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Introduction. Pro bono physical therapy clinics provide a beneficial service to the community. Studies have identified a positive impact of student volunteerism in pro bono clinics. However, little is known about the immediate and long-term impact on those who serve as student coordinators of such clinics. Thus, the purpose of this study was to explore current and past pro bono clinic coordinators' perceptions of the professional and personal impact of serving as leaders of a pro bono physical therapy clinic. Methods. Current and past coordinators were recruited to participate in focus groups and individual interviews, respectively. All interviews were voice recorded, and the 4-step method for analyzing phenomenological data as described by Giorgi was used for data analysis. Results. Nine past coordinators agreed to participate in individual phone interviews, and 2 focus groups were conducted with a total of 8 current student coordinators. Three main themes emerged from the data: Essential Skills and Behaviors, Professional Development, and Personal Development. Discussion and Conclusion. Serving as a pro bono coordinator was an eye-opening multidimensional experience that transformed students on personal and professional levels. The results of this paper provide support for the development of leadership characteristics through participation as a student coordinator of a pro bono clinic. Such characteristics are highly desirable in the physical therapy profession.

2019) Quadriceps foam rolling and rolling massage increases hip flexion and extension passive range-of-motion. Journal of Bodywork and Movement Therapies, 23 (3). ABSTRACT 34Increases in joint range-of-motion may be beneficial for improving performance and 35 reducing injury risk. This study investigated the effects of different self-massage volumes and 36 modalities on passive hip range-of-motion. Twenty-five recreationally resistance-trained men 37 performed four experimental protocols using a counterbalanced, randomized, and within-38 subjects design; foam rolling (FR) or roller massage (RM) for 60 or 120-second. Passive hip 39 flexion and extension range-of-motion were measured in a counterbalanced and randomized 40 order via manual goniometry before self-massage (baseline) and immediately, 10-, 20-, and 41 30-minute following each self-massage intervention. Following FR or RM of quadriceps, 42 there was an increase in hip flexion range-of-motion at Post-0 (FR: ∆=19.28º; RM: 43 ∆=14.96º), Post-10 (FR: ∆=13.03º; RM: ∆=10.40º), and Post-20 (FR: ∆= 6.00º; RM: 44 ∆=4.64º) for all protocols, but not exceed the minimum detectable change at Post-10 for 45 RM60 and RM120, and Post-20 for FR60, FR120, RM60, and RM120. Similarly, hip 46 extension range-of-motion increase at Post-0 (FR: ∆=8.56º; RM: ∆=6.56º), Post-10 (FR: 47 ∆=4.64º; RM: ∆=3.92º), and Post-20 (FR: ∆=2.80º; RM: ∆=1.92º), but not exceed the 48 minimum detectable change at Post-10 for FR60, RM60, and RM120, and Post-20 for FR60, 49 FR120, RM60, and RM120. In conclusion, both FR and RM increased hip range-of-motion 50 but larger volumes (120-vs. 60-second) and FR produced the greatest increases. These 51 findings have implications for self-massage prescription and implementation, in both 52 rehabilitation and athletic populations. 53

Although many physical therapists have begun to focus on movement and function in clinical practice, a significant number continue to focus on impairments or pathoanatomic models to direct interventions. This paradigm may be driven by the current models used to direct and guide curricula used for physical therapist education. The methods by which students are educated may contribute to a focus on independent systems, rather than viewing the body as a functional whole. Students who enter practice must be able to integrate information across multiple systems that affect a patient or client's movement and function. Such integration must be taught to students and it is the responsibility of those in physical therapist education to embrace and teach the next generation of students this identifying professional paradigm of the movement system. The purpose of this clinical commentary is to describe the current state of the movement system in physical therapy education, suggest strategies for enhancing movement system focus in entry level education, and envision the future of physical therapy education related to the movement system. Contributions by a student author offer depth and perspective to the ideas and suggestions presented. Level of Evidence: 5