BACK TO ONESELF
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(2) COPYRIGHT © Christina Schön - Ohlsson ISBN 978 – 91 – 628 – 7959 – 4 Printed by Intellecta Infolog AB, Göteborg, Sweden, 2009 Photo on front page by Rosalie O’Conner www.rosalieoconner.com Images by Elin Fälthammar elin@falthammar.com Text design by R o u n d a b o u t.
(3) ABSTRACT Back pain is an endemic problem affecting one in five adults every year. Even though only 10 % of all cases of back pain become chronic it is one of the largest health problems in industrialized societies. The term nonspecific chronic low back pain (NSCLBP) refers to cases in which neither the persistent pain symptoms nor the related physical dysfunction are related to structural impairment or disease. NSCLBP accounts for 80 % of cases of chronic low back pain. The overall purpose of this thesis was to generate knowledge in order to evaluate the Sensory Motor Learning (SML) intervention when applied in patients with NSCLBP. To achieve the purpose the conceptual framework behind the SML intervention was outlined and the investigation implemented through four separate studies. Patients with NSCLBP who previously had not been helped by any treatment and who were not expected to be helped by spinal surgery participated in the studies. Study I investigated if the optoelectronic Posturo-Locomotion-Manipulation (PLM) test was a valid and reliable measurement tool, able to objectively assess the quality of a dynamic goal directed action in freely moving patients with NSCLBP. Study II evaluated how the SML intervention influenced movement capacity in patients with NSCLBP as assessed by the PLM test. Study III used individual interviews to evaluate how the SML intervention influenced the patients regarding their subjective, cognitive perspectives. Study IV was designed as a qualitative randomized clinical trial using focus groups to compare how two comparable groups of NSCLBP patients expressed their experiences from two different interventions based on different conceptual frameworks; SML and exercise therapy (ET). The result showed the PLM test to be a valid and reliable outcome measure. Compared with an age and gender matched control group without back pain, the NSCLBP patients’ performance was significantly less efficient before the SML intervention. After the intervention there were no differences between the movement capacity of the patient group and the control group. The results were maintained after one year. The patients described that they had learned to reduce pain, to diminish psychological distress and to improve physical ability. Major differences were indentified when comparing how the two patient groups with NSCLBP experienced SML and ET. The patients in the SML group expressed that they had learned to trust in themselves and now felt able to handle their low back pain themselves. This was in contrast to the patients in the ET group who expressed insecurity and dependence on advice from back-pain experts. Based on the results; a hypothesis was generated stating that SML– an embodied, empathic, therapeutic approach to health behaviour change - enables patients with NSCLBP to increase control over back pain and promotes health by guiding them – back to oneself – implying that patients learn to rely on themselves and their bodily awareness. The hypothesis was based on the fact that the patients’ felt able to handle their low back pain themselves and their subjectively experienced positive physical and psychological changes coincided with objectively assessed improvements in movement capacity. Key words: Chronic nonspecific low back pain, Sensory Motor Learning, SML, PosturoLocomotion-Manipulation (PLM) test, Qualitative method, Focus group study, Health promotion, Feldenkrais method, Exercise therapy..
(4) ABBREVIATIONS. ATM. Awareness Through Movement. ET. Exercise Therapy. FI. Functional Integration. FM. Feldenkrais Method. GMP. Global Movement Pattern. ICF. ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ Classification on Functioning, Disability and Healthȱǻ ȱŘŖŖŗǼ. KSP. Karolinska Scale of Personality. MG. Movement Gestalt. NSCLBP. Nonspecific Chronic Low Back Pain. PLM test. Posturo - Locomotion – Manipulation test. PT. Physical Therapy/ Therapist. RoM. Joint range of motion. SF 36. The 36-item Short Form Health Survey. SML. Sensory Motor Learning. TIPPA. Test Instrument Physical Performance Ability. WHO. World Health Organisation.
