What is Sports Medicine I?

Name of innovative course(s): Sports Medicine I

Number of credits that may be earned: One or Two Semester Elective (Optional)

PEIMS code: N1150040 approved 7-25-07

Brief description of the course (150 words or less): Sports Medicine

Consistent with TAC § 74.26 (b), the Sports Medicine course may be a one or two semester course. This elective class would be available to all interested students. Numerous Sports Medicine courses are currently approved as innovative courses. Each of the TEA-approved courses has a distinct syllabus. Upon approval, this course would be available for all districts and state charter schools. The essential knowledge & skills that define the course (below) have been developed by experienced practitioners who have taught this course in Texas high schools.

This course provides an opportunity for the study and application of the components of sports medicine including but not limited to: sports medicine related careers, organizational and administrative considerations, prevention of athletic injuries, recognition, evaluation, and immediate care of athletic injuries, rehabilitation and management skills, taping and wrapping techniques, first aid/CPR/AED, emergency procedures, nutrition, sports psychology, human anatomy and physiology, therapeutic modalities, and therapeutic exercise.

Essential Knowledge and Skills of the course:

Concepts of Sports Injury

Objectives: The student shall:

• define and understand the criteria of a sports injury.
• explain what constitutes a catastrophic sports injury.
• list the injury classifications and define the severity of the injury as it relates to sprains and strains.
• list and describe the types of fractures and dislocations.
• identify the epidemiology of common injuries and risks associated with the most common sports.
• explain how sports are classified, and discuss the incidence and types of injuries common to sports such as football, basketball, volleyball, baseball, softball, wrestling, and soccer.

THE ATHLETIC HEALTH CARE TEAM

Objectives: The student shall:

• define the term sports medicine, and list the key members of the sports medicine team.
• identify the basic first responder training all coaches should receive in the secondary schools.
• list the specific services that should be provided to the athlete by the team physician.
• identify the six areas that comprise the role, and the curriculum requirements of the BOC-certified athletic trainer.
• list several professional medical organizations that promote the study of sports medicine.
• list and describe seven different employment options for a BOC-certified athletic trainer in the secondary school setting.

THE LAW OF SPORTS INJURY

Objective: The student shall:

• define the terms tort and negligence, and describe the two types of negligence.
• list the four elements that must be present in order to prove negligence.
• explain how Good Samaritan laws affect school personnel, such as coaches, from litigation.
• list the steps that can reduce a coach’s chances of being sued.
• explain the acronym HIPAA.
• list and describe the steps one should take if being sued.
• discuss the ethics of sports-injury care.
• describe the role of the states in the regulation of athletic training.

SPORTS-INJURY PREVENTION

Objectives: The student shall:

• differentiate and provide examples of intrinsic and extrinsic types of causative factors leading to sports injury.
• list four types of intrinsic factors related to sports injury that a medical doctor might identify during a pre-participation physical examination.

• explain the advantages of the “coordinated team approach” have over the personal physician pre-participation physical examination.

• list and describe the seven components of fitness that can aid in sports injury prevention.
• describe the relationship between volume, intensity, and frequency of training as they relate to periodization.
• define the meaning of the acronym ROM.
• explain the advantages and disadvantages of the four categories of stretching exercises.

• discuss why athletes in high-risk sports should be informed of the potential hazards and prevention strategies of their sports.
• explain the profound influence of dietary habits of any athlete, regardless of sport, have on overall performance and on recovery from injury.
• describe why it is important for coaches, administrators, and athletic trainers to monitor extrinsic risk factors for sports injury.
• identify the role of protective equipment in the prevention of injuries.

Appendix 7: Equipment Fitting

• explain the steps in fitting protective equipment for football and hockey.
• identify and discuss the types of protective equipment used in sports other than football and hockey.

THE PSYCHOLOGY OF INJURY

Objectives: The student shall:

• list and describe the personality variables.
• discuss the relationship between an athlete’s self-concept and the risk of sports injury.
• describe the relationship between psychosocial variables and the risk of sports injury.
• discuss the possible relationship between competitive stress and the psychology of the adolescent athlete.
• discuss the psychological impact of a sports injury on an athlete in terms of stress.
• identify the harmful effects of pathogenic eating disorders.
• list the common forms of pathogenic eating behaviors practiced by athletes.
• identify the common signs or behaviors that may indicate the development of an eating disorder.
• describe the factors relating to the increase of eating disorders in athletes.
• identify the most common sports that eating disorders occur in males and females.
• describe how coaches can assist in the prevention of eating disorders, and discuss the treatment.

