Sports medicine i course outline
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:
THE SPORTS MEDICINE TEAM AND THEIR ROLES
The student understands what sports medicine is and what the responsibilities are of the various professionals involved. The student shall:
- Define the term sports medicine.
- Identify various sports medicine organizations.
- Explain how the sports medicine team should interact with the athlete.
- Describe the role of the coach in injury prevention, emergency care, and injury management.
- Identify the responsibilities of the athletic trainer in dealing with the injured athlete.
- Describe the role of the team physician and his or her interaction with the athletic trainer.
- Identify other members of the sports medicine team and describe their roles.
ORGANIZING AND ADMINISTERING AN ATHLETIC TRAINING PROGRAM
The student can organize and assist with operating an athletic training program. The student shall:
- Describe a well-designed athletic training facility.
- Identify the rules of operation that should be enforced in an athletic training program.
- Explain budgetary concerns for ordering supplies and equipment.
- Explain the importance of the pre-participation physical exam.
- Identify the necessary records that must be maintained by the athletic trainer.
LEGAL LIABILITY AND INSURANCE
The student recognizes that liabilities exist and explains the role of insurance. The student shall:
- Explain legal considerations for the coach acting as a health care provider.
- Define the legal concepts of liability, negligence, torts, assumption of risks.
- Identify measures that can be taken by both the coach and athletic trainer to minimize chances of litigation. Describe product liability.
- Identify the essential insurance requirements for protection of the athlete.
- Describe the types of insurance necessary to protect the coach acting as a health care provider.
PREVENTING INJURIES THROUGH FITNESS TRAINING
The student understands that fitness training can reduce injuries. The student shall:
- Identify the major conditioning seasons and the types of exercise that are performed in each season.
- Identify the principles of conditioning.
- Explain the importance of the warm-up and cool-down periods.
- Describe the importance of flexibility, strength, and cardio respiratory endurance for both athletic performance and injury prevention.
- Identify specific techniques and principle for improving flexibility, muscular strength, and cardio-respiratory endurance.
NUTRITIONAL CONSIDERATIONS
The student recognizes the importance of good nutritional habits. The student shall:
- Identify the six classes of nutrients and describe their major functions.
- Explain the importance of good nutrition in enhancing performance and preventing injuries.
- Describe the advantages or disadvantages of supplementing various nutrients in the athlete’s diet.
- Explain the advantages and disadvantages of a prevent meal.
- Explain the distinction between body weight and body composition.
- Explain the principle of caloric balance and how to assess it.
- Describe methods for losing and gaining weight.
- List the signs of bulimia and anorexia nervosa.
PROTECTIVE SPORTS EQUIPMENT
The student recognizes how proper equipment protects participants. The student shall:
- Identify the major legal ramifications relate to manufacturing, buying, and issuing commercial protective equipment.
- Fit selected protective equipment properly (football helmets, shoulder pads, shoes).
- Differentiate between good and bad features of selected protective devices.
- Compare the advantages and disadvantages of customized versus commercial foot and ankle protective devices.
- Describe the controversies surrounding the use of certain protective devices (example: are they in fact weapons against opposing players, or do they function as promoted?).
- Rate the protective value of various materials used to make pads and orthotic devices.
EMERGENCY SITUATIONS AND INJURY ASSESSMENT
The student recognizes emergency situations and can assess injuries. The student shall:
- Establish a plan for handling emergency situations at his/her campus.
- Explain the importance of knowing CPR/AED and how to manage an obstructed airway.
- Describe techniques for control of hemorrhage.
- Assess the types of shock and their management.
- Describe the various phases of injury assessment.
Explain the importance of controlling swelling during initial injury management.
- Describe techniques for moving and transporting the injured athlete.
- Describe appropriate care for skin wounds.
BLOODBORNE PATHOGENS
The student understands how bloodborne pathogens function. The student shall:
- Explain what blood borne pathogens are and how they can infect coaches and athletes.
- Describe the transmission, symptoms and signs, and treatment of HBV.
- Describe the transmission, symptoms, and signs of HIV.
- Describe how HIV is most often transmitted.
- List pros and cons of sports participation of athletes with an HBV or HIV infection.
- Identify universal precautions as mandated by the Occupational Safety and Health Administration (OSHA) and how such precautions apply to the coach.
PSYCHOLOGICAL ASPECTS OF SPORTS INJURY
The student recognizes that there are psychological aspects of injury. The student shall:
- Describe the athlete’s psychological responses to stressors imposed by competition.
- Define the psychology of loss.
- Describe personality factors that can lead to sports injuries.
- Identify the psychological reactions that can be experienced by the ill or injured athlete.