(5) LIST OF PAPERS. This thesis is based on the following studies, which will be referred to in the text by their Roman numerals. Reprints of published papers were made with the kind permission from the publishers.. I.. Schön-Ohlsson Christina, Willén Jan, Johnels Bo. Optoelectronic movement analysis to measure motor performance in patients with chronic low back pain: test of reliability. J Rehabil Med 2006;38(6):360-7.. II.. Schön-Ohlsson Christina, Willén Jan, Johnels Bo. Sensory motor learning in patients with chronic low back pain: a prospective pilot study using optoelectronic movement analysis. Spine 2005;30(17):E509-16.. III.. Schön-Ohlsson Christina, Willén Jan, Räisänen Christine, Johnels Bo, Willén Carin. Rehabilitation of patients with nonspecific chronic low back pain: a qualitative study of patients’ experiences of Sensory Motor Learning intervention. Manuscript submitted.. IV.. Schön-Ohlsson Christina, Willén Jan, Rydén Lisbeth, Willén Carin, Hane Monica. Using focus groups to compare how patients with nonspecific chronic low back pain express their experiences of sensory motor learning and exercise therapy interventions; a randomized, qualitative study. Manuscript..
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(7) Dare to do right! Dare to speak the truth! You have a duty that no one else can fulfill! Do even the smallest duty well and when the day is ended you will have nothing to regret, no time will have been lost and you will feel content and happy! To Christina from Kindergarten teacher.
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(9) CONTENTS ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŗ ȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ǻǼȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŜ ȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŝ ȱȱȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯş ȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŗŚ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŗś ȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŗŜ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŗŜ ȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŗŜ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŗŝ ¢ȱȱȱǻǼȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŗş ȱ¡ȱ¢ȱȱǻǼǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŗş ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘŖ ȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘŖ ȱȬȬȱǻǼȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘŖ ȱȱȱȱǻȱǼ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘŚ ȱ ȱȱȱ¢ȱǻ Ǽ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘŚ ȱȱȱřŜȱ ȱ¢ȱǻȱřŜǼǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘś ȱȱ ȱȱȱȱ¢ȱ¢ȱǻ ǼǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘś ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘŞ ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘş ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŘş ȱȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŖ ¢ȱȱȱȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŗ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŘ ȱ¢ȱ ǯ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŘ ȱȱȱȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŘ ȱȱȱȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřř ¢ȱȱDZ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŚ ȱ¢ȱ ǯ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřś ¢ȱȱDZ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŜ ȱ¢ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŜ ȱȱȱȱ DZ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŜ ¢ȱȱDZ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯřŝ ȱȱȱȱȱ¢ȱȱȱȱȱDZ ǯǯǯǯǯǯǯǯǯǯǯŚŖ. ȱ.
(10) ȱ ȱ¢ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŗ ¢ȱ ȱȱ ȱȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŗ. ȱȱ¢ȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŗ ¢ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŘ ȱȱ¢ȱ¢ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŘ Ȭȱȱȱȱȱȱȱ ȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŘ ȱȱȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŚ ȱŗDZȱȱȱȮȱ ȱȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŚ ȱŘDZȱȱȱȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŜ ȱřDZȱȱȱȱȱ¢ȱȱȱȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŝ ȱŚDZȱȱȂȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚŞ ¢ȱȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŚş ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯśŖ ȱ¢ȱȱȱȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯśŖ ȱ¢ȱȱȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯśŘ ȱȱȱȱȱ¢ȱȱȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯśř ȱȱȱȱȱ¢ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯśŚ ȱȂȱ¡ȱȱȱȱȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯśś ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯśŝ ȱǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯśŞ ȱȱ ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯśş ȱ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŜŗ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŜŘ ǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯǯŜś. ȱ. ȱ.