NUTRITIONAL CONSIDERATIONS

Objectives: The student shall:

• describe the basic molecular structure of carbohydrates, fats, and proteins, and the importance of vitamins and minerals in the body.
• describe the recommended level and problems associated with excessive consumption of dietary protein.
• discuss the short-term effects of repeated episodes of extreme, rapid weight loss.
• discuss the three goals of any sports nutrition program.
• list the five guidelines in a pre-competition diet.
• identify the recommended percentages of protein, fat, and carbohydrates in an ideal training diet.
• describe the effects of dietary fasting on muscle tissue.
• discuss the relationship of nutrition on injury recovery.
• identify the training benefit potentially gained by an athlete using creatine.
• list the illegal ergogenic aids used by athletes for performance gains.

EMERGENCY PLAN AND INITIAL INJURY EVALUATION

Objectives: The student shall:

• list the components of an emergency plan.
• list the considerations to be addressed when coaches are given the charge of providing emergency care for athletic injuries…
• describe the initial check and physical exam in the assessment of an injured athlete.
• describe the recommended procedure for opening an airway when a neck injury is suspected.
• list and describe the steps in performing CPR.

• identify the early symptoms of internal bleeding.
• define shock and list the four common conditions that may lead to shock.

• list the essential components of a physical exam (survey).

• describe the four functions of the emergency team with respect to the emergency plan.
• describe the type of medical training all personnel involved with organized sports programs should receive.
• discuss the issues pertaining to return to play decision made by a coach.

Appendix 1: CPR

• outline the general information pertaining to CPR.
• identify and explain the steps in one-rescuer CPR
• identify and explain the steps in two rescuer CPR.
• discuss the importance of early defibrillation by first responders.
• identify and explain the steps in treating an airway obstruction.

THE INJURY PROCESS

Objectives: The student shall:

• describe the different types of mechanical forces of an injury.
• explain the reaction to and the physiological steps as well as the time frame of the healing process as it relates to injuries of the soft tissue and bone.
• identify the types of pain, pain control, and assessment of pain.
• identify the different types of pharmacologic agents use in the healing process.
• differentiate between cryotherapy and thermortherapy
• describe the importance of the role of exercise in the healing process.

Appendix 6 Rehabilitation; An Overview

• discuss the science of rehabilitation
• discuss the art of rehabilitation

INJURIES TO THE HEAD, NECK, AND FACE

Objectives: The student shall:

• identify the anatomy of the skull, meninges, central nervous system, face, and cervical spine .
• discuss the effects and incidence of head injuries in sports.
• list the mechanisms of head injuries in sports.
• identify the signs, and symptoms of concussion (mild head injury).
• describe the etiology, symptoms, and complications of second impact syndrome.
• differentiate between cranial and intracranial brain injury.
• list and describe the initial treatment guidelines for a suspected head injury.
• discuss the incidence of cervical spine injuries.
• differentiate between the different mechanisms of cervical spine injury.
• identify the etiology, signs, and symptoms of cervical spine injuries.
• describe the causes, symptoms, and care for brachial plexus injuries.
• identify the symptoms and care of sprains, strains, fractures, and dislocations of the cervical spine.
• describe the guidelines for the initial treatment of suspected cervical spine injuries.
• discuss the emergency procedures for head and/or neck injuries.
• list the causes, symptoms, and treatment of dental injuries.
• list and describe the symptoms and treatment of eye, ear and nasal injuries.
• list and describe the care of facial wounds.

INJURIES TO THE THORACIC THROUGH COCCYGEAL SPINE

Objectives: The student shall:

• describe and identify the anatomy of the thoracic spine.
• identify the etiology, signs and symptoms, and first aid care for the common sports injuries to the thoracic spine.
• describe and identify the anatomy of the lumber, sacral, and coccygeal spine.
• identify the etiology, signs and symptoms, and first aid care for the common sports injuries to the lumbar, sacral, and coccygeal spine.

INJURIES TO THE SHOULDER REGION

Objectives: The student shall:

• identify the bones, articulations, stabilizing ligaments, and musculature of the shoulder complex.
• identify specific skeletal injuries that occur to the shoulder joint.
• describe the etiology, signs, symptoms, and first aid care for skeletal injuries to the shoulder region.
• identify specific soft-tissue injuries that occur to the shoulder joint.
• describe the etiology, signs, symptoms, and first aid care for soft-tissue injuries to the shoulder region.

