• Journal of Korean Physical Therapy Science
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• v.3 no.2
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• pp.1037-1045
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• 1996

The purposes of this survey are to investigate which inventory are used to assess the disables children, to give information and basic data for developing new inventory for disabled children. 1. 8 institutes (40 %) have no test or evaluate tools. 2. Number of tools of rehabilitation institutes have more than hospital. 3. 86.8% of tools are made in United States. 4. 52.2 % of tools do not test validity and reliability 5. 43.5% of tools are tested for gross and fine motor functions. 6. The interval of reassesstment are very irregulary(43.5 %). So, We suggest that Korean physical therapist should be made tools which is tested motor, perception and cognition with validity and relability for CNS dysfuntion patients.

• Journal of Science Education
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• v.47 no.2
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• pp.154-166
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• 2023

It has been known that the tool characteristics embedded in physical tools and virtual tools act with different underlying mechanisms in a user's knowledge acquisition and conceptual understanding. This overview study examines the learning process through the use of physical and virtual tools from the perspective of conceptual frameworks, affordability that tools present, and the depth of cognitive engagement that occurs in the process of learning concepts through various learning activities. Based on the conceptual frameworks, the results of previous comparative studies were reinterpreted. It was found that what mattered for learning is the amount of new information that a tool provides and the different level of cognitive engagement that students use through various learning activities. Finally, the implications to be considered when teachers use physical and virtual tools to help students better understand various concepts are discussed.

• Physical Therapy Korea
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• v.7 no.1
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• pp.1-21
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• 2000

The purposes of this study were to research the current state of evaluation of children with delayed development and cerebral palsy and determine pediatric physical therapists' knowledge of assessment tools and their use. The subjects were 130 pediatric physical therapists (general hospitals, university-related hospitals, rehabilitation centers, etc.). Data was obtained from August 24, 1999 to October 18, 1999 by means of a survey questionnaire. The results were as follows: 1. The current state of pediatric physical therapist evaluation of children with delayed development and cerebral palsy. 1) Tools used to assess functional areas of children with cerebral palsy were: subjective description format-128 (47.1%); the GMFM-58 (21.3%); facility-generated tool-51 (18.8%); and DDST-15 (5.5%). 2) Tools used to assess developmentally delayed children were: subjective description format-121 (50.6%); the GMFM-43 (18.0%); facility-generated tool-41 (17.2%); and DDS T-14 (5.9%). 3) After their college or university study, therapists who had attended lectures on evaluation were 113 (86.9%); 13 (10.0%) therapists had not attended any lectures on evaluation 2. Test scores of physical therapists' professional knowledge of evaluation procedures: high (more than 36 points)-74 (56.9%); moderate (18~35 points)-39 (30.0%); and low (below 17 points)-none. 1) For therapists treating cerebral palsied children, 73 (65.2%) were in the high range, 39 (34.8%) were in the moderate range and none were in the low range. 2) For therapists treating children with delayed development, 71 (65.7%) were in the high range, 37 (34.3%) were in the moderate range and none were in the low range. Although the general degree of professional knowledge of evaluation was quite high, there was a lack of variety in the assessment tools used With a large number of therapists depending on subjective description. Possible reasons for the low rate of objective asses sment tool use: 1) Poor clinical environment: too many clients and lirnited treatment time. 2) Lack of any medical insurance fee category for specific assessment tools. 3) Lack of continuing education opportunities in pediatric evaluation skills during or after either college-based (3 year) or university-based (4 year) education programs. Based on the study results, provision of more extended educational opportunities would promote the use of a greater variety of objective assessment tools by pediatric physical therapists.

• Therapeutic Science for Rehabilitation
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• v.11 no.2
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• pp.7-24
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• 2022

Objective : To develop standardized assessment tools that evaluate the multi-aspect lifestyles of children and adolescents, we aimed to systematically analyze lifestyle assessment tools and lifestyle component-specific assessment tools. Methods : The study period was 2001-2020, with search engines using CINANL, NDSL, PubMed, and RISS. Search key words used 'lifestyle assessment' OR 'lifestyle profile' OR 'lifestyle test', 'physical activity assessment' OR 'physical activity participation profile', 'nutrition assessment' OR 'nutrition profile', 'activity participation assessment' OR 'activity participation profile'. Results : A total of 24 evaluation tools were selected after 5,883 studies reviewed the title, abstract, and full text after deduplication. The detailed results resulted in five lifestyle assessment tools, seven physical activity assessment tools, nine nutrition assessment tools, and three activity participation assessment tools. Conclusion : For the lifestyle assessment tools for children and adolescents, the component items, measurement methods, and age of assessment of each item were analyzed. It is hoped that this will be used as a basis for the development of standardized assessment tools to assess the multi-aspect lifestyles of children and adolescents in the future.