(11) ȱ. ȱ. ȱ. ȱ INTRODUCTION ȱ ȱȱȱȱȱȱȱȱȱȱȱ¢ȱ¢ǯȱȱȱ ¢ȱŗŖȱƖȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȬ ȱ ȱ £ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǻǼȱȱȱȱȱ ȱȱȱȱȱ¢ȱȱȱȬ ȱ ¢ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ Ȭ ȱȱȱȱ£ȱȱȱȱ¢ȱȱ¢ȱ ȱȱ¡ȱ ȱȱȱȱȱȱȱȱǯȱ¢ȱȱ¢ȱȱ¢ȱ ȱȱǰȱ¢ȱǰȱ¢ȱȱȱȱ ¢ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ŞŖȱ Ɩȱ ȱ ȱ ȱ ȱȱȱȱǽŗȬŚǾȱȱ ȱȱ ȱŘŖŖŖȱȁȱ ȱȱȱ¢ȱȱȱ ȱȂȱǻǼȱȬ ȱ ȱ ¡ȱ ȱ ȱ ȱȱ ȱ ȱ ǰȱ ȱ ȱ Ȭ ȱȱȱǯȱȱȱȱȱ¡ȱȱȱȱŘśȱŖŖŖȱȱ ȱȱȱŘŖŖŖȱȱȱȱȱȱȱȱȱȱȱȬ ¢ǯȱ ȱȱȱȱ ȱȱȱȱȱȱȱȱȱȱȬ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ¢ȱ ȱ ¡¢ǯȱ ȱ Ȭ Ȃȱ ȱȱȱȱ¢ȱȱȱȱȱȱȱȱȬ ȱȱȱȱȱȱȱȱȱǯȱ¢ȱȱȱȱ ¢ȱȱȱȱȱȱȱȱȱȱǯȱȱȱ ȱ ȱȱǰȱȱȱȱȱȱ¢ȱȱȱȱ ȱ ȱ ȱ Ȭȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȱ¢ȱȱȱ ȱ¢ȱǰȱȱȱ ȱȱǽřǾǯȱ ȱ ȱ ȱ ȱ ȱȱ ȱ ȱ ȱȱ ȱȱ ȱ ȱ ȱȱ ȱȱǰȱȱ ȱȱȱȱȱ¢ȱ ȱȬ ȱǽŗȬřǾǯȱȱȱŘŖŖŜǰȱȱȱȱȱŗřȱȱȬ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱȱǯȱ ȱȱȱ ȱȱȱȱ ȱȱȱ¢ȱȱ ȱȱȱ ȱȱȱ¢ȱȱȱȱȱȱȬ ȱ ȱ ȱ ȱ ȱ ȱ¢ȱ ǯȱȱ ȱ ȱ ȱ ¡ȱ ¢ȱ ǻǼȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȱȱǰȱȱȱȱȃȬ ȱȄȱȱȱȱȱ¢ȱ ǯȱȱȱȱȬ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ¢ǰȱ ¢ǰȱ ¢ȱ ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ Ȭ ȱȱȱȱȱȱȱ¢ȱ¢ǰȱȱȱȱȱ ȱȱ¡¢ȱȱȱȱȱ¢ȱ¢ȱȱǽŘǰȱśǰȱŜǾǯȱȱ ȱ ŗȱ.
(12) ȱ ȱ ȱ¢ȱ ȱȱ ȱȱ ȱȱȱȱȱ ȱȱȱȱ¢ȱȱȱȱȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¡ǯȱ ǰȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭ ȱ¡ȱȱȱȱǽŜȬŞǾȱ ȱ Protective pain behaviour ȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ǰȱ Ȭ ȱȱȱǰȱȱȱȱȱȬ ȱǽşȬŗřǾȱǯȱȱ ȱ ȱȱȱȱ¢ȱȱȱȱȱ¢ȱȱȬ ȱ ȱȱȱǽŗŚȬŗŜǾǯȱȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ Ȭ ȱ ȱȱ¢ȱȱȱȱȱȱȱ¢ȱȱ¢ȱȱȱȱȱ ȱȱȱȱȱȱȱȱ¢ȱȱ¢ȱǯȱȱȱ ǰȱ ǰȱȱ ȱȱȱȱȱȬ ȱȱȱ ȱȱȱȱȱȱ£ȱȱǯȱȱȬ ȱȱȱȱȱȱǰȱ¢ǰȱ¢¢ǰȱ¢¢ǰȱ ȱȱȱȱǽŗŝȬŘŖǾǯȱ ȱ ȱȱȱȱȱȱȱȱ¢ȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱǽŘŗǾǯȱȱȱȱȱ¢ȱȱȱȱȱȱȱȱ ¢ȱ ȱ ȱ ¢ǰȱ £ȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ¢ȱǽŘŘǾǯȱȱȱ¢ȱȱ¢ȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȱ£ȱȱȬ ȱ ȱȱȱȱȱǽŘřǾǯȱ ȱȱȱȱȱȱȬ ȱȱȱȱȱȱȱ¢ȱ ȱȱȱȱȱȱ¢ȱȱ ȱȱȱȱȱȱȱȱ£ȱȱȱȱȱǽŘŘȬŘŚǾǯȱ ȱ ȱȱȱȱȱȱȱȱȱȱȱ¢ȱȱȱ ȱȱȱȱȱȱȱȱ ȱ¢ȱ ȱ¡ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭȱ ǰȱ Ȭȱ ¢ȱ ȱ ¢ȱ ȱȱǽŘśǾǯȱȱȱȱȱȱȱȱȱ¢ȱȱȱȬ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ £ȱ ȱ ȱȱǽŘŜǾǯȱ ȱ ȱȱȱȱȱȱȱȱȱȱ. Ř. ȱ.