INJURIES TO THE ARM, WRIST, AND HAND

Objectives: The student shall:

• identify the bones, articulations, stabilizing ligaments, and musculature of the elbow, forearm, wrist, and hand.
• describe the soft tissue injuries of the upper arm, and their signs, symptoms, and first aid care.
• describe the types of fractures of the upper arm, and their signs, symptoms, and first aid care.
• describe the etiology, signs, symptoms, and first aid care for sprains, dislocations, and fractures of the elbow.
• identify the causes, signs, symptoms, and first aid care for elbow contusions, epicondylitis and osteochondritis dissecans.
• describe the etiology, signs, symptoms, and first aid care for fractures, nerve injuries, and tendon injuries of the wrist.
• describe the etiology, signs, symptoms, and first aid care for fractures, sprains, dislocations of the hand and fingers.

INJURIES TO THE THORAX AND ABDOMEN

Objectives: The student shall:

• describe the anatomy of the thorax and abdomen.
• identify common sports external injuries of the thorax and abdomen, and their etiology, signs, symptoms, and first aid care.
• identify common sports internal injuries of the thorax and abdomen, and their signs, symptoms, and first aid care.
• describe the injuries and related conditions to the lungs, liver, kidneys, spleen, and bladder.
• identify the signs, symptoms, and first care for injuries and related conditions to the heart, lungs, kidneys, spleen, and bladder.
• list and describe the various injuries and health conditions that cause abdominal pain.

INJURIES TO THE HIP AND PELVIS

• Objectives: The student shall:

• describe the anatomy of the hip and pelvis.
• identify the skeletal injuries of the pelvis and hip, and their etiology, signs, symptoms, and first aid care.
• identify the soft tissue injuries of the pelvis and hip, and their etiology, signs, symptoms, and first aid care.
• discuss the elements of prevention of injuries to the hip and pelvis.

INJURIES TO THE THIGH, LEG, AND KNEE

Objectives: The student shall:

• describe the anatomy of the thigh, leg, and knee
• identify specific skeletal injuries that occur to the thigh, leg, and knee.
• describe the etiology, signs, symptoms, and first aid care for skeletal injuries to the thigh, leg, knee.
• identify specific soft-tissue injuries that occur to the thigh.
• describe the etiology, signs, symptoms, and first aid care for soft-tissue injuries to the thigh, leg, and knee.
• identify specific patellofemoral joint injuries.
• describe the etiology, signs, symptoms, and first aid care for patellofemoral joint injuries.
• identify specific patellofemoral conditions.
• describe the etiology, signs, symptoms, and first aid care of patellofemoral conditions.
• identify specific menisci injuries.
• describe the etiology, signs, symptoms, and first aid care of menisci injuries.
• identify the types of knee ligament injuries.
• describe the etiology, signs, symptoms, and first aid care for knee ligament injuries.
• discuss the prevention of knee injuries.
• list and describe the types of knee braces.

INJURIES TO THE LOWER LEG, ANKLE, AND FOOT

Objectives: The student shall:

• describe the anatomy of the lower leg, ankle, and foot.
• identify specific skeletal injuries that occur to the lower leg, ankle, and foot.
• describe the etiology, signs, symptoms, and first aid care for skeletal injuries to the lower leg, ankle, and foot.
• identify specific soft-tissue injuries that occur to the lower leg, ankle, and foot.
• describe the etiology, signs, symptoms, and first aid care for soft-tissue injuries to the lower leg, ankle, and foot.
• identify specific foot injuries and their care.
• list and describe the steps in preventative ankle taping.

SKIN CONDITIONS IN SPORTS

Objectives: The student shall:

• recognize the different types of skin wounds and their guidelines for cleaning and treatment.
• list the importance of universal precautions.
• discuss the prevention, etiology, signs and symptoms and treatment of ultraviolet light related skin problems.
• explain the prevention, etiology, signs and symptoms and treatment of fungal, bacterial and viral skin conditions.
• identify the risk factors of skin infections in the sport of wrestling.
• describe the etiology and treatment for allergic skin reactions.

Appendix 2 Bloodborne Pathogens

• identify universal precautions as mandated by the Occupational Safety and Health Administration (OSHA) and how such precautions apply to athletic personnel.
• outline and discuss the issues pertaining to sports related activities in preventing the spread of blood borne pathogens.

