The Physical Therapy Re-invented Is Designed for the
Home Exercise Program (HEP)
The HEP is vital part of rehab program that allows the patient to conduct appropriate exercises on their own time schedule. Physical Therapy Re-invented is a revolutionary tool used to develop the HEP. This combination allows the patient to progress faster, returning to the highest functional level at work and sports in the shortest period of time. Studies have shown that video as part of a HEP increases patient compliance. The Research articles below show an increase in patient compliance and a decrease in errors when providing patient with video based instruction as opposed to static imagery.
Effects of Live, Videotaped, or Written Instruction
on Learning an Upper-Extremity Exercise Program
By Julie Allen Reo and Vicki Stemmons Mercer
Julie Aallen Reo, PT, MS, was a student at the University of North Carolina at Chapel Hill at the time this research was completed in partial fulfillment of the requirements for her Master of Science degree in Human Movement Science.
VS Mercer, PT, PhD, is Assistant Professor, Division of Physical Therapy, Department of Allied Health Sciences, University of North Carolina at Chapel Hill, Chapel Hill, NC
Address all correspondence to Ms. Reo at:
719 Clarion Dr.
Durham, NC 27705 (USA)
Background and Purpose
Today's health care environment encourages cost containment in many aspects of patient care, including exercise instruction in physical therapy. The purpose of this study was to determine whether different modes of instruction affect the learning of an exercise program, as measured by retention test performance immediately after the instruction and practice and after a 1-day delay. Subjects. Subjects were 40 people, aged 26 to 51 years (X=38.4, SD=7.4), with no known shoulder pathology. Methods. Subjects were instructed in a series of 5 shoulder exercises by 1 of 4 modes of instruction: (1) live modeling, (2) corrected-error videotape, (3) error-free videotape, and (4) handout alone. Results. Subjects who received instruction from handout materials alone (handout group) exhibited poorer performance accuracy than subjects who received live or videotaped modeling and exercise instruction. In addition, the total number of errors of the handout group was more than twice the average of the live instruction and videotape instruction groups. No differences were found between the live instruction group and the 2 groups that received videotaped instruction.
Discussion and Conclusion
Live and videotaped modeling is more effective than a handout alone for achieving performance accuracy of a basic exercise program, as measured by immediate and delayed retention tests.
Videotape instruction versus illustrations for influencing quality of performance, motivation, and confidence to perform simple and complex exercises in healthy subjects
Authors: Douglas L. Weeks; Jennifer Brubaker; Julie Byrt; Mary Davis; Lori Hamann; Joseph Reagan
Source: Physiotherapy Theory and Practice, Volume 18, Number 2, 1 June 2002 , pp. 65-73(9)
Publisher: Informa Healthcare
This study compared videotape instruction (dynamic modeling) to instruction via still-photograph illustrations (static modeling) for influencing the quality of performance, motivation, and confidence of subjects performing common simple and complex exercises. Ten male and ten female subjects were randomly assigned to either a static or dynamic demonstration group. Subjects were scheduled for an acquisition session and retention test 24 hours apart. In acquisition, subjects viewed the static or dynamic model before performing four trials of each exercise. In the retention test, modeling was absent and subjects had to recall the exercises from memory in order to perform. Subjects were videotaped performing the exercises in acquisition and retention for subsequent rating of form by two raters independently. After the retention test, subjects viewed the alternative mode of modeling and were surveyed about the mode they found most motivating, and the mode engendering the most confidence about performing the exercises correctly. Analysis of form rating scores indicated the dynamic group to have significantly higher ratings of form in both acquisition and retention. The survey indicated that the dynamic group was more motivated to perform the exercises in a home environment, and more confident about performing the exercises correctly. Additionally, all subjects indicated a preference for using videotape over illustrations to learn the exercises. The findings suggested dynamic modeling via videotape was more effective than static illustrations for promoting correct form for the exercises. In addition, videotape modeling was indicated as more appropriate for encouraging confidence and motivation in an unsupervised exercise environment, such as a home exercise program.