(13) ȱ. ȱ. ȱ. ȱǰȱȱȱȱȱǰȱȱȱȱȱȱȱ ȱȱ ȱȱȱȱȱȱ¢ȱ¡ȱ ȱȱȱ ȱ ȱǽŘŚǰȱŘŝǰȱŘŞǾǯȱ ȱ ȱ ȱ ȱ ȱ ǰȱȱ¢ȱ ȱ ȱȱȱ ȱ ȱ ȱ ȱ ¢¢ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ Ȧȱ ¢ǯȱ ȱ ǰȱ ǰȱ ȱ ȱ Ȭ ȱ ȱȱȱȱǽŗŚǰȱŘşǰȱřŖǾǯȱȱȱȱȱȱǰȱȱȬ ȱ ȱȱ ȱȱȱȱȱȱȱȱȱ¢ȱȱȬ ǯȱȱ ȱ ȱȱ ¢ȱ ȱ Ȭȱ ȱ Ȭǰȱ¡ȱ ȱ ȱȱȱȱȱȱȱȱȱ ȱȱȱȱȂȱ¢ȱȬ ȱǯȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱȱ ȱ ȱȱ ȱ ȱȱȱȱȱ¢ȱȱȱȱȱȱȱȱ ¡ȱȱȂȱȱȱ¢ǰȱ¢ȱȱȦȱ¢Ȭ ȱ ǯȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ǰȱ ȱȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱȱǯȱȱ ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȬ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱȱǻǼǯȱȱ ȱ. ȱ řȱ.
(14) ȱ ȱ. AIMS ȱ ȱȱȱȱȱȱ ȱȱȱ ȱ¢ȱȱȱȬ ¢ȱ ȱ ȱ ǻǼȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱǻǼǯȱȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱ ȱȱ ȱDZȱȱ. ¢ȱ DZȱȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȬȬ ȱ ǻǼȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ¢ȱȱ¢ȱ¢ȱȱ¢ȱȱȱ ȱǯȱȱ ȱ. ¢ȱ DZȱȱ ȱȱȱ¢ȱ ȱ ȱȱȱ ȱȱȱȱȱȱ ¢ȱȱȱ ȱǯȱȱ ȱ. ¢ȱ DZȱȱ ȱȱȱ¢ȱ ȱ ȱȱȱ ȱȱȱȱȱȱȱȱ ȱ ȱȱ ȱȱȱȱȱȱǯȱȱ ȱ. ¢ȱ DZȱȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¡ȱ ȱ ¡Ȭ ȱȱ ȱȱȱȱȱȱȱȱ Dzȱ ȱȱ¡ȱ¢ȱǻǼȱǯȱȱ ȱ Design ȱȱȱȱȱȱȱȱǰȱȱȱȱ ȱǯȱ ȱ¢ȱ ȱȱ ȱȱȱȱ ȱȬȱȱȱȱ ȱȱȱȱȱȱȱȱȱȱȱDzȱȱǻǼǰȱȬ ȱ ǻǼȱ ȱ ȱ ǻǼȱ ȱ ȱ ȱ ¢ȱ ¢ǯȱ ȱ ȱȱȱȱȱȱȱ ȱȱȱȱȱȱ ȱȬ ȱ ȱȱȱȱ¡¢ȱȱȱȱȱ¢ȱȱȱȱ ȱ ¢ȱ ¡ȱ ǻ Ǽǯȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱǰȱȱȱȱȱ ȱ¢ȱȱȱ¢ȱŝȬ ȱȱǯȱ¢ȱ ȱ ȱȱȱȱȱ£ȱȱ. Ś. ȱ.
(15) ȱ. ȱ. ȱ. ȱȱȱȱȱȱ ȱȱ ȱȱ¡ȱȱ¡Ȭ ȱȱȱ ȱȱǯȱȱ ȱ ȱ ȱȱȱȱȱȱȱȱȱ ǯȱȱ ȱ ȱŗȱ ȱ Study. I. II. Design. Assessment of PLM-test’s validity and reliability. Assessment of movement capacity before, after and 1 year after SML. Setting. Movement laboratory. Neutral conference Movement laboraSML intervention clinic room tory. Data collection. Computer based measurements of time. Computer based measurements of time. Audio recorded, transcribed individual interviews. Audio recorded, transcribed focus group discussions. Patients with NSCLBP and control group. Patients with NSCLBP and control group. Patients with NSCLBP. Patients with NSCLBP. Descriptive and non-parametric statistics. Descriptive and non-parametric statistics. Qualitative content analysis of cognitive individual interviews. Qualitative discursive analysis of focus group discussions. Participants. Analysis. III. IV. Focus groups discusIndividual interviews to sions to compare how assess how patients patients express experceive and interpret periences of SML and SML ET. ȱ ȱ ȱ. ȱ śȱ.