THERMAL INJURIES

Objectives: The student shall:

• describe the physiology of hyperthermia.
• identify the clinical signs of exertional heat illness.
• describe the signs, symptoms, and of management of heat cramps, heat exhaustion, heat stroke.
• list the guidelines to prevent exertional heat illness.
• identify the signs, symptoms, and management of hypothermia.
• identify the signs, symptoms, and management of frostbite and frostnip.
• summarize the effects of cold urticaria.

Appendix 3 NATA Position Statement: Exertional Heat Illnesses

• outline and explain the elements of the NATA Position Statement on Exertional Heat Illnesses

OTHER MEDICAL CONCERNS

Objectives: The student shall:

• state the signs, symptoms and treatment of infections that are common to viral and bacterial illnesses.
• identify the participation guidelines for the more common types of infections (i.e. respiratory, gastrointestinal and HBV/HIV).
• list and describe the signs, symptoms, treatments and participation guidelines for athletes with exercise induced asthma, diabetes, and epilepsy conditions.

THE ADOLESCENT ATHLETE: SPECIAL MEDICAL CONCERNS

Objectives: The student shall:

• describe puberty and bone growth in adolescent athlete.
• name the types of injury mechanisms as it relates to ligament, tendon, growth plate, and cartilage in the adolescent athlete.
• state the definition and give examples of intrinsic and extrinsic factors as they pertain to injuries.
• differentiate between injuries and injury imitators, (i.e. oncologic, rheumatologic, infections, and psychological issues)
• discuss the benefits, safety and appropriate age for strength training.
• list solutions to problematic lifting techniques.
• compare the importance of pre-participation physical exams, rehabilitation programs, stretching programs, and coaching techniques as it relates to preventions of injuries.
• Identify and describe the main orthopedic and medical issues as it relates to the female athlete.

Description of the specific student needs this course is designed to meet:

A regular health class or clinical rotation cannot address the many facets of careers in medicine. Students in general are unaware of the variety of careers offered in medicine, specifically sports medicine, the education required for those careers, and the responsibilities that accompany the careers.

Sports Medicine acknowledges student interest in medicinal professions and sports related fields of study. The course provides a head start in content mastery of:

• anatomy/physiology;
• psychology of sport and injury;
• injury recognition and evaluation;
• injury prevention;
• injury care;
• career opportunities;
• professional liability and responsibilities; and
• budget and facility design.

Sports Medicine bridges the gap between health class and clinical rotation for students interested in medical related careers, including but not limited to sports medicine, athletic training, orthopedics, and physical therapy.

The extensive knowledge acquired in anatomy/physiology, injury prevention, recognition and care of injuries provides students necessary tools to deal with the management of their own personal medical care. An informed society is greatly needed to make decisions in health care and health management.

Major resources and materials to be used in the course:

Resources

1. Videos on injury evaluations and associated therapeutic exercises
2. Existing training room facility will be used as laboratory
3. Donations, sponsors
4. Videos (already owned)
5. Computer software (already owned)

Description of Materials

1. Classroom set of textbooks
2. Existing training room facility will be used as a lab
3. NATA Journal and other periodicals
4. Anatomical models
5. Miscellaneous donated equipment for lab practicums
6. Videos
7. Computer software

Required activities and sample optional activities to be used:

1. Read text materials
2. Complete worksheets/exams in manual
3. Utilize guest speakers including team physicians, professional athletic trainers in various settings, orthopedics, physical therapists, and nutritionists
4. Invite a local sporting goods dealer to explain the use of protective equipment
5. Invite a local college equipment manager to discuss the maintenance of football protective equipment and how to properly fit it
6. Invite a local pharmacist to discuss the effects of various drugs used as doping agents by athletes
7. Invite a speaker from the local health department to talk about sexually transmitted diseases and blood borne pathogens
8. Require students to investigate UIL rules associated with protective equipment
9. Earn first aid/CPR/AED certification and associated skills
10. Utilize field trips to hospitals, sports medicine facilities, professional team athletic training rooms, and professional weight training facilities where a personal trainer would demonstrate proper lifting techniques using free weights and machines
11. Observe surgeries
12. Conduct lab experiments with modality equipment in training room
13. Complete lab assignments on taping and wrapping procedures
14. Perform injury evaluations for knee, ankle and foot, shoulder, elbow, forearm, wrist and hand, head and neck, spine, et cetera
15. Design a training room facility
16. Create a working budget and discuss the difficulties they experience
17. Invite a guest speaker from a supply company and/or the ISD to talk about bidding and procedures for ordering supplies
18. Investigate personal liability insurance and discuss different types of policies including the details of each policy
19. Locate case studies on legal issues of athletic training and have a class discussion on the legal implications of each case
20. Have students select a sport and design a preseason conditioning program
21. Perform a nutritional analysis of students’ diets
22. Have students prepare a pre-game menu for an athletic team
23. Demonstrate and explain the use of a sling psychrometer
24. Design a rehabilitation program for various injuries

