Course content

1. Understand the history and ongoing development of the Bobath concept.
2.  Be able to integrate the principles of the International Classification of Functioning, Disability, and Health (ICF) in their evaluation and treatment of adults with neurological conditions. Through this, they will be able to analyze and facilitate efficient postural and movement control in preparation for and during functional activity.
3. Understand the functional consequences of lesions of the central nervous system.
4. Observe and analyze dysynergic and/or inefficient movement and function, and influence this through intervention.
5.  Utilize the principles of motor control, motor learning, neural plasticity, and muscle plasticity in their approach to treatment.
6. Understand the relationship between assessment and treatment, and implement the ongoing process of clinical reasoning.
7. Adapt and apply appropriate theoretical principles of treatment to the individual patient/client within his environment.
8. Develop effective handling skills and incorporate them with appropriate environmental and other influences in order to regain function.
9. Appreciate the importance of appropriate outcome measures to support evidence-based practice.
10. Continue learning through critical reading, self-evaluation, and sharing with others.

Learning  Objectives

The Model of Bobath Clinical Practice (MBCP)

A clearly defined model of the Bobath clinical practice has been lacking in the current evidence base. This creates confusion as to what actually the Bobath concept is in clinical practice and leads to misinterpretation and misrepresentation within the literature. The IBITA Education Committee commenced work on developing a Model of Bobath Clinical Practice under the leadership of Susan Ryerson in 2008. This model is the clinical parallel to the publication by Vaughan-Graham et al., (2009) which outlines the theoretical underpinning of a contemporary Bobath concept. This model aims to identify what is unique to the Bobath concept in terms of contemporary neurorehabilitation. The model is not a model of ‘best practice’ and therefore does not seek to include all of the basic requirements of assessment that every therapist would routinely undertake.

The model seeks to identify the following:

• Aspects of clinical practice that are a focus of the Bobath concept.
• Relationships that are unique to the Bobath concept.
• Provision of a framework for research.

• Licensed physiotherapists or final-year physiotherapy students.

• Attendance of all sessions.
• Active participation in practical workshops.
• Completion of case studies.

This course is composed of the following components:

• Theoretical.
• Practical.
• Self-directed learning.
• Additional components.