(16) ȱȱ ȱȱȱ ¢ȱȱȱǻǼȱȱ ȱ. THE CONCEPTUAL FRAMEWORK behind Sensory Motor Learning (SML) intervention ȱ ȱȱȱȱȱȱȱȱ¢ȱȱȱǻǼȱȬ ȱȱȱȱŗşşŖȱȱȱ ȱȱȱȱȱȱȃȱȱ ȱ ȱ¢ȱȱȱȱȱȱDzȱȱȱȱȮȱ ȱȱ Ȅǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ Ȭ ȱ ȱ ȱ ȱ ȱ ǻǼDzȱ ȱ ȱ ȱ ǻǼȱ Ȭ ȱ ǽřŗǾǰȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭȱ ǰȱ ȱ ȱȱȱȱ¢ȱȱ¢ȱ¢ǯȱȱ ȱ ¡¢ȱ śŖȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ¢ȱȱȱ¢ȱ¢ȱȱȱȱȱȱȱȬ ȱ ¢ȱ ǯȱ ȱ Ȃȱ ȱ ȱ ȱ ǻǼȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ¢ȱ ǽřŘǾǯȱ ȱ ȱ ȱ ȱ Ȭ ȱȱ ¢ȱǻ Ǽȱ ȱȱȱȱȱȱȱǽřřǾǯȱ ȱȱȱ¢ȱȱ ¢ȱȱ ȱȱȱ¡ȱȱ ǰȱ ȱȱ ȱȱ ȱǯȱȱȱȱȂȱ ȱ¢ǰȱȱ¢ȱ ȱȱǻȱǼȱǽřŚǾȱȱȱȱȬ ȱ ¢ȱ ȱ ǻ Ǽȱ ǽřśǾǰȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ Ȭ Ȃȱ ȱ ȱ ǽřŜǾȱ ȱ ȱ ȱ ¢ȱ ȱ ǽřŝǾǯȱ ȱ ȱ ¡Ȭ ȱ ȱ ¢ȱ ȱ ¢ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭȱ ȱ ¢ȱȱ¢ȱǽřŞȬŚŖǾǯȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȱȂȱȱ¢ǯȱȱȬ ȱ ȱȱ ȱȱȱȱȱǯȱȱȱȱȱȱ ȱ ȱȱȱȱȱȱȱȱ ȱǯȱȱȱ ȱ ȱȱȱȱ ȱȱȱȱȱȱȱȱȱȱ ȱǰȱȱȱȱȱȱȱǽŚŗȬŚśǾȱȱȱȱ¢Ȭ ¢ȱ ǽŚŜȬŚŞǾȱ ȱ ȱ ȱ ǻ Ǽȱ ǽŚşǰȱ śŖǾǰȱ ȱ ȱ ȱ ȱǯȱȱȱ ȱȱȱ¢ȱȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱȱȱȱȱȱȱȱǯȱȱȱ ȱ ȱȱ ȱȱȱ¡ȱȱȱȱȱǯȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭ ȱȱȱȱȱȱȱ¢ȱȱȱȱ Ŝ. ȱ.