Methods for evaluating student outcomes:

1. Teacher made tests-written
2. Teacher made tests – oral (knee evaluation, ankle and foot evaluation, head and neck evaluation, elbow and hand evaluation, shoulder evaluation, etc)
3. Instructor manual test bank
4. American Red Cross first aid/CPR certification
5. Demonstration of taping techniques
6. Demonstration of precautions for blood borne pathogens
7. Demonstration of the application of various modalities (ice, heat, ultrasound, electric stimulation, whirlpool, etc)
8. Demonstration of stretching techniques
9. Demonstration of therapeutic exercises including isometric, isotonic, and isokinetic
10. Design a training room facility
11. Create a working budget for training room supplies and equipment
12. Research projects on sports medicine topics

Required qualifications of teachers:

The course would be taught by an athletic trainer, licensed by the Texas Advisory Board of Athletic Trainers, a division of the Texas Department of State Health Services.

Each instructor of this class will complete an instructor’s course offered by the Texas State Athletic Trainers’ Association as required by the TEA for innovative courses.

TSATA Sports Medicine II

SECTION I. Design and Purpose of the Course

Course Design

Sports Medicine II is designed to be offered as a full year Innovative course. Each school’s individual class schedule may dictate different approaches in how and when the athletic training students receive instruction. The licensed athletic trainer will be subject to the regular teacher evaluation process (PDAS). Please plan your instruction strategies according to your school district’s expectations.

Name of innovative course(s): Sports Medicine II

PEIMS Number: N1150041

Number of credits that may be earned: Full Year (2 Semesters or One State Elective Credit)

Required Qualifications of Instructors

The course would be taught by an athletic trainer, licensed by the Texas Advisory Board of Athletic Trainers, a division of the Texas Department of State Health Services.

Each teacher of this class will complete an instructor’s course offered by the Texas State Athletic Trainers’ Association as required by the TEA for innovative courses.

Course Description

This course is designed for athletic training students. It provides an in-depth study and application of the components of sports medicine including but not limited to: basic rehabilitative techniques; therapeutic modalities; wound care, taping and bandaging techniques, prevention, recognition, and care of musculoskeletal injuries; injuries to the young athlete; drugs in sports; modern issues in sports medicine. Individualized and independent assignments will be included in this course. This course will involve outside-of-class time homework and time required working with athletes and athletic teams.

• Suggested General Requirements

This course is recommended for students in Grades 10-12. Students must receive the approval of the Licensed Athletic Trainer supervising the athletic training program. There may be other required prerequisites for this course such as the completion of a Sports Medicine I course and/or Licensed Athletic Trainer approval.

(b) Purpose

(1) This course compliments the classroom preparation of a studentwishing to work in the actual sports medicine arena, by working as an athletic training student with the various sports teams offered in high school.

(2) This course will provide an educational experience that compliments a student’s science courses in high school and further prepares them for their college course of study.

Description of the specific student needs this course is designed to meet:

There are so many facets to careers in involving the integration of medicine and physical activity that a simple health, physical education class, or that a current science course offered cannot address. Students need to be made aware of the variety of careers offered in medicine, including sports medicine, the education required, and the responsibilities involved.

This course would acknowledge student interest in medical, sports related fields of study and offer them a head start in all aspects involved, including, but not limited to: injury prevention, recognition, and care; injury evaluation; career opportunities, anatomy and physiology; psychology of sport and injured athletes; professional liability and responsibilities; budgeting issues; and facility design.

An elective advanced sports medicine class would provide a natural progression from Sports Medicine I, as well as compliment the current Health and Science courses offered, and help bridge the gap between students’ high school courses and college courses for those students that are interested in medical related careers including sports medicine, athletic training, orthopedics, and physical therapy, and others.

The extensive knowledge offered concerning anatomy/physiology, injury prevention, recognition, and care, as well as the other components of sports medicine would help provide students with valuable tools concerning the management of their own personal health and fitness care. With the increasing incidence of health care issues such as obesity, diabetes, and decreasing exercise activity, an informed society is greatly needed concerning health care and management.

