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Day 2: Physical Therapy in Action

Lesson Overview
Time 50 minutes
Objectives Apply Health Science knowledge by designing personalized workout plans for two clients with different needs (one injured athlete, one active senior)
TEKS d(1)(C)
Deliverable Two completed personalized workout plans (Mark + Mrs. Rodriguez): each includes warm-up, 3+ main exercises, cool-down, and rationale
Materials Chromebooks, H&L Workbook Ch 9 (pp. 144-147), printed Physical Therapy client profile worksheet, projector

Warm-Up (5 min)

WARM-UP: Imagine you pulled a muscle playing soccer. Should you stop exercising completely until it heals, or keep training carefully? Why?

Take 2-3 responses. Bridge: physical therapists answer this exact question every day. Their job is to help people heal WHILE staying active. Today the class becomes a physical therapist for two real-feeling clients.

Activity 1: Physical Therapy in Action — Setup (8 min)

Source: H&L Workbook Ch 9, pp. 144-145, "Physical Therapy in Action" (Career Climb)

Read the workbook intro aloud: "Physical activity is necessary for maintaining good health at any age. Imagine that you are a physical therapist. Today, you'll create personalized workout plans for two clients. Each client has different goals, and it's your job to design exercises that will help them stay healthy and meet their fitness needs."

Project the two client profiles from the workbook (pp. 144-145):

Client 1: Mark, 24, Athlete with a Pulled Muscle

Mark is an active 24-year-old who loves playing soccer and running. Last week, he pulled a muscle in his hamstring while sprinting. He doesn't want to stop working out, but he needs to heal properly so he doesn't make his injury worse. Goal: Recover from the injury while maintaining his fitness level and strength.

Client 2: Mrs. Rodriguez, 72, Active Senior Citizen

Mrs. Rodriguez is 72 years old and loves staying active. She enjoys gardening, walking her dog, and spending time with her grandkids. Lately, she's been feeling more tired and has trouble balancing on uneven surfaces. Goal: Regain strength and stability to continue doing the things she loves while staying independent.

Connect this to the Therapeutic Services pathway in H&L. Physical therapists are part of the Therapeutic Services pathway. They typically need a Doctor of Physical Therapy (DPT): a 3-year graduate degree after a 4-year undergraduate program (7 years total).

Activity 2: Design Personalized Workout Plans (32 min)

Source: H&L Workbook Ch 9, pp. 145-146, Step 2: Create Workout Plans

Students work individually (or in pairs for support) on both workout plans. Each plan must include the workbook's required components:

  • Warm-up routine (to get the body ready for exercise)
  • At least 3 main exercises that are safe and effective for the client (with modifications if needed)
  • Cool-down or stretching routine to help prevent injury
  • A brief explanation of why each exercise is included and how it will help the client

Students do quick research (5 min cap) on safe exercises for each client. Direct them to credible sources: Mayo Clinic exercise library, NIH SeniorHealth, or BLS career page for Physical Therapists.

Mark's plan considerations:

  • Avoid sprinting and high-intensity hamstring stress
  • Focus on upper body and low-impact cardio (swimming, cycling)
  • Light hamstring stretching to maintain flexibility
  • Strength work on uninjured areas (core, arms)

Mrs. Rodriguez's plan considerations:

  • Balance and stability exercises (single-leg stand, heel-to-toe walking)
  • Low-impact strength (chair squats, wall pushups, resistance bands)
  • Walking with her dog as part of cardio
  • Gentle stretching for flexibility and range of motion

The workbook's Step 2 framework: each exercise must have a NAME, INSTRUCTIONS, and a REASON tied to the client's specific goal.

DOK 4: What conclusions can you draw about why physical therapy is a "personalized" career? Could two physical therapists come up with completely different but equally valid plans for the same client? Why?

Facilitation Tip

Watch for students who give Mark and Mrs. Rodriguez the SAME workout. Push back: "What is different about a 24-year-old athlete with a pulled muscle and a 72-year-old gardener? Their plans should look very different." Personalization is the learning target, catching identical plans is the most productive intervention today.

Activity 3: Pair Discussion (3 min)

Source: H&L Workbook Ch 9, p. 147, Discussion

Students pair up and discuss the workbook's questions:

  • "How did you decide which exercises to include in each client's workout plan?"
  • "What factors did you take into consideration to make sure the plan is safe for each client?"
  • "Why is it important to think about adaptations or modifications to exercise?"

Exit Ticket (2 min)

EXIT TICKET (Comparison Matrix) · Printable PDF:

Compare YOUR workout plans for the two clients on three dimensions.

Mark (24, pulled hamstring) Mrs. Rodriguez (72, needs balance)
Main exercise (pick ONE I included)
Why this exercise fits THIS client (one reason)
Exercise I would AVOID for this client

Bottom line: Physical therapists "personalize" workout plans. In one sentence, what is the BIGGEST thing a PT must know about each client BEFORE designing a plan? (d(1)(C))

Differentiation

  • Support: Provide a workout plan template with warm-up, main exercises, and cool-down sections pre-labeled. Provide a list of 10 safe exercises with descriptions students can choose from.
  • Extension: Try the workbook's "Extra Time" activity, prepare a short exercise demonstration for a partner. Demonstrate one exercise from the plan and explain why you chose it.
  • ELL: Bilingual exercise glossary (Stretch = Estiramiento, Warm-up = Calentamiento, Cool-down = Enfriamiento, Strength = Fuerza, Balance = Equilibrio). Visual exercise cards with picture demonstrations.