(17) ȱȱ ȱȱȱ ¢ȱȱȱǻǼȱȱ ǯȱȱ ȱȱȱȱȱȱȱȱ ȱȱȱ¢Ȭ ȱȱȱ¡ȱȱȱȱȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱȱȱȱ ȱȱȱ¡ȱȱ¢ȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ¢ȱȱ ¢ȱȱȦȱȱȱȱȱȱȱȱǯȱȱ ȱ Movement patterns ȱȱȱȱȱǰȱȱȂȱȱȱȱȱ¢ȱ ȱȱȱ ȱȱ¢ȱȱȱȱȱ ȱȱǯȱ ȱ ¢ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǻ Ǽȱ ǽśŗǾǯȱ ȱ ȱ ȃ Ȅȱ ǻ Ǽȱ ȱ ȱ ȱ £ ȱ ȱ ȱ ¢ȱ ȱ ǰȱȱȱȱȱȱǰȱ ȱȱȱȱȱȱȱȱȱ ¢ǯȱ ȱȃȱ ȱ ¢Ȅȱȱ ȱ ȱ ȱ ȱȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȬ ȱȱȱȱ ȱȱ£ȱȱȱǯȱȱ ȱ ȱ¢ȱȱȱ ȱȱȱ¢ȱȱȂȱȱ¢ȱȱȱȱ ȱǯȱ¢ȱ ȱȱȱȱȱȱȱȱ ȱȱǯȱȱȱȱȱȱȱȱȱ¢ȱ ȱ¢ȱȱȱȱ¢ȱȱȱ ȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ǰȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ǰȱ ȱ ȱ ȱ ȱ ȱǻ Ǽȱȱ¢ȱȱ ȱȱȱȱȱȱȬ ȱ ȱȱ ȱ£ǯȱȱ ȱȱȱȱ ȱ¢ȱȬ ȱ ȱȱ ȱ ȱȱ ȃȄȱ ȱ ȱ Ȃȱ¢ȱ ȱ Ȭ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ǰȱȱȱȱȱȱȱ¢ȱȱǯȱȱ ȱȱȱ ȱȱȱȃȄȱ ȱȱȱȱȱǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ǰȱ ȱ ȱ ȱ ǰȱ ¢ǯȱȱȱȱȱȱȱ¢ȱȱȱȱ¢ȱȬȱȱȬȱ ȱ ȱ ȱ ¢ȱ ȱȱ ǯȱ ȱ ȱ ȱ ȱȬ ȱ ȱȱ ¢ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ¢ȱ ȱ Ȭ Ȃȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱȂȱ¢ȱȱǯȱȱȱȱ ȱ ȱŗȱȱ ȱȱȱȱȱȱȱȱȱ ¢ǯȱ ȱ ȱ. ȱ ŝȱ.
(18) ȱȱ ȱȱȱ ¢ȱȱȱǻǼȱȱ ȱ ȱ Ȭ ȱ ǻ Ǽ . ȱȱȱȱȱȱȱȱ ȱȱȱǯȱ¢ȱȱȱ ȱȱǰȱȱǯȱȱȂ ȱȱȱ¢ȱȱȱȱ ǻ Ǽǰȱȱ¢ȱȱȱȱ ȱȱ¢ȱǯȱȱȱ Ȃȱȱȱȱȱȱȱ ȱȱȱ¢ȱȱ Dzȱǰȱǰȱǰȱǰȱǰȱ ȱǰȱȱǰȱȱǰȱ ȱǰȱ ȱȱǯȱ. ȱŗǯȱȱȱȱ ȱȱȱȱȱȱȱȱ ȱ Ȧȱȱ¢ȱȬǯȱ ȱ ȱȱȱȱ¢ȱȱȱȱȱ¢ȱȱȱ ¢ȱ ȱȬ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱǰȱȱȱȱ¢ȱȱǯȱȱȱȱȬ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȱ ǰȱǯǯȱȱ¢ȱȱ ȱȱȱ ȱǯȱȱ ȱ ȱȱȱȱȱȱȱȱ¢ȱȱȱȱȱ ǯȱ ȱȱȱȱȱȱȦȱȱȱ¢ȱȱȱȬ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ¢ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ¢ǯȱ ȱ ȱ ȱ ȱ ȱ Ȭ Ȃȱ¢ȱȱǻ¢ȱǼȱȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ¢ȱ ȱ ȱ Ȭ. Ş. ȱ.