SECTION II. Essential Knowledge and Skills of the course:

The student will demonstrate knowledge in the need for physical fitness of all individuals.

The student is shall:

(A) Understand the need for the fitness of all individuals.

(B) Assist in the fitness testing of athletes and physical education students.

• Identify special considerations unique to different physically challenged athletes.
• Identify venues and events available to the physically challenged athlete.

The student demonstrates the knowledge and skills in performing first aid skills and the use of an Automated External Defibrillator (AED).

The student shall:

(A) Identify the emergency situations that would call for the use of Cardiopulmonary Resuscitation (CPR) and Automated External Defibrillator (AED) protocols.

(B) Demonstrate the skills used CPR and using an AED.

(C) Demonstrate selected skills in first aid (acute care, splinting, etc.)

The student demonstrates knowledge and skills in wound care.

The student shall:

(A) Identify the types of wounds

(B) Demonstrate the immediate care for wounds

(C) Demonstrate the method of cleansing wounds

(D) Demonstrate the selected methods of dressing and bandaging wounds

The student demonstrates various bandaging & taping techniques.

The student shall:

(A) Explain the need for and demonstrate the application of various roller, triangular, and cravat bandages.

(B) Identify the different taping materials available.

(C) Demonstrate the use of specialty taping materials.

(D) Demonstrate basic and advanced skills in the use of taping in sports.

(E) Demonstrate the skillful application of tape for a variety of musculoskeletal problems.

(F) Explain the purpose of each strip involved in the application of tape to an extremity.

The student demonstrates knowledge of the basics of injury rehabilitation.

The student shall:

(A) Describe the philosophy of the rehabilitative process in a sports medicine environment.

(B) Identify the individual short-term and long-term goals of a rehabilitation program.

(C) Describe the criteria and the decision-making process for determining when the injured athlete may return to full activity.

(D) Identify rehab exercises for specific injuries, and explain how they relate to the healing process.

(E) Identify levels of rehabilitation exercise in the progressive return concept.

The student demonstrates knowledge in the basic of use of therapeutic modalities.

The student shall:

(A) Describe the effects of cold vs. heat modalities on the body.

(B) Identify the various heat and cold modalities available.

(C) Describe the effect of electrical stimulation and ultrasound on the

healing process of athletic injuries.

The student recognizes the different types of sports injuries.

The student shall:

(A) Differentiate between acute and chronic injury.

(B) Describe acute traumatic injuries, including fractures, dislocations and subluxations, contusions, ligament sprains, muscle strains, muscle soreness, and nerve injuries.

(C) Describe chronic overuse injuries in sports and their cause.

(D) Describe the steps of the inflammatory process due to injury.

(E) Identify the various phases of the healing process.

The student demonstrates knowledge in the anatomy of the foot and how to

manage foot injuries in sports.

The student shall:

(A) Identify anatomical surface land marks

(B) Demonstrate active range of motion

(C) Demonstrate the major selected assessment skill(s)

(D) Demonstrate a selected taping/wrapping technique

The student demonstrates knowledge in the anatomy of the ankle/lower leg and how to manage ankle/lower leg injuries in sports.

The student shall:

(A) Identify anatomical surface land marks

(B) Demonstrate active range of motion

(C) Demonstrate the major selected assessment skill(s)

(D) Demonstrate a selected taping/wrapping technique

The student demonstrates knowledge in the anatomy of the knee and how to

manage knee injuries in sports.

The student shall:

(A) Identify anatomical surface land marks

(B) Demonstrate active range of motion

(C) Demonstrate the major selected assessment skill(s)

(D) Demonstrate a selected taping/wrapping technique

The student demonstrates knowledge in the anatomy of the thigh, hip, and pelvis and how to manage thigh, hip, and pelvis injuries in sports.

The student shall:

(A) Identify anatomical surface land marks

(B) Demonstrate active range of motion

(C) Demonstrate the major selected assessment skill(s)

(D) Demonstrate a selected taping/wrapping technique

The student demonstrates knowledge in basic shoulder anatomy and how to

manage shoulder injuries in sports.

The student shall:

(A) Identify anatomical surface land marks

(B) Demonstrate active range of motion

(C) Demonstrate the major selected assessment skill(s)

(D) Demonstrate a selected taping/wrapping technique

The student recognizes the basic anatomy of the elbow, forearm, wrist, hand and fingers and how to treat various injuries to the elbow, forearm, wrist, hand and fingers.

