Lumbo-Pelvic Spine Series

Feb 28-March 1, 2026

 The intent of this class is to develop a clinical reasoning process in orthopedic manual therapy concurrent with enhancing technique selection and delivery in the lumbar spine.  

The phases of physical therapy can be stratified as patient education, intervention, rehabilitation, management, and prophylaxis.  This class will focus on the dependent components of subjective/objective evaluation details, education, passive intervention and progression to active rehabilitation.  The primary focus is on development of a skill set in manual therapy based on sound reasoning & efficacy.  Each step will lead the patient toward active engagement to create a platform for successful active rehabilitation and management.

Movement consists of individual regions collectively functioning to create and control motion of the whole.  Dysfunction in the hip, pelvis or lumbar spine creates compensatory dysfunction in the other components.  The astute therapist can influence movement of the whole with skill to change individual regions and their feedback loops.   Class will integrate all of these.

Structure

Nearly all of the didactic material will be presented in an online format.  This will include short conceptual recorded talks dominated by video of real subjects.  This will allow the student to complete this part of the class in their own time frame prior to each lab session.    Clarification & discussion about on line content will open the class.  The bulk of the class time can then be hands on practical application.

We intend to enhance genuine motor skills for the therapist.   To that end the instructor/student ratio has never been more than 8/1, typically less.   

Education research has demonstrated that the highest quality learning takes place in 4-6 hours of focused work spaced in 45-50 minute blocks followed by review and breaks of 5 -15 minutes.  Our schedules will reflect that knowledge and not be deceptive marathons that lead to mental fatigue & inefficiency.

Classes will be 8:00 -3:00 Saturday & Sunday with lunch on site.

Goal

The goal is to cover the spine and the interface with the pelvis and hip. Content will be founded in the Australian dynamic thinking model. Coordinated disciplines from the Norwegian and PNF treatment/training models, amongst other disciplines, will be integrated. Progression is from assessment, treatment decisions, reassessment,  progression, & self-treatment selection.  The ultimate goal is to lead the patient to effective therapeutic exercise, long-term management, education, and discharge. This is a clinician’s class. Real Physical Therapy

Those who wish to may apply course credit toward advancement to Certification in orthopedic manual therapy (COMT) .    Please see the website ( phoenixmanualtherapy.com )  for details.

Objectives

At the completion of the course the student will:

  1. Demonstrate understanding of a conceptual framework for clinical reasoning in orthopedic & manual therapy (OMT).

  2. Propose the foundational concepts of clinical reasoning in OMT in the lower quarter region primarily focusing on the lumbar spine and hip.

  3. Demonstrate understanding of the genuinely common clinical syndromes in the lumbar spine and lower quarter, and articulate the rapid recognition of them.

  4. In the genuinely common clinical syndromes, articulate the variations that drive examination & treatment choices with or without the confirmation of a primary diagnostic.

  5. Articulate the capacity to integrate foundational principles with actual patients who may include multiple dysfunctions beyond that of a singular diagnostic category.

  6. Articulate signs and probable symptoms of common clinical syndromes in the lumbar spine and lower quarter.

  7. Demonstrate the ability to analyze unrecognized clinical presentation patterns in the framework of clinical reasoning concepts that can be applied universally in musculoskeletal examination and treatment.

  8. Deduce the decision process for determining how the exam determines the type, volume, and magnitude of treatment in all regions involved in the current patient presentation.

  9. Demonstrate command of skills using accurate and informative feedback from your patients with each treatment session to enable progression of patient cases.

  10. Engage the learner in intellectually honest endeavors to obtain the ability to apply the concepts to actual patient care beyond the theoretical constructs using an evidence informed methodology without rigid aPempts to adhere to algorithmic memorizaAon.

  11. Develop recogniAon that the foundaAons of paAent care are mulA faceted with dependence upon each other. These foundaAonal elements are academic knowledge, understanding research for what it says and what it does not say, clinical experience and skill as a dominant need for paAent interface & clinical decision making, and paAent preference in decisions regarding care.