(19) ȱȱ ȱȱȱ ¢ȱȱȱǻǼȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȬ ȱȱǯȱȱ ȱ ȱȱȱȱȱȱȱȱȱ£ȱȱ¢ȱȱȱ ȱ ȱ ȱ ȱ ¡ȱ ¢ǰȱ ȱ ȱ ȱ ǰȱ ȱ ȱȱȱ ȱȱǰȱȱȱȱ¢ȱȱ ȱȱȱǯȱȱȱȱ¢ȱȱȱȱȱȱȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ǽśŘǾǯȱ ȱ ȱ ȱ ȱ Dzȱ ȱ ȱǻ Ǽȱȱȱ ȱȱȱǻǼȱȱ ǽśřǾȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭǰȱ Ȭȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱȱ ȱȦȱȱȱȱȱȱȱȱȱȱȱǰȱ ǰȱ ȱ Ȭ£ȱȱȱǯȱȱȱȱȱȂȱȱȱȱ ȱȱȱȱȱȱȱ Dzȱȱ¢ȱ¡ȱȱ ȱȱȱȱȱȱȱǻ¢ǰȱȬǼȱȱȬ ȱȱȱȱȱȱȱǯȱȱȱȱȂȱ ȱȱȱȱȂȱȱ¡¢ȱȦȱȱ¢ȱǻ¢ǰȱȬǼȱ ȱȱȱǰȱ ȱȱȱǯȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ Ȭ ȱ ȱ ȱ ¢ǰȱ ȱ ȱ ȱ ȱ ¢ǯȱ ȱ ȱ ȱ ȱ ȱ ¢ȱȱ¢ǰȱ¢ȱ¢ȱ ȱȱȱǻȱǼǰȱ ȱȱȬ ȱȱȱȱȱȱ ǯȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ¢ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱǻȱŗǼǯȱȱȱȱȱȂȱȱȱȱȱȱȱȱȱ ¢ȱȱȱȱȱȱ ȱȦȱ¢ȱ¢ȱǯȱȱȱȱȱȱȱ ȱȱȱȱȱ ȱȱȱȱȱȱ ȱȦȱȱȱǯȱ ȱ ȱȱȱȱȱȱȱ ¢ȱȱ¢ȱȱ ȱȬ ȱȱȱȱ¢ȱȱȱȱȱǯȱȱ ȱ The process of change ȱ ȱ ¢ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǻ Ǽȱ ǽŚşǰȱ śŖǾȱ ȱ ǰȱ ȱ ȱ ȱ ǰȱ ȱȱ ȱ ǯȱȱ ȱȱȱ Ȃȱ ¢ǰȱ ȱ ȱ ¢ǰȱ Ȭ ȱ ȱȱ ¡ǰȱ ȱ ȱ ¡ȱ ȱȂȱ ȱ ǰȱ ȱ ¢ǰȱ ȱ ǰȱ ȱ ȱ ȱ ȱ Ȭ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ Ȭ ȱȱȱȱȱȱȱȱȱȱȱ ȱȱȱ ȱȱ ȱȱȱȱȱȱȱȱȱ ǰȱȱǯȱȱ. ȱ şȱ.
(20) ȱȱ ȱȱȱ ¢ȱȱȱǻǼȱȱ ȱ ȱ ȱ ǰȱ ȱǰȱ ȱ ȱ ȱ ȱ ȱ
(21) ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭȱ Ȭȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱ ȱ ȱ ¢ȱ ǯȱ ȱ ȱ ȱ ȱ Ȭ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ¢ȱ ȱȱ ¢ȱ ȱ Ȭ ¢ȱ ȱ ȱ ȱ ȱ ǽśŚǾǯȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Dzȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ £ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ǰȱ ȱ ¢ȱ ȱȱȱȱȱȱȱȱȱ¢ȱȱȱ ǰȱ ȱ¢ȱȱǰȱȱȱȱǽśśǾǯȱ ȱȱȱ¡ȬȱȬ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱǰȱ Ȭ ȱŘȱ¢ȱȱȱȱȱȱ¡ȱȱȱȱȱȱ¡ȱ ȱǰȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱȱǯȱȱ MIND. Images catch the reality for which one has no words and awaken memories that aěect the feelings.. The feelings (fear, sorrow, insecurity etc) aěect the musculoskeletal system through the autonomic nerve system.. FEELING. The symptoms created by the unbalanced musculoskeletal system are experienced in the body as pain, strain and being out of balance etc.. BODY. ȱ ȱŘǯȱ ȱȱȱ¢ȱȱ ȱȱȱȱȱȱ ȱȱȱȱȱ ȱǰȱ¢ȱȱȱȱȱ ȱȱȱȱǯȱ ȱ ȱ ǰȱ ǰȱ ¢ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱ ȱȱȱȱȱȱȱȱ ȱȱȱ ȱǯȱȱȱȱȱȱȱȱȱȱȱȬ ȱȱ¢ȱȱȱȱȱȱȱȱǯȱ ȱȱȱ ȱȱȱȱȱȱ£ȱȂȱȱȱȱȱ ŗŖ ȱ.
