HA 101 Eastern Massage I : Assessment Plan and Report
Spring 2013
1. Catalogue description
This course combines lecture, focused on expanding the student’s understanding of Eastern healing
and traditional Chinese medicine,with practicum experience in the foundational techniques of
Shiatsu. Drawing upon concepts introduced in Eastern anatomy and physiology, the student learns
the palpatory skills necessary to administer an effective full-body Shiatsu treatment. Proper body
mechanics, fluidity, and stretching techniques are emphasized in the practicum.
2. Curriculum for which this course is Required
HA-101 Eastern Massage 1 is an entry-level course with the pre- or co-requisite of HA – 100 ,
Foundations of Massage Therapy. It is a required beginning course in the Massage Therapy
Program, which prepares students for entrance into the profession.
3. QCC General Educational Objectives.
The objectives specific to this course are all extensions of one or more of the following
Queensbororo Community College Educational Objectives

Students will communicate effectively through writing, listening, and speaking

Integrate knowledge and skills in their program of study

Work collaboratively in diverse groups directed at aqcomplishing learning objectives.
4 . Learning outcomes
This rubric evaluates outcomes for both lecture and practicum lab curriculum. The outcomes can be
grouped into three areas:
A. theoretical understanding
1. ability to explain foundational concepts in Classical Chinese Medicine
2. understanding contrast and complementarity of Classical Chinese Medicine (CCM) and
Modern Scientific Medicine (MSM)
3. understand the Chinese medical roots and historical development of Shiatsu and the
relation of Zen Shiatsu to other Asian Body Therapies
B. technical proficiency in Shiatsu
1. practical skill in basic Shiatsu floor technique including moving from the Hara, Zen
Shiatsu two-hand method, palming, thumbing, simple stretches and joint movement
2. accurately locating and palpating twelve primary Organ meridians and major tsubos
3. demonstrate working knowledge of basic CCM and Zen Shiatsu theories of energy
imbalance and methods of tonification and dispersal
RKornfeld HA101 / p1
C. Self-care and professional development
1. using self-care practices to develop awareness and amplification of Ki flow
2. practicing proper hygiene
3. setting up a floor treatment space
5. Methods of evaluation
At mid-term and at completion of the 15 week course, each student was evaluated for competency
in each objective on a scale of 1-4: needs improvement, developing, proficient, and distinguished.
Scores for each objective were summed, enabling relative assessment of success in meeting the
objectives for the above nine skills and comparison of progress at midterm and completion.
Means of evaluation for Group B were Practical Exams in which students demonstrated skills
working in pairs and occasionally groups of three. Also included were meridian lab flash quizzes.
Evaluation for Group A was by means of relevant sections of two written exams, a Final
Examination, and homework assignments. Means of evaluation for Group C skills were instructor
observation during practicum and a short essay homework assignment given in week 14.
Criteria for scoring each outcome on the 1-4 scale are presented in Table 1.
HA 101 Eastern Massage I
SKILLS
Evaluation Criteria
4.
3.
Distinguished Proficient
2.
Developing
Spring 2013
1. Needs
improvement
Discusses and
Explain and
applies over 90% discuss at least
of key concepts 90% key terms
Explains at
least 50% of
key terms
Identifies
terms, can't
explain
2. Understand and articulate
history of Shiatsu, relation to
CCM roots, relate Shiatsu to
other ABTs
Presents timeline, explains
continuity of
all links
Presents partial
time-line,
explains some
links
Shows
awareness of
historical
development
3. Discuss complimentarity and
contrast of Classical Chinese
and Modern Scientific Medicine
Critically
Compares,
compares and
contrasts in
contrasts CCM / several relevant
MSM
dimensions
Theoretical
1. Able to explain, apply
foundational Classical Chinese
Medical concepts
Presents full
time-line,
explains some
links
Compares and Identifies
contrasts in one areas of
relevant
difference
dimension
Practicum Technique
4. Skill in basic Zen Shiatsu (on
mat)including: body mechanics,
two hand connecting method,
palm and thumb, stretches, joint
movement, continuity
Consistently
demonstrates
skills with no
instructor
prompt
Demonstrates
skills 90 % of
time without
instructor
prompt
Consistently
demonstrates
skills with
instructor
prompt
Occasionally
demonstrates
skills with
instructor
prompt
5. Accurately locates, palpates
twelve primary Organ channels
(meridians) and major tsubos
Up to 90%
Over 90%
accuracy with no accuracy with
no prompt
prompt
Up to 50%
accuracy with
no prompt
Up to 25%
accuracy with
no prompt
6. Demonstrates working
knowledge of CCM and ZS
theory of energy imbalance,
tonification, dispersal
Assesses kyo
jitsu,applies
appropriate tech
90%
Assesses kyo
jitsu, applies
appropriate
technique 75%
Assesses kyo
jitsu / applies
technique up
50% of time
Understands
but cannot
assess/ apply
technique
7. Uses self-care practices
(meditation, yoga, breathwork,
wellness lifestyle) to develop
awareness of & amplify Ki-flow
Cearly explains
value of self-care
in Shiatsu, uses
methods in and
out of classroom
Takes responsibility for use of
self-care techs
in classroom
and daily life
Diligently uses
selfcare in class
articulates
awareness of
own Ki-flow
Uses self-care
practices in
class room
activities with
prompts only
8. Setting up professional
treatment space for working on
floor mat
Always brings
supplies,
prepares mat
and immediate
surroundings
neatly and
carefully
Always brings
supplies,
prepares mat
neatly and
carefully, clears
surrounding
area
Always brings
supplies,
drapes mat,
prepares mat
neatly and