The student shall:

(A) Identify anatomical surface land marks

(B) Demonstrate active range of motion

(C) Demonstrate the major selected assessment skill(s)

(D) Demonstrate a selected taping/wrapping technique

The student demonstrates knowledge in the basic anatomy and care of the spine injuries in sports.

The student shall:

(A) Identify anatomical surface land marks

(B) Demonstrate active range of motion

(C) Demonstrate the major selected assessment skill(s)

The student demonstrates knowledge in the basic anatomy of the thorax and the abdomen, and injury management to that area.

The student shall:

(A) Identify anatomical surface land marks

(B) Demonstrate active range of motion

(C) Demonstrate the major selected assessment skill(s)

The student can describe the basic injuries to the head and face and how to care for them.

The student shall:

(A) Identify anatomical surface land marks

(B) Demonstrate active range of motion

(C) Demonstrate the major selected assessment skill(s)

The student recognizes general medical concerns and how to address and care for various disorders that affect athletic performance.

The student shall:

(A) Explain the cause, prevention, and care of the most common skin infections in sports.

(B) Describe respiratory tract illnesses common to athletes.

(C) Identify disorders of the gastrointestinal tract.

(D) Describe how to avoid problems with the diabetic athlete.

(E) Describe the dangers that hypertension presents to an athlete.

(F) Describe the adverse effects that various anemias have on the athlete.

(G) Explain the care given to an athlete who is having a grand mal seizure.

(H) Identify contagious viral diseases that may be seen in athletes.

(I) Contrast the different sexually transmitted diseases that athletes may contract.

(J) Describe the concerns of the female athlete in terms of menstruation, osteoporosis, and reproduction.

(K) Identify the concerns inherent in medical and non-medical drug use among athletes.

The student demonstrates knowledge concerning the current issues in Anabolic Steroid/Performance Enhancing Substance abuse in sports.

The student shall:

(A) Identify substances that are currently used by athletes.

(B) Explain the dangers of Anabolic Steroids/Performing Enhancing Substances.

(C) Discuss the need for testing programs for these substances.

The student understands special considerations for the care of youth in sports.

The student shall:

(A) Explain the impact that sports has on young athletes.

(B) Describe the advantages/disadvantages of training and conditioning of young athletes.

(C) Explain the pros and cons of children competing in organized sports.

(D) Explain the need for better trained coaches and for the certification of coaches.

(E) Describe the child’s potential for injury in sports activities.

SECTION III. Major resources and materials to be used in the course:

1. 1. Classroom set of textbooks
   2. Videos on injury evaluation associated therapeutic exercises, and issues in sports medicine or medical/health care.

C. Athletic Training Room will be used as laboratory

• Professional journals and periodicals
• Donations, sponsors

F. Computer software

G. Computer lab

• School library

I. Local and area health care professionals

J. Anatomical models

• Miscellaneous equipment for lab practicum’s

SECTION IV. Required activities and sample optional activities to be used:

