Movement -Part 2

In the previous post, I discussed the two characteristics of movement—goal oriented and variation.

When movement is purposeful rather than aimless running around, new connections in the brain are not being formed and learning does not occur. In other words,  goal-oriented movement that requires some sort of problem-solving is required for the brain to develop, which typically occurs in a growing child.

Example 1.  A baby crawls towards an attractive object or to get into mom’s lap.

Example  2.  A toddler walks, crawls under tables, or climbs up small furniture in order to retrieve a toy.

Example 3. An older child may jump, hop, skip as a part of a game that holds some goal.

Example 3.  An adult bends over, turns around, steps backward, and moves in multiple ways while searching a lost item or cleaning the house. 

Movement of our body segments and our entire body through space in order to fulfill a task also provides  sensory input  to our central nervous system in terms of visual, vestibular, and proprioceptive stimuli.  Optimal sensory input leads to improved alertness, attention, and conduces us to better engage in tasks.

If there is hardly any purpose in movement as displayed by children who are hyperactive, movement is dysfunctional and disruptive. These children do walk, run around, and may seem to be typical  to an average observer. However, they have difficulty sitting in a place, are fidgety, or are always on the go. Engagement in a single task is difficult for them, attention and focus are short-lived for a few seconds to a couple minutes. Hence learning does not occur, but rather there is a narrow repertoire of movements and task abilities.Sitting in a classroom, mingling with other kids, attending a birthday party become very difficult.

In my clinical experience, children who are hyperactive , can’t sit still,  can’t sustain any activity generally calm down when encouraged or enticed into heavy work and purposeful activity.  Sensory Integration has been shown to be beneficial for children with ADHD.

#movement #meaningful movement #learning #goal-oriented #sensory input 

Movement-- Part 1

Movement is an essential component of anything we do in life. Just think how many times do we move throughout the day.  We move in several  ways such as turning and getting out of bed, sit to stand, squatting to pick up an object from the floor, reaching for something across the table, reaching overhead to retrieve an object from a shelf, bending over to open a drawer at a knee level, walking, negotiating steps, etc. We also move our body frequently in subtle ways when we are required to sit in a spot for a long time. It is nothing less than amazing that  we move throughout our  waking hours.

Upright posture, movement, and walking are crucial for many physiological functions such as bone health, blood circulation, and functions of the digestive and urinary tract.

Movement is also important for arousal, balance, and coordination.

 

The  common denominators of every movement are that movement  is purposeful,  goal-oriented, and variegated. 

Every movement holds a purpose. You walk across the kitchen to get a cup of water, walk from one room to another to get a book, and out the door to walk to a neighborhood store. Even on a leisurely walk through the park, you have a goal of walking for a certain fixed time period and in a pre-decided direction. That means purposeful movement is meaningful. 

Movement is variable. We walk, climb, step, squat, bend, reach, turn, and much more throughout the day.

The same movement may have different goals depending on the individual. For example a toddler may roll and get out of the mother’s arms for a toy, an adult may roll to get out of bed.  A child may run to a toy at another end of the room, an adult may run as a part of his exercise routine. Similarly, as a child you have learnt finger movements to play a musical instrument which are later also used to operate a computer keyboard.

Movement makes a child effective for exploration, communication, and learning. Variety of movement is crucial to building neural connections in the brain during the first three years of life. Earlier the child feels successful, he/she  feels  confident about progressing  in any area of life.

I have been always proud to be a movement specialist, since physiotherapists are trained to be experts in movement.

#movement #physical therapist #balance #coordination #meaningful

W-Sitting

W-sitting is an ATYPICAL way of sitting on the floor;  the buttocks rest on the floor while the lower legs point outwards and back.  Toddlers and preschool kids are often seen in w-sit position while playing with toys. For the child, it is a stable position and hence w-sitting becomes a habitual behavior quickly. 

If a child w-sits for prolonged periods of time, the consequences would possibly be any or all of the following:

Hip joint distortion—muscles and soft tissues on the medial aspect of the joint would be hyperflexible, whereas the same on the lateral aspect of the joint would be tight and contracted. 

Knee joint and feet distortion—the abnormal position of w-sitting would naturally place the knees and ankles in an abnormal position with similar consequences as the hips. 

Pigeon-toe gait---the distortions at the hips, knees, and ankles lead to in-toeing or pigeon-toe walking. This gait deviation does not only matter cosmetically, but leads to abnormal bone development of the lower leg.

Core muscle stability—remains  under developed  as a result of prolonged w-sitting position, since the muscles of the abdomen and back have to work minimally during w-sitting rather than being challenged. 

Crossing midline and Bilateral coordination—remain poor secondary to lack of trunk rotation that characterizes w-sitting. 

Conversely, if a child is frequently observed to w-sit, one or more of the following could be suspected:

Increased internal rotation of the hips.

Laxity of the hip joint ligaments.

Low muscle tone.

Children with neurological conditions such as cerebral palsy,  hypotonia, and autism are highly likely to assume the w-sit position. They should be encouraged to sit in cross-legged or long-sitting positions during floor time. Otherwise they are at risk of learning higher functions that involve reaching, manipulation of objects, as well as writing.

Toe walking

Toe-walking is seen in many conditions such as cerebral palsy, muscular dystrophy,  and hemiplegia. In these conditions, it manifests as a consequence of spasticity and/or tightness of the calf muscles. However, toe-walking is also frequently seen in children with autism and sensory processing dysfunction.

There are 3 primary causes of toe-walking:

·         Spasticity and/or tightness of the tendo-achilles (tendon that attaches the calf muscle to the heel).

·         Decreased proprioceptive input through the calf muscles.

·         Idiopathy.

Toe-walking secondary to decreased proprioceptive input through the calf muscles is seen in the presence of hypotonia. In my clinical experience, I have observed a strong correlation between vestibular inefficiency, hypotonic muscle tone, and toe-walking.

Inefficient processing through the vestibular system consequently leads to poor proprioception since there is a close association between the two sensory systems. Toe-walking is a means of gaining proprioceptive input through the calf muscles when there is low muscle tone. 

Many children with sensory processing dysfunction do overcome toe-walking within a few weeks. However, if it persists over months and beyond the age of 03 years, it takes longer and becomes challenging to correct it through intervention. Since the brain adapts to any behavior that persists, toe-walking that persists over years during childhood then becomes a behavioral pattern of gait, i.e. the child becomes decreasingly aware of his/her heels on the floor. Hence  it becomes crucial to take corrective measures as earlier as possible.

Treatment for toe-walking

When spasticity is the underlying cause of toe-walking , the treatment approach is to reduce the spasticity and improve the muscle flexibility through appropriate neuro-developmental techniques, stretching, as well as possible use of braces.

When the underlying causes are decreased vestibular processing and hypotonia , therapeutic activities targeted toward the same become the treatment choice.  Some of these are as follows:

·         Propel the scooter board in sitting.

·         Backward walking.

·         Pushing forward a heavy stroller/ toy cart.

·         Box-skating or walking in shoe boxes.

·         Squatting in a vertically placed barrel.

·         Rubbing foam on heels actively by the child to encourage awareness of the heels.

·         Improving processing through the vestibular system warrants a multitude of activities.

An evaluation by a physiotherapist is essential for identifying the underlying cause of toe-walking, following which the appropriate treatment should be decided.

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