carefully
Sometimes
brings
supplies,
drapes mat
and prepares
space
carelessly
9. Practicing proper hygiene
Includes: handwashing pre/post,
clean uniform, laundering
practice sheets, fingernail
maintenance, use of scent-free
personal care products
100%
compliance
100%
compliance in
handwashing,
at least 90%
compliance in
others listed
100%
compliance in
handwashing,
at least 50% in
rest of list
Less than
100%
compliance in
handwashing,
soemetimes
complies with
rest of list
Self-care/ Pro Development
6. Use of Information to improve HA101
One of the challenges in this course is to meet objectives in three categories critical to success as an
entry-level massage therapist: theoretical understanding , technical proficiency, and self-care/self
development. This challenge was amplified when the program cut the number of Eastern classroom
hours by 1/3 while requiring essentially the same curriculum to meet the NYS Board Blueprint.
The question of how many hours to allot to each of these three areas is a central and constant one
in planning the course outlines. Although the sections are clearly divided into 50 minute lecture and
2 hour 50 minute lab, the labs often require additional lecture support for demonstrations, and they
usually are where the self-care methods are practiced.
Also, HA 101 and 103 are the only courses in the QCC program where CCM or Asian Body
Therapy theory is presented and the officially alloted lecture hours are not sufficient since the
elimination of the 45 hour Eastern Massage III,ure This necessitates running some lectures into lab
hours.The most common complaints in student evaluations of this course have been related to
shortened lab time.,
Breaking out the learning objectives in terms of these categories can generate some statistics to use
in assessing how the course as currently outlined and delivered is accomplishing goals across these
categories. Some decisions about proportion of hours alloted to each category may arise from the
results. Each category has three objectives, leading to a possible total of 4 – 12 points per general
topic area. So we can compare sums of all the students across theory, technique, and self-care.
The rubric also calls for midterm and final stage evaluation of each objective – we can track each
students progress in each outcome and compare across outcomes. We can then investigate
outcomes that have no or weak progress from midterm to final stages. The rubric can also be
employed by instructors as part of a student midterm evaluation - bringing focus to areas where
students may be having difficulty.
Most of the learning objectives in HA101 are further developed in HA103 – there is a simple
continuum of expected progress in thoeretical understanding, technical skill and professional selfdevelopment. Use of the rubric may also provide a way of recognizing/articulating stages of skills
proficiency for HA 101 that can be expanded in HA103.
7. Summary Report
Grids for each student appear in an appendix at the end of this report. Only students who completed
the class were included. (Two students recieved INC grades). The grid shows midterm and final
scores for each skill – noted as M and C scores.
Two summary sheets appear on the next pages. The first sums final stage scores (C scores), showing
total number of students at each level of competence across the nine outcome skills.
A second summary sheet reports percentage of students achieving proficiency (3 pts) or better and
percentage of students scoring 2 pts ( developing level) or worse for each of the skills. This statistic
was most helpful in analyzing the results.
HA 101 Eastern I Spring 2013
Summary - Total Student Score Distribution by Outcome
SKILLS
4.
Distinguished
3. Proficient 2. Developing 1. Needs
improvement
1
11
11
1
2. Understand and articulate history 1
of Shiatsu, relation to CCM roots,
relation of Shiatsu to other ABT
3
18
2
1
3. Discuss complimentarity and
contrast of Classical Chinese
and Modern Scientific Medicine
***totals
9
12
2
Theoretical
1. Able to explain, apply
foundational Classical Chinese
Medical concepts
3
23
41
5
Practicum Technique
4
4. Skill in basic Zen Shiatsu (on
Including: body mechanics,two
hand connecting method, palm and
thumb, stretches, joint
movement,continuity
13
7
0
5. Accurately locates, palpates
twelve primary Organ channels
(meridians) and major tsubos
14
8
0
1
22
2
2
0
6. Demonstrates working
knowledge of CCM and ZS theory
of energy imbalance, tonifification,
dispersal
***totals
6
28
37
2
Self-care/Professional
Development
9
9
4
8. Setting up professional treatment 4
space for working on floor mat
18
2
0
9. Practicing proper hygeine
18
3
0
7. Uses self-care practices to
develop awareness and
amplification of Ki
***totals
Summation / Total # score :
2
3
9
18
45
96
14
75
4
10
HA 101 Eastern I
Spring 2013
SKILLS
by percentage
Summary: % at Proficiency Level by Outcome
Proficient or higher
Developing or lower
Theoretical
A1. Able to explain and apply
foundational Classical Chinese Medical
concepts
50%
50%
A2. Understand and articulate history
of Shiatsu, relation to CCM roots, relation
of Zen Shiatsu to other ABT
35%
65%
A3. Discuss complimentarity and contrast
of Classical Chinese Medicine and Modern
Scientific Medicine (Biomedicine)
16 %
84%
B1. Skill in basic Zen Shiatsu (on mat)
Including: body mechanics,two hand
connecting method, palm and thumb,
stretches, joint movement,continuity
71%
29%
B2. Accurately locates, palpates twelve
primary Organ channels (meridians) and
major tsubos
68%
32%
B3. Demonstrates working knowledge
of CCM and ZS theory of energy imbalance,
tonifification, dispersal
04%
96%
C1. Uses self-care practices to develop
awareness and amplification of Ki-flow
46%
54%
C2. Setting up professional treatment
space for working on floor mat
88%
92%
C3. Practicing proper hygeine
92%
08%
Practicum Technique
Self-care/Professional Development