(22) ȱȱ ȱȱȱ ¢ȱȱȱǻǼȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱȱǯȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ¢¢ǰȱ ȱ ȱ ǰȱ ȱȱ¢ȱȱ ȱ ȱ ȱ ¡ȱ ȱȱ ȱ ¡Ȭ ȱȱ ȱǽŚŜȬŚŞǾǯȱ ȱȱȱȱȱȱȱ¢ȱȱȱȬ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ¢ȱ ȱ ȱ ¢ȱ ȱȱȱȱȱȱȱȱȱȱȱ¡ȱ¡ȱ ȱȱǯȱȱǰȱȱȱ¢ȱȱȱȱȱȱȱȬ ȱȱȱȱȱȱȱȱȱǽśŜǾǯȱ ȱ ȱȱȱŗȱȬȱśȱȱȱ¡ȱȱȱȱ ȱ¡ȱȱȱ¢ȱȱ ȱ ǰȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭ ȱȱȱǯȱȱȱŗȱȱȱȱȱȱȱȱȬ ȱȱȱȱ ȱǰȱȱȱ¢ȱ¢ǰȱ ȱȱȱȬ ȱ£ȱȱǰȱǰȱȱȱȱ ȱǯȱȱ ȱ ȱ ȱ ȱ. ȱ ȱ. ŗǯȱȱǰȱȱȱ ȱ ȱȱȬȱȱ ȱȱ ȱ ȱǰȱȱȱȱȱ ȱȱȱ¢ȱȱȱ¢ǯ. ȱȱ. ȱȱ. ȱ. ȱȱ ¢Ȃȱȱȱ ȱȱȱ¢ǯȱ DZȱȱȱǻŘǼ. ȱDzȱǰȱ ǰȱdz DZȱȱȱ ȱ¢ȱȱǻřǼ. ȱȱȱ ĴȱDzȱȱ¢ȱ DZȱȱȱ ¢ǻŚǼǰȱȱȱǻśǼ. ȱ ŗŗȱ.
(23) ȱȱ ȱȱȱ ¢ȱȱȱǻǼȱȱ ȱ. ŘǯȱȱDzȱ ȱ ȱ ȱ ȱ Ĝ ȱȱȬ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢Ȭ Dzȱ ȱ ȱ ȱ ¢ȱ Ȭ ȱȱ¡ȱȱ¡ȱ ¢ȱȱ ǯȱȱ¢ȱ ȱȱȱȱȱǰȱȱ ȱ ȱ ȱ ȱ ȱ ¢ȱȱȱȱǯȱȱȬ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ¢ȱȱȱȱ ȱ ȱ ¢ǯȱ ¢ȱ ȱȱȱȱȱ ȱ ȱȱȱȱȱȱ ȱȱ¢ǯȱȱȱȱ ȱ¢ȱȱȱȱȱ ȱȱȱȱ ǯȱ ȱ ¢ȱ Ȭ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ¢ȱ Ĵȱȱ ǯȱ. řǯȱȱȱȱȱ ¢ȱDzȱ ȱȱȱȱ£ȱǰȱ ȱ ȱ ȱ ǯȱ ȱ ǰȱ ȱ ȱ ȱ ¢ȱ ȱȱĴȱȱȱȱ¢ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ĴȱȬ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ęȱ¢ȱ ȱ ¢ȱ ǰȱ Ȭ ǰȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭ ǰȱ ǰȱ ȱȱȬǰȱȱ ȬȱȱȱȱȬȬ ¢ȱ ȱȱȱȱȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǻȱ ȱ ȱ Ǽǯ. ŗŘ ȱ.
(24) ȱȱ ȱȱȱ ¢ȱȱȱǻǼȱȱ ȱ ȱ. Śǯȱȱȱ¢Dzȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱȱȱ ȱ ȱ Ĝ ȱȱȱ Ȭ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱȱȱȬ ȱȱȱǯȱ ȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱȱȱȱ ȱ ȱ ȱ ȱ ǰȱ Ȭ ¢ȱȱȱȱȱȱ ȱȱǻȱȱ ȱ ȱ ȱ Ǽȱ ȱ ȱ ȱȱȱȱȱǻȱ ȱ ȱ ¡ȱ ȱ Ĵȱȱ ȱ ȱ ȱ ȱ Ǽǯȱȱ. śǯȱ ȱ ¡ȱ ȱ ȱȱȱDzȱ ȱȱȱȱȱ ȱȱȱȬ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱȱȱȱDzȱ ǰȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱ ȱȱȱȱȱ ¢ǯ. ȱ ŗřȱ.
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