• Journal of the Korean Society of Physical Medicine
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• v.11 no.3
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• pp.65-72
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• 2016

PURPOSE: The purpose of this study is to determine the differences between the muscle activity of cranio-cervical flexion and extension muscles according to the types of tools used through a short-term intervention of cranio-cervical static stabilization exercises using small tools. METHODS: A total of fifteen male and female adults in their 20s who showed forward head posture in the overall body posture measurement system participated in this study. Each subject performed cranio-cervical static stabilization exercises about flexion and extension while using a sling, a foam roller, a TOGU ball, and without tools separately, and the muscle activity of the sternocleidomastoid muscle, scalenus anterior and splenius capitis was measured. Each value was measured for 10 seconds a total of three times. The maximum voluntary isometric contraction value was computed using the average during the middle four seconds. RESULTS: Cranio-cervical flexion exercises using various tool types, the average activity of the sternocleidomastoid and scalenus anterior muscles was significantly higher when applying the TOGU ball (p<.05). According to the results of implementing cranio-cervical flexion exercise using various tools, the maximum muscle activity of the sternocleidomastoid muscle was significantly higher for the TOGU ball (p<.05). CONCLUSION: Based on these results, the provision of an unstable surface using small tools rather than a stable surface is recommended as an exercise scheme for proprioceptive stimulation in a forward head posture. Particularly, we recommend using the TOGU ball for the provision of an unstable surface to increase the muscle activity of the sternocleidomastoid muscle and scalenus anterior.

• The Journal of Korean Physical Therapy
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• v.34 no.2
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• pp.63-67
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• 2022

Purpose: The purpose of this study was to investigate the effect of assistance tools such as gym balls, wedges, and straps on lower extremity muscle activity and the increase in the range of motion made possible by the use of these tools. The subjects were divided into two groups: a group capable of deep-squatting (PS) and the second finding it impossible or having difficulty in performing such squats (IS). Methods: Twenty-three subjects participated in this study. Surface electromyography was used to measure the muscle activation of the rectus femoris (RF), vastus medialis (VM), and tibialis anterior (TA) muscles during deep squats, normal squats (NS), gym ball squats (GS), wedge squats (WS), and strap squats (SS). A motion analysis system was used to measure the range of motion of the knee joint during each of these exercises. Results: There was a significant difference in the RF muscle activity between the possible squat (PS) and the impossible squat (IS) groups in the GS, and there were significant differences in the RF and TA muscle activity between the groups in the WS. Both the PS group and the IS group showed a significant difference in the TA muscle activity depending on the tool used. There were also significant differences in the range of motion of the knee joints between the intervention methods using NS and those using the tools. Conclusion: In both groups, the muscle activity of the TA muscles was lower when GS, WS, and SS were performed compared to NS. In addition, compared to NS, the range of motion of the knee joint increased when the three tools were used. This study shows that the activity of the RF, VM, and TA muscles decreased and the range of motion of the knee joint increased during deep squats for both the PS and IS groups when tools were used.

• The Journal of Korean Association of Computer Education
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• v.21 no.5
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• pp.37-48
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• 2018

The 2015 revised national curriculum includes SW courses to improve computational thinking, and a variety of physical computing tools for learning are on sale for use in education. The purpose of this study is to provide a basis for selecting physical computing tool for learning suitable for learning situations and learning purposes, and to provide a reasonable basis for judging the choice of tools in the field. Delphi survey method was used as a reference method for developing evaluation criteria through 25 expert panels. As a result, the criterion of evaluation of the learning tool composed of 40 essential and 11 selection criteria for 7 domains was presented. In addition, the evaluation results of five kinds of learning tools commercialized through the evaluation criteria of the learning tool were analyzed. The evaluation criteria for the learning tools developed through this study are expected to help teachers select rational learning tools and help learning tool developers develop learning tools.

