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Database: ES01

Created On Wednesday, 08 May 2013 09:22 By usuario


ID Code (e. g. HU1):
ES01
1 – MIND/MENTAL FITNESS/MENTAL WELLBEING/MEMORY/COGNITIVE TRAINING PROGRAM / SERVICE /
ACTIVITIY NAME (IN NATIONAL LANGUAGE):
Memoria en Movimiento
ENGLISH TRANSLATION: Memory in Motion
URL
http://www.obrasocialncg.com/es/social/centros_mayores/investigaci%C3%B3n_gerontologica/memoria_en_movimiento
LANGUAGE Spanish
AUTHOR
Ana Rey Cao and Inmaculada Canales Lacruz (Departamento de Didácticas Especiales de la Universidad de Vigo)

2 - CONTACT DATA AND TYPE OF ORGANIZATION
ORGANIZATION (NAME):
Novacaixagalicia obra social
ORGANIZATION (URL):
http://www.obrasocialncg.com/
COUNTRY:
Spain
TYPE (SME, Company, Community Centre, Health Centre, Educational Centre, Foundation,
Municipality, governmental institution, etc):
Foundation
ADDRESS:
Centro de Mayores Novacaixagalicia de A Coruña. Rúa Alta, 7. 15003 A CORUÑA
TELEPHONE: 981 227 677
E-MAIL: http://www.obrasocialncg.com/es/contacto/
  Private  
  In this case, please indicate the territorial
scope of the organization:
Regional

3 - TARGET POPULATION
Age range:
From: N/A to N/A years N/A
Older than: 65 years  
Gender: Unisex
SPECIFIC REQUIREMENTS:
Older people starting to have minor memory, attention or motor-coordination problems

4 - CHARACTERISTICS OF THE MIND FITNESS PROGRAM / SERVICE / ACTIVITY (NB: Should the program, service or activity be included into more than one category, please select the most representative category for that PSA. But, REMEMBER: THE PSA MUST BE SELECTED ONLY IN CASE THAT MENTAL FITNESS / MENTAL WELLBEING IS INCLUDED IN ITS GENERAL AIMS OR GOALS. IF NOT, YOU SHOULD NOT SELECT IT. The characteristics below are the means, not the goal)
Providing opportunities for physical activity and exercise, Strengthening positive relationships, Providing cognitive/memory training
Other: N/A
COST FOR PARTICIPATION, FEES (in Euros):N/A N/A N/A
(EXPECTED) DURATION OF THE Programme/Service/Activity: N/A
Begin (Month/Year, e. g. 02/2012):N/A
End (Month/Year, e. g. 02/2012):N/A or Number of weeks:N/A
Number of units:26
Hours per unit:1

5 - PROGRAM / SERVICE / ACTIVITY PURPOSES
- To improve the cognitive abilities for attention, concentration and memory
- To develop perceptual and motor skills of spatial/temporal structuring, coordination and body consciousness.
- To keep up the physical-conditioning abilities of joint mobility and muscular flexibility necessary for everyday life.
- To foster social skills linked to interpersonal communication.

6 - RESOURCES
a.- Which materials were used?
- A large unobstructed room –minimum space 50 m2 –.
- A chair for every person enrolled.
- A large blackboard.
- A music player.
- A foam-rubber ball for every student.
- Five hoops.
- Five cones.
- A stopwatch.
- 2 m of brown paper per student.
- A felt-tip pen per student.
- Disposable tissues.
- Didactic material attached to the program “Memory in Motion”.
b.- Who conducted the program / service activity? (What role, what qualifications, etc.)
not defined

7 - METHODOLOGY USED (presentations, pair work, group work, peers, mentors, blended
learning, e-learning, etc.)
The student group can range between 10 and 25 older people. The teacher takes on the role of guide and facilitator of the session. Their role is crucial since they propose didactic situations and monitor their implementation, providing the appropriate feedbacks.
The teaching strategy is participatory, practice modelling being the basic teaching principle. The student is provided with corrective information by the teacher, since discovery learning in middle age is not as advisable as in childhood and youth. The teaching methods are mainly task allocation, problem solution and reciprocal teaching. Tasks will be defined and half-defined.

Session arrangement
Session are arranged into three successive phases carrying out the following functions:
- Introduction: To gather the students in a circle for the start of the session.
To remind collectively the previous session and to inform about the objectives and contents for the session of the day.
- Activation: To focus the people on the development of the session and try to “break off” the previous feelings –very often worries, hastiness, uneasiness, etc– to perceive and empathize with the current environment. It starts with a routine of breathing and/or joint exercises in a circular arrangement. This phase of the session seeks the group easiness, to this end we begin with tasks not requiring a high cognitive involvement, and already learnt through the different sessions.
- Core: It is the time to carry out the tasks included in the key and novel contents of the session. Cognitive involvement is increased by tasks that bring into operation the attention/ memory cognitive skills along with the perceptual and motor skills of coordination, body consciousness and spatial-temporal structuring. It is the time to challenge students through novel proposals where learning, memorizing or discovering is essential to their successful development.
- Outcome::In this phase of the session the aim is to “ease” the cognitive activity of the previous phase. To this end, tasks stimulating relaxation and rest are performed, but “regulating” the students’ activity. It will be carried out always an active relaxation work, with conscious activity.
- Sharing: Again in a circular arrangement it is the time to assimilate and check the experience of the session. The teacher poses some questions to reflect briefly on the aims and contents of the session of the day, and also to encourage students to express their views or queries about the session.