Highlights and analysis
1. All students C scores progressed from M scores across all objectives.
2. Overall, the least successful outcome was #3 in the technical skills division:
B3 - demonstrate working knowledge of CCM and Zen Shiatsu theories of
energy imbalance and methods of tonification and dispersal
No student scored higher than C2 here, although almost all progressed from M1. This is really a
more advanced skill a main focus in HA103. This objective needs to be stepped down and retained
for competency in HA103, which applies HA101 skills in assessment and treatment planning.
Working knowledge should be replaced with something along the lines of can explain the energetic
effect of basic techniques in terms of tonification and dispersal, and demonstrate them.
3. With B3 removed from the analysis, the technical skills outcomes were the most successful of the
three areas, with 71% and 68% reaching proficiency as here defined.
4. The second least successful outcome was in the theory area, with only 16% at proficiency
A3 Discuss complimentarity and contrast of Classical Chinese Medicine
and Modern Scientific Medicine (Biomedicine)
This is conceptually difficult for most students, especially those who do not have the prerequisite
A&P I under their belts before they arrive. HA 103 further develops this theme, so there is more
exposure to this topic. Its important for understanding how Asian Body Therapy skills can fit into
emerging integrative health practices.
5. Only 18 scores at the Distinguished level ( 4 ) were recorded. Most of the skills across all
categories are further developed in HA103 and it is highly unusual for students to progress to this
level in what amounts to 30 – 60 minutes of hands on practice (technical level) per week. On the
theoretical level, the conceptual frameworks are very challenging if we try for authentic
understanding of the paradigms at work in CCM and Zen Shiatsu and clarity of comprehension.
Thorough evaluation of the success of the theory area of program objectives would need to include
HA103 – to see if HA 101 is providing an adequate platform with 93% of all theory C scores at
Developing (2) or above.

Detailed analysis of three key outcomes
An analysis of the results on three key objectives is presented here. Each objective is the most
important (#1) in its group.

A 1 (Theoretical Understanding) Ability to explain foundational concepts
HA101 presents students with the challenge of understanding key concepts of Traditional Chinese
Medicine and their adaptation into a foundation for the practice of Shiatsu. The target outcome
here is an ability to make the concepts relevant to their own health as well as to their clients in their
future work as massage therapists, not simply abstract understanding. This was assessed based on a
short essay question appearing on the Final Examination, several short answer questions on Exam
#1, and students ability to use CCM and Shiatsu terminology in discussion and lab.
Overall grades on the theoretical component of the Exams were also used as means for evaluating
progress towards this outcome. In Spring 2013, the primary reading for this area was rough draft
chapters of the instructor's book Shiatsu for Massage Therapists: Adjunctive and Integrative
Application. The main didactic presentation of a framework for comparing CCM and MSM
(Modern Scientific Medicine = Biomedicine) occurs in the first two weeks.
The short essay charge was:
How has your thinking about health and illness changed as a result of your study of
Shiatsu and Classical Chinese Medicine.? Can you describe three specific ways that
your understanding or attitudes have changed? For each of these three, explain what
aspect of CCM or Shiatsu theory accounts for your new perspective.
50% of the C scores were at least at proficiency level, but only one student did not reach the
development (2) step, so almost 100% made step 2. Presenting a question similar to the one above
as a homework earlier in the semester could be helpful here, rather than waiting for the Final Exam.