1. Read the text.
2. Complete worksheets and exams.
3. Invite guest speakers including team physicians, professional athletic trainers in various settings, orthopedics, physical therapists, and nutritionists. (O)
4. Invite a local sporting goods dealer to explain the use of protective equipment. (O)
5. Invite a local college or professional equipment manager to discuss the maintenance of football protective equipment and how to properly fit it. (O)
6. Invite a local pharmacist to discuss the effects of various drugs used as doping agents by athletes.
7. Invite a professional athlete to discuss his experience as a recipient of sports medicine care.
8. Invite a speaker from the local health department to talk about sexually transmitted diseases and blood borne pathogens. (O)
9. Achieve certification in First Aid/Cardiopulmonary Resuscitation (CPR)/Automated External Defibrillator (AED) use.
10. Participate in field trips to hospitals, sports medicine facilities, physical therapy facilities, health clubs, athletic training rooms, and other health care professional facilities. (O)
11. Schedule a field trip to (or invite) a local Emergency Medical Service ( EMS) professional to visit with students about their role in the care of athletes.
12. Complete writing projects concerning situations, signs, or symptoms involved in the suspicion of internal injury.
13. Complete writing projects regarding special health concerns like respiratory infections, asthma, obesity, diabetes, seizures.
14. Invite an athlete to model for the purpose of identifying various muscles.
15. Design emergency action plans for special concerns like diabetes and asthma.
16. Measure volume of air exchanged with a peak flow meter.
17. Conduct demonstrations with modality equipment in training room.
18. Conduct demonstrations on taping and wrapping procedures.
19. Perform injury evaluations for knee, ankle and foot, shoulder, elbow, forearm, wrist and hand, head and neck, spine, etc….
20. Design a training room facility.
21. Locate several case studies on legal issues of athletic training and have a class discussion on the legal implications of each case.
22. Select a sport and design a preseason, in season, and off-season conditioning program.
23. Design a rehabilitation program for actual current injuries in the athletic department, and demonstrate the proper performance of each exercise.
24. Create a model for the treatment and management of a current athletic injury .
25. Demonstrate the proper preparation of a moist heat pack and ice pack.
26. Demonstrate the proper preparation of the hot and cold whirlpool.
27. Write daily treatment and rehab notes for an injury, until the athlete’s full return.
28. List the proper performance of tests involving a shoulder injury.
29. Participate in debates on modern issues in sports medicine like steroids, role modeling, salaries, and philanthropy.
30. Present at a student health fair. (O)
31. Role play a sports medicine team involved in the care of an injury to a professional athlete witnessed on TV. (O)
32. Research the local opportunities available for volunteer service in health care.
33. Observe an athletic practice or competition and provide a breakdown of the quantity and quality of intensities involved in the event.
34. Design strength and conditioning program for an employee injured on the job, with a goal to fully return to work.
35. Measure joint range of motion with a goniometer.
36. Create a poster project about a particular injury case study.
37. Create and present a written and oral summary of a National Athletic Trainers’ Association (NATA) Position Statement regarding a particular sports medicine issue.
38. Create and present a Power Point presentation on a certain issue or topic in sports medicine.
39. Create and present a video project on a weight lifting exercise and its proper demonstration.
40. Create and present a video of the demonstration of various rehabilitation exercises or certain conditioning exercises.
41. Perform a lab on the effect of exercise on heart rate and blood pressure.
42. Practice the use of an Automated External Defibrillator (AED).
43. Research the mission statements of various professional organizations involved in the care of athletes.
44. Research international career opportunities in various sports medicine settings.
45. Keep a journal on the day-to-day physical demands of an athlete for 1 week in-season.
46. Write a report on the day-to-day demands of a multi-sport athlete. (O)
47. Create a video, or Power Point documentary on the Student Trainer experience. (O)

SECTION V. Methods for evaluating student outcomes:

A. Teacher made tests-written

B. Teacher made tests – oral (knee evaluation, ankle and foot evaluation, head and neck evaluation, elbow and hand evaluation, shoulder evaluation, etc)

C. Teacher made tests: practical demonstration of various injury evaluations, injury management situations and taping skills.

D. First Aid/Cardiopulmonary Resuscitation/Automated External Defibrillator certification

E. Demonstration of taping techniques

F. Demonstration of precautions for blood borne pathogens

G. Demonstration of the application of various modalities (ice, heat, ultrasound, electric stimulation, whirlpool, etc)

H. Demonstration of stretching techniques

I. Demonstration of therapeutic exercises including isometric, isotonic, and isokinetic

J. Teacher made labs

K. Individual and team assignments to be submitted – written, oral, visual, and practical.

L. Submission of individual and team projects, demonstrating understanding and application of athletic injury skills and knowledge. These projects may be written, audio- visual, oral, or practical.

M. Research projects or poster presentation on various sports medicine topics

SECTION VI. Bibliography

Arnheim, Daniel D., & Prentice, William E. Essentials of Athletic Training. 6 th Ed. McGraw-Hill. 2005.

Cannell, Gary & France, Robert C. Workbook to Accompany Introduction to Sports Medicine & Athletic Training. 1 st Ed. Thompson Delmar Learning. 2004.

Cannell, Gary & France, Robert C. Instructor’s Manual to Accompany Introduction to Sports Medicine & Athletic Training. 1 st Ed. Thompson Delmar Learning. 2004.

Clover, Jim. Sports Medicine Essentials: Core Concepts in Athletic Training & Fitness Instruction. 2 nd Ed. Thompson Delmar Learning. 2007.

Clover, Jim. Workbook to Accompany Sports Medicine Essentials: Core Concepts in Athletic Training & Fitness Instruction. 2 nd Ed. Thompson Delmar Learning. 2007.

France, Robert, C. Introduction to Sports Medicine & Athletic Training. 1 st Ed. Thompson Delmar Learning. 2004.

“The licensed athletic trainer is the recognized expert in the prevention, assessment, treatment, and rehabilitation of injuries occurring to individuals of all ages who participate in sports and fitness exercises.”