• Physical Therapy Rehabilitation Science
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• v.6 no.2
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• pp.90-95
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• 2017

Objective: The purpose of this study was to investigate the physical therapists' perception of the use of gait measures, the frequency of the gait measures used, and also to identify the barriers that limit the use of these assessment tools. Design: Cross-sectional study. Methods: Physical therapists from the Seoul, Gyeonggi area from March to July 2016 were included in the study. Over the course of 18 weeks, a cross-sectional study was conducted with a self-report questionnaire. A total of 700 questionnaires were distributed and 350 questionnaires (50%) were collected, however with the exclusion of 140 questionnaires due to non-consent, a total of 210 questionnaires (30%) were analysed. Results: Out of the 10 standardized assessment tools, the therapists showed the highest perception for the timed up and go test (TUG [n=153, 72.9%]) and they also had high perception for the 10 meters walk test (10MWT [n=149, 71.0%]), and 6-minute walk test (6MWT [n=123, 58.6%]). The respondents answered that the TUG (n=116, 55.2%), 10MWT (n=100, 47.6%), and 6MWT (n=51, 24.3%) was used the most often. On the contrary, only four (1.9%) therapists have used the Chedoke-McMaster stroke assessment and the Rivermead Mobility Index. The lack of time was considered as the most important barrier to the use of assessment tools in clinical practice. Conclusions: Through this study, it has been shown that the domestic physical therapists used the TUG and the 10MWT mainly due to high recognition and evaluation status; however, the lack of time was the greatest impediment to the clinical application of the gait assessment tools.

• Journal of the Korean Society of Physical Medicine
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• v.12 no.4
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• pp.139-146
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• 2017

PURPOSE: The purpose of this study was to systematically analyze the reliability and validity of the Korean-version of the balance assessment tools. METHODS: Two reviewers of this study independently evaluated the titles of articles and abstracts of studies published until December 2016 through electronic databases (RISS, NDSL, KISS, DBpia) using the keywords "Balance or posture or postural control or postural stability", "Test or assessment or measurement or outcome measure or assessment tool or measurement tool", "Korean version", "Reliability" and "Validity". Regarding the questions considered suitable for the purpose of this study, consensus was reached after reading the full text. Selecting journals suitable for the purpose of the study, they were analyzed as data. RESULTS: The reviewers selected nine papers suitable for the purpose of this study, and Korean-version of the balance assessment tools, included the Berg Balance Scale (BBS), Activities-specific Balance Confidence (ABC) scale, Postural Assessment Scale for Stroke (PASS), Motor Assessment Scale (MAS), Trunk Impairment Scale (TIS), Falls Efficacy Scale (FES), Tinetti-Balance scale, Fullerton Advanced Balance (FAB) scale, and Function In Sitting Test (FIST). Our study showed that the reliability and validity of the Korean-version of the balance assessment tools were high. CONCLUSION: The Korean-version of the balance assessment tools with high reliability and validity would enable physical therapists to make a more accurate evaluation of balance.

• Nutrition Research and Practice
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• v.18 no.2
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• pp.294-307
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• 2024

BACKGROUND/OBJECTIVES: Dietitians frequently use nutrition education tools to facilitate dietary counselling sessions. Nevertheless, these tools may require adaptation to keep pace with technological advancements. This study had a 2-fold purpose: first, to identify the types of nutrition education tools currently in use, identify their limitations, and explore dietitians' perspectives on the importance of these tools; second, to investigate the features that dietitians prefer in digital nutrition education tools. SUBJECTS/METHODS: A semi-structured face-to-face interview was conducted among 15 dietitians from selected public hospitals, primary care clinics, and teaching hospitals in Malaysia. Inductive thematic analysis of the responses was conducted using NVivo version 12 software. RESULTS: Most dietitians used physical education tools including the healthy plate model, pamphlets, food models, and flip charts. These tools were perceived as important as they facilitate the nutrition assessment process, deliver nutrition intervention, and are time efficient. However, dietitians described the current educational tools as impersonal, outdated, limited in availability due to financial constraints, unhandy, and difficult to visualise. Alternatively, they strongly favoured digital education tools that provided instant feedback, utilised an automated system, included a local food database, were user-friendly, developed by experts in the field, and seamlessly integrated into the healthcare system. CONCLUSION: Presently, although dietitians have a preference for digital educational tools, they heavily rely on physical nutrition education tools due to their availability despite the perception that these tools are outdated, impersonal, and inconvenient. Transitioning to digital dietary education tools could potentially address these issues.