- Identify attitudes in athletes that can be of assistance in rehabilitation and reconditioning.
- Describe how a coach can assist a seriously injured athlete to safely reenter competition.
ENVIRONMENTAL FACTORS
Environmental factors play a significant role in sports. The student shall:
- Describe the physiology of hyperthermia and the clinical signs of heat stress and how they can be prevented.
- Identify the causes of hypothermia and the major cold disorders and how they may be prevented.
- Explain how an athlete should be protected from exposure to the sun.
- Describe precautions that should be taken in an electrical storm.
BASICS OF INJURY REHABILITATION
Injuries occur and successful rehabilitation is important to all parties. The student shall:
- Explain the philosophy of the rehabilitative process in a sports medicine environment.
- Identify the individual short-term and long-term goals of a rehabilitation program.
- Describe the criteria and the decision-making process for determining when an injured athlete may return to full activity.
RECOGNIZING DIFFERENT SPORTS INJURIES
Recognizing different injuries is basic to all sports medicine participants. The student shall:
- Differentiate between acute and chronic injury.
- Describe acute traumatic injuries, including fractures, dislocations and subluxations, contusions, ligament sprains, muscle strains, muscle soreness, and nerve injuries.
- Describe chronic overuse injuries involving tendonitis, tenosynovitis, bursitis, osteoarthritis, and myofascial trigger points.
- Explain the various phases of the healing process.
THE FOOT
The student shall:
- Briefly describe the anatomy of the foot.
- Explain the process of injury assessment for the foot.
- Identify steps that can be taken to minimize foot injuries.
- Explain the causes of various foot injuries commonly seen in athletes.
- Describe the appropriate care for injuries incurred in the foot.
THE ANKLE AND LOWER LEG
The student shall:
- Describe the bony, ligamentous, and muscular anatomy of the ankle and lower leg.
- List considerations for preventing injuries to the ankle and lower leg.
- Explain how to assess common ankle and lower injuries.
- Identify the possible causes and signs of various injuries that can occur in the ankle and lower leg.
- Explain the procedures that can be taken in caring for ankle and lower leg injuries.
THE KNEE AND RELATED STRUCTURES
The student shall:
- Describe the anatomical relationships of the bones, ligaments, and muscles that surround the knee joint.
- Explain how to prevent knee injuries.
- Briefly describe how to assess an injury of the knee joint.
- Describe injuries to the stabilizing structures of the knee.
- Identify injuries to the knee that can occur either from acute trauma or from overuse.
- Identify injuries that can occur to the patella.
- Describe injuries that can occur to the extensor mechanism.
THE THIGH, HIP, GROIN, AND PELVIS
The student shall:
- Describe the major anatomical features of the thigh, hip, groin, and pelvis as they relate to sports injuries.
- Identify the major sports injuries to the thigh, hip, groin, and pelvis.
- Demonstrate appropriate emergency procedures for injuries to the thigh, groin, and pelvis.
THE SHOULDER COMPLEX
The student shall:
- Identify the bones, articulations, stabilizing ligaments, and musculature of the shoulder complex.
- Explain how shoulder injuries may be prevented.
- Describe the process for assessing injuries to the shoulder.
- Identify specific injuries that occur around the shoulder joint and describe plans for management.
THE ELBOW, FOREARM, WRIST AND HAND
The student shall:
- Identify common elbow, forearm, wrist, and hand injuries.
- Provide immediate care of elbow, forearm, wrist, and hand injuries.
THE SPINE
The student shall:
- Describe the anatomy of the cervical, thoracic, and lumbar spine.
- Explain how the nerve roots from the spinal cord combine to form specific peripheral nerves.
- Describe measure to prevent injury to the spine.
- Describe a process to assess injuries of the cervical and lumbar spine.
- Identify specific injuries that can occur to the various regions of the spine.
THE THORAX AND ABDOMEN
The student shall:
- Describe the anatomy of the thorax and abdomen.
- Identify the location and function of the heart and lungs.
- Identify the location and function of the abdominal viscera.
- Describe the techniques for assessing thoracic and abdominal injuries.
- Identify various injuries to the structures of the thorax.
- Describe various injuries and conditions in structures of the abdomen.
THE HEAD AND FACE
The student shall:
- Describe major sports injuries to the head and face.
- Provide emergency care when appropriate and make informed medical referrals for head and face injuries.
ADDITIONAL HEALTH CONCERNS
Sports medicine has many complexities. The student shall:
- Explain the causes, preventions, and care of the most common skin infections in sports.
- Describe respiratory tract illnesses common to athletes.
- Identify disorders of the gastrointestinal tract.
