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Avoidance behaviour caused by FOF, as measured by the FFABQ, and concerns about falling decreased in community-dwelling older adults who participated in the AMOB. Findings support the efficacy of the AMOB for reducing both avoidance behaviour caused by FOF and concerns about falling through an approach that combines education and exercise.

This pre/posttest study investigated the effect of A Matter of Balance: Managing Concerns about Falls (MOB) on balance confidence in older adults. MOB is an evidence-based program designed to decrease fear of falling and increase activity in older adults. Thirty-three participants completed the Activities-specific Balance Confidence Scale (ABC) pre-and postprogram. Significant differences were found for 3 items: reach for small can off a shelf at eye level (p = .006), walk outside the house to a car parked in the driveway (p = .028), and walk outside on icy sidewalks (p = .009); and for total ABC scores (p = .024). The findings support the efficacy of MOB for increasing balance confidence through a combination of education and exercise.

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Standard 1 The program meets graduate achievement measures and program outcomes related to its mission and goals. REQUIRED ELEMENTS: 1A The mission 1 of the program is written and compatible with the mission of the institution, with the unit(s) in which the program resides, and with contemporary preparation 2 of physical therapists. Evidence of Compliance: Narrative: • Provide the mission statements for the institution, the unit(s) in which the program resides, and the program. • Describe the congruency of the program's mission statement with the institution and unit(s) missions. • Describe the consistency of the program's mission with contemporary professional expectations for the preparation of physical therapists. Appendices & On-site Material: See SSR Instructions & Forms 1B The program has documented goals 3 that are based on its mission, that reflect contemporary physical therapy education, research and practice, and that lead to expected program outcomes. Evidence of Compliance: Narrative: • Provide the goals, including those related to: o Students and graduates (e.g., competent practitioners, leaders in the profession); o Faculty (e.g., adding to the body of knowledge in physical therapy, achieving tenure and/or promotion, involvement in professional associations, improving academic credentials); and/or o The program (e.g., contributing to the community, development of alternative curriculum delivery models). • Describe how the goals reflect the program's stated mission. Appendices & On-site Material: See SSR Instructions & Forms 9 Procedure: A description of the methods, activities, or processes used to implement a policy. 10 Practices: Common actions or activities; customary ways of operation or behavior. 11 Program faculty: All faculty involved with the PT program, including the Program Director, Clinical Education Coordinator, Core Faculty, Associated Faculty, and Clinical Education Faculty. 12 Complaint: A concern about the program, expressed by students or others with a legitimate relationship to the program, the subject of which is not among those that are addressed through the institution's formal due processes. 13 Due process: Timely, fair, impartial procedures at the program or institutional level for the adjudication of a variety of issues including, but not limited to: (1) faculty, staff, and student violations of published standards of conduct, (2) appeals of decisions related to faculty and staff hiring, retention, merit, tenure, promotion, and dismissal, and (3) appeals of decisions related to student admission, retention, grading, progression, and dismissal. Due process generally requires adequate notice and a meaningful opportunity to be heard.

Aim: Early and ongoing access to rehabilitation and exercise may preserve functional mobility and quality of life for persons with Parkinson disease (PwP). The aim of the current study was to describe the experience of PwP who participated in a 7-day retreat. Materials & methods: A phenomenological approach was used to describe the lived experience of PwP. Results: Three themes emerged from interviews: a community of shared information where participants discussed exercising and learning with other PwP; improved control of Parkinson's disease symptoms, including performing physical tasks more easily and renewed motivation for their long-term plans for exercise because of the retreat. Conclusion: A 7-day retreat for PwP positively impacted perceived control of disease-related symptoms and intentions to continue exercise.

Objective Professional associations rely on the work of volunteer leaders to serve their members. There is little known about the experiences of individuals who choose to seek and participate in these volunteer roles in the American Physical Therapy Association (APTA). The purpose of this qualitative study was to understand the lived experience of early career professionals engaged in volunteer leadership in the APTA. Methods The study used a phenomenological design to explore the experience of volunteer leadership by novice physical therapists. Physical therapists holding a volunteer leadership position in the APTA and in the first 7 years of clinical practice were recruited using purposeful sampling. One-on-one semi-structured interviews were conducted. Following transcription, interviews were analyzed and coded using the constant comparison method. Results Thirteen physical therapists participated. Eleven themes emerged that represented internal factors that facilitated volunteerism: Passion, Internal drive, Always involved, Protect and advance the profession; external forces that facilitated and sustained volunteer leadership: Professional role models, Meeting the leaders, Someone asked, Support of others; and behaviors that sustained their involvement: Learning while doing, Future plans, and Encouraging others involvement. Conclusions Novice physical therapists who volunteer for leadership roles within the APTA have a passion for protecting and advancing the profession that leads to their decision to volunteer. Other members including faculty and experienced leaders in the association facilitate their initial volunteerism and help to sustain their engagement. Support from employers, including time off and flexible schedules, and making plans for future involvement were crucial to their continued volunteer activity.