satisfaction scores showed no significant difference between genders, educational backgrounds, and grades. (p>.05). There were no significant differences in the satisfaction scores regarding the student management system among varying gender or educational backgrounds between the 3 year and 4 year programs. The average satisfaction score with the environment of the physical therapy room was 3.35. And there were no significant differences in the physical therapy room satisfaction score based on sex or educational system (p>.05). The most influential factor of determining clinical practice satisfaction was a student management system of the clinical practice (p<.01). The next most influential factors were the clinical practice period (p<.05), size of facilities (p<.01) and relationship with physical therapists (p<.01) (=.554).

본 연구의 목적은 정신의 선명도가 떨어지는 일반인을 대상으로 운동기술에 대한 정신연습, 신체연습 또는 이의 병행에 따라 차별적인 효과가 발생될 수 있는지를 검증하고자 하였다. 보다 궁극적으로는 이러한 효과가 얼마나 오랫동안 지속될 수 있는지를 검증하고자 하였다. 실험에 사용된 과제는 골프퍼팅과제였으며 남자 대학생들이 실험에 동원되었다. 이들은 각각의 집단(신체연습100%, 정신연습100%, 신체50%+정신50%연습, 통제집단)에 10명씩 무선 배정되었다. 8주 동안 실험이 이루어졌으며 실험이 끝난 8주후 추적검사를 실시하였다. 종속변인은 평균반경오차, 이원변량가변오차, 신체불안 그리고 인지불안이었다. 실험설계는 4(집단)X2(시기) 혼합설계 하에 이루어졌다. 분석결과는 다음과 같다. (a) 평균반경오차 분석에서 신체연습 100% 집단과 신체50%+정신50%연습 집단의 학습효과가 가장 우수한 것으로 나타났으며, 특히, 신체50%+정신50%연습 집단은 다른 집단들에 비해 이러한 효과가 보다 오랫동안 지속되는 것으로 나타났다. (b) 이원변량가변오차의 분석에서는 신체50%+정신50%연습 집단의 학습효과가 가장 우수하였으며 그에 대한 지속성도 가장 뛰어난 것으로 나타났다. (c) 신체불안의 분석에서는 정신연습 100%집단과 신체50%+정신50%연습 집단이 다른 집단들에 비해 불안점수의 감소가 큰 것으로 나타났다. 이러한 결과들은 정신연습과 신체연습의 병행이 골프퍼팅과제의 학습에 가장 효과적이라는 것을 의미하는 것이다.