We have already explored the mind of the learner and the deviations that can happen when a framework for assessment and orientation is not present. What about the instructor without a curriculum to provide guidance? What do professional educators know about their own learning, their own self-assessment that is valuable to the movement professional?

In this case it is the mind of the clinician we will observe. When a clinician enters the room to collaborate with a patient or client, the clinician brings their assumptions, worldviews, values and other mental constructs. Often it is the clinical model that is the star of the show, as the clinician employs the techniques and skills of their trade in gathering information to provide clear diagnoses. With diagnoses in hand, the prescription is set and the problem solving can begin until the problem is eliminated. This problem solving framework is how much of the education system has trained practicing clinicians.

Contrast that with the patient taking center stage. What does the patient want in terms of a result? From these conversations, a specific outcome or results can be identified and the resources, decisions, skills and focus is organized around this specific result. At this point, a new framework is required to work in, that will bring about the desired level of function, to support the strategic choices required over a period of time to bring about the desired changes. Process now becomes focused, in support of a specific result. Given that the end result is now the organizing principle; a process that does not support the end result will be modified or even abandoned as convention makes way for invention. What is driving this effort? The end result.

Here is the thing. You can’t problem solve your way to the desired level of function. Why? You can solve all of your patient’s problems and alleviate all of their impairments, but they still will not be able to function if the motor learning has not occurred to employ the new ranges of motion, the new strength on behalf of the level of function. They still will not be able to produce the motions that are required if they have not learned the specific motions to support the specific result.

With a curriculum that provides depth and breadth, with internal relationships that provide a place to go during the learning process, the educator is focused on the end result. With the tools available for assessment, clarity about where the educator is in relation to where they need to be in terms of grasp of knowledge, application of skills, analysis of cause and effect, decision making and designing programs can be clearly determined. Through collaboration with professional educators, movement professionals can improve the educating skills and aptitudes that improve their clients and patients involvement in life. With a robust curriculum and lesson strategies, the impact the choices and actions made to improve movement will be long lasting and continuing to make an impact long after the learning is done.