B 1. (Technical Proficiency) Practical skill in basic Shiatsu floor technique
The Final Practicum Exam evaluates these core skills – the instructor observes and grades 45-60
minutes of work by each student, assessing body mechanics, no-force technique, two-hand
(Mother/Son) technique, etc. The midterm evaluation is based on ungraded observation during lab
practice of the weekly lessons. At various points in the semester, the instructor also has students
demonstrate tsubo location and techniques on him/herself. Ability to master a basic sequence of
application is also required and included in the scoring.
71% of the C scores on this skill were Proficiency (step 3) or better. All students made Step 2 here.
The Proficiency criteria are rigorous here: moving from Hara, (the core of Shiatsu body mechanics,)
consistently applying the foundational Zen Shiatsu "Mother Hand" technique, femoral and humeral
joint rotations, stationary thumb and digital compression – all have to be shown on the Practical
Final with no more than 10% instructor prompt. This is a high bar, and 71% is a good showing.
The seven students at the Development level should have an adequate basis to step up to
Proficiency in HA103.
The companion skill, B2 – accurate meridian and tsubo ("point") work – completes the basic
practicum component on HA101. Scoring on this outcome was similar, with 68% at Level 3 or
better and the remaining at Level 2.

C 1. (Self-care and professional development) Uses self-care practices to develop
awareness and amplification of Ki flow
Evaluated by quality of participation in instructor-led breathing, stretching,and meditation training
that preceded hands-on practice in the first 6 lab sessions. Some students get the value of this right
away, while some initially "mail it in", with their minds elsewhere. At the end, evaluated by relevant
segments of the Final Practical Exam:
Professional Presentation: calm, centered, ready to work
maintains consistent focus
Also evaluated by means of a homework assignment in week 13 that looks for the student to
directly connect these practices to the quality of the work given and received in the practicum.
How would you describe the best that you've felt after receiving practice work?
Think about physical, emotional, and Shen (mental-spiritual ) levels.
What factors do you think contribute to your recieving a better session?
These could be the way in which your partner worked and/or how you were
at the time. Can you discuss three of these factors in order of priority?
Learning effective self-care is a career-long skill that requires training in "tuning in" to one's own
Ki as well as intuitive connection with their practicum receivers. Instructors encourage students to
use the breathing, non-sectarian meditation, and other exercises (yoga, taiji, qigong) to put together
home routines. Discussion of students experiences and progress is encouraged in the lab sections.
These results, 46% at Proficiency (C score 3 or better) were disappointing. Four students (out of 24)
were stuck at Level 1, the most for any objective. The evaluation of this skill relied heavily on
response to the homework charge above, looking for the student to articulate the connection
between practicing meditation, breathing, yoga, etc and the quality of the work given and received.
An additional way to evaluate would be to assign a brief written diary or log of their self-care
practice progress.
9. Suggestions for improving course
The technical skills outcomes are being met, although students are usually clamoring for more lab
and less lecture time. The self-care aspect needs to be given more formal attention. One remedy is to
continue the guided practice of self-care methods in the lab sections beyond the mid-term. The first
six labs all had at about 15 minutes of instructor led practices. This was less consistent in the second
half of the semester, and not included at all in the last four labs to make room for more practice
time. Even 5 or 10 minutes of guided mediatation, breathing should be continued. A brief period
after the lab would be useful for helping them tunt in to the energetic effects of the work. More
tuning in experiences are needed.
More conceptual structure needs to be given to help them critically compare/contrast the two
medical paradigms.
Slightly more weight needs to be given to historical framework in lecture and exams.
10 . Suggestions for improving rubric
The practical skill outcome B1 needs to be divided into several categories – body mechanics can be
its own outcome. Moving and stationary techniques could be broken out into separate categories.
Outcome B3 needs revision as discussed above.
In general, the rubric fared well in identifying strengths and weaknesses in the course as taught in
Spring 2013.
RKornfeld HA101 / p4