Types of tasks
Tasks are mainly defined tasks, where the student should carry out a behaviour established in the order of the task. Tasks assert the motor and cognitive procedure that the student must develop to comply with the objective. The role of the student is to adapt their behaviour to those parameters.
The defined tasks used involve reaching a goal, i.e. the behaviour is not merely reproduction. Therefore, they are defined tasks where there is a conscious intention from the student –e.g. to be able to memorize a certain number of movements, visualize clearly certain body segments, etc. To a lesser extent, we work with half-defined tasks where the orders establish a goal and the student must to find how to look for the appropriate motor and cognitive procedure.

Formation of groups
Should it be necessary to form groups of students to perform tasks –and this grouping is not be made at random –due to the task own development–, a method of voluntary attachment will be used preferably, according to the options of the students. If the teacher were, for some reason, to form a particular group, he should tell the group the reasons of his decision so that they are understood.

8 - PROGRAM / SERVICE / ACTIVITY SUMMARY DESCRIPTION
The contents of the program “Memory in Motion” are divided in four blocks. In the development of the programme we offer a sequence of them through four Didactic Units, where it is expressed in a psycho-pedagogical way –conceptual, procedural and attitudinal dimension– the following contents:
Block I: Cognitive Functions
- Attention and concentration.
- Mnestic ability.
- Visual-spatial ability.
- Spatial and temporal orientation.
- Praxes.
Block II: Strategies and Techniques Specific of the Memory
- Memory strategies: visualization, association and repetition.
- Memory techniques: name memory, associated pairs, method of loci.
- Method of the chain, history method.
Block III: Perceptual Motor Functions
- Body consciousness.
- Coordination.
- Relaxation.
- Breathing.
- Space structuring –the body in the space–.
- Time structuring –the body in the time–.
- Rhythm.
Block IV: Physical Motor Functions
- Joint mobility.
- Muscle elasticity.

These contents are sequenced through four Didactic Units that make up a total of 26 one-hour sessions:
D.U. 1 I AM A BODY (5 sessions).
- Session 1. The present body.
- Session 2. The conscious body.
- Session 3. The body is breathing relaxed.
- Session 4. The articulated body.
- Session 5. The body updated.
D.U. 2 ATTENTIVE BODY (6 sessions).
- Session 1. Functions of the attention.
- Session 2. Visual perception.
- Session 3. Auditory perception.
- Session 4. Space perception.
- Session 5. Time perception.
- Session 6. Body control.
D.U. 3 BODY THAT REMEMBERS (8 sessions).
- Session 1. Visualization.
- Session 2. Associated-pairs technique.
- Session 3. Method of the chain.
- Session 4. Method of loci.
- Session 5. Reminding of techniques of visual memory.
- Session 6. Clustering technique.
- Session 7. History method.
- Session 8. Remanding of techniques of auditory-verbal memory.
D.U. 4 ORIENTATED (7 sessions).
- Session 1. Space structuring I.
- Session 2. Space Structuring II.
- Session 3. Space Structuring III. Topographic reading.
- Session 4. Time Structuring.
- Session 5. Spatial-temporal structuring I.
- Session 6. Spatial-temporal structuring II. The rhythm.
- Session 7. The orientated body.

9 - ADDITIONAL COMMENTS / CONCLUSIONS / RECOMMENDATIONS FOR OUR
MATERIAL/COURSE
N/A

10 - RELATED REFERENCES (BIBLIOGRAPHY AND/OR INTERNET LINKS)

Rey Cao, A. & Canales Lacruz, A., 2010. Memoria en Movimiento. Programa de estimulación congitiva a través de la motricidad para personas mayores. Vol 1. Unidades didácticas y sesiones. Santiago de Compostela: Obra Social Caixagalicia.
Rey Cao, A. & Canales Lacruz, A., 2010. Memoria en Movimiento. Programa de estimulación cognitiva a través de la motricidad para personas mayores. Vol 2. Tareas. Santiago de Compostela: Obra Social Caixagalicia.
Rey , A., Canales, I., Táboas, M. I. & Cancela, J. M., 2009. Consecuencias Cognitivas del Programa “Memoria en Movimiento” en las Personas Mayores. Motricidad. European Journal of Human Movement, 22, 113-131.
http://www.obrasocialncg.com/es/social/centros_mayores/investigaci%C3%B3n_gerontologica/memoria_en_movimiento

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Last Updated On Thursday, 06 June 2013 09:16 By José Jesús Delgado