The model and the results of this study can be applied to study the control strategies, falls, and assessments of functional impairments in the sit-to-stand movement.

Judgments of lower limb ground reaction force output during STS based on observation alone are not valid and may need to be supplemented with quantitative data.

No abstract

Background and Purpose: The Academy of Neurologic Physical Therapy's (ANPT) 2021 Strategic Plan identified development of core competencies for neurologic physical therapy as a priority. The Curricular Competencies Task Force was appointed to establish competencies for entry-level neurologic physical therapist (PT) education to facilitate the delivery of current and consistent content across educational programs. Summary of Key Points: A sequential exploratory process was used. First, the task force chairs, utilizing an established conceptual framework for competency-based education and a review of the broader literature, established competency domains to specifically apply to neurologic PT practice. Second, Nominal Group Technique (NGT), a structured method for small group discussion to reach consensus, was adopted. Nominal Group Technique meetings focused on developing specific competencies within each domain of neurologic PT practice by the full task force. After competencies were identified through the NGT process, the task force chairs reviewed and refined the competencies to ensure they represented distinct and specific knowledge, skill, and/or attitude within neurologic PT practice. The domains and competencies were then submitted to ANPT membership via survey for review. Member comments were qualitatively analyzed, with edits made to the competencies prior to submission to ANPT Board of Directors for approval. Recommendations for Entry-Level PT Neurologic Education: Seven essential domains were identified: participation, communication and collaboration, health promotion and wellness, movement science, assistive technology and equipment, evidence-based practice, and provider health and wellness. Essential competencies operationalize each domain. Competencies are not prescriptive but provide guidance, allowing educators to determine how to best incorporate into their curricula. Video Abstract available for more insights from the authors (see the Video, Supplemental Digital Content 1, available at: http://links.lww.com/JNPT/A427).