- Describe how to avoid problems with the diabetic athlete.
- Describe the dangers that hypertension presents to an athlete.
- Describe the adverse effects that various anemias have on the athlete.
- Explain what a coach should do with an athlete who is having a grand mal seizure.
- Identify contagious viral diseases that may be seen in athletes.
- Contrast the different sexually transmitted diseases that athletes may have.
- Explain the concerns of the female athlete in terms of menstruation, osteoporosis, and reproduction
- Explain the many concerns inherent in medical and nonmedical drug use among athletes.
YOUNG ATHLETES
The needs of young athletes are often unique. The student shall:
- Explain the impact that sports has on young athletes.
- Describe the advantages and disadvantages of training and conditioning of young athletes.
- Explain the pros and cons of children competing in organized sports.
- Explain the need for better trained coaches and for the certification of coaches.
- Describe the child’s potential for injury in sports activities.
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
- Videos on injury evaluations and associated therapeutic exercises
- Existing training room facility will be used as laboratory
- Donations, sponsors
- Videos (already owned)
- Computer software (already owned)
Description of Materials
- Classroom set of textbooks
- Existing training room facility will be used as a lab
- NATA Journal and other periodicals
- Anatomical models
- Miscellaneous donated equipment for lab practicums
- Videos
- Computer software
Required activities and sample optional activities to be used:
- Read text materials
- Complete worksheets/exams in manual
- Utilize guest speakers including team physicians, professional athletic trainers in various settings, orthopedics, physical therapists, and nutritionists
- Invite a local sporting goods dealer to explain the use of protective equipment
- Invite a local college equipment manager to discuss the maintenance of football protective equipment and how to properly fit it
- Invite a local pharmacist to discuss the effects of various drugs used as doping agents by athletes
- Invite a speaker from the local health department to talk about sexually transmitted diseases and blood borne pathogens
- Require students to investigate UIL rules associated with protective equipment
- Earn first aid/CPR/AED certification and associated skills
- 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
- Observe surgeries
- Conduct lab experiments with modality equipment in training room
- Complete lab assignments on taping and wrapping procedures
- Perform injury evaluations for knee, ankle and foot, shoulder, elbow, forearm, wrist and hand, head and neck, spine, et cetera
- Design a training room facility
- Create a working budget and discuss the difficulties they experience
- Invite a guest speaker from a supply company and/or the ISD to talk about bidding and procedures for ordering supplies
- Investigate personal liability insurance and discuss different types of policies including the details of each policy
- Locate case studies on legal issues of athletic training and have a class discussion on the legal implications of each case
- Have students select a sport and design a preseason conditioning program
- Perform a nutritional analysis of students’ diets
- Have students prepare a pre-game menu for an athletic team
- Demonstrate and explain the use of a sling psychrometer
- Design a rehabilitation program for various injuries
Methods for evaluating student outcomes:
- Teacher made tests-written
- Teacher made tests – oral (knee evaluation, ankle and foot evaluation, head and neck evaluation, elbow and hand evaluation, shoulder evaluation, etc)
- Instructor manual test bank
- American Red Cross first aid/CPR certification
- Demonstration of taping techniques
- Demonstration of precautions for blood borne pathogens
- Demonstration of the application of various modalities (ice, heat, ultrasound, electric stimulation, whirlpool, etc)
- Demonstration of stretching techniques
- Demonstration of therapeutic exercises including isometric, isotonic, and isokinetic
- Design a training room facility
- Create a working budget for training room supplies and equipment
- 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:
- Classroom set of textbooks
- 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:
- Read the text.
- Complete worksheets and exams.
- Invite guest speakers including team physicians, professional athletic trainers in various settings, orthopedics, physical therapists, and nutritionists. (O)
- Invite a local sporting goods dealer to explain the use of protective equipment. (O)
- Invite a local college or professional equipment manager to discuss the maintenance of football protective equipment and how to properly fit it. (O)
- Invite a local pharmacist to discuss the effects of various drugs used as doping agents by athletes.
- Invite a professional athlete to discuss his experience as a recipient of sports medicine care.
- Invite a speaker from the local health department to talk about sexually transmitted diseases and blood borne pathogens. (O)
- Achieve certification in First Aid/Cardiopulmonary Resuscitation (CPR)/Automated External Defibrillator (AED) use.
- Participate in field trips to hospitals, sports medicine facilities, physical therapy facilities, health clubs, athletic training rooms, and other health care professional facilities. (O)
- 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.
- Complete writing projects concerning situations, signs, or symptoms involved in the suspicion of internal injury.
- Complete writing projects regarding special health concerns like respiratory infections, asthma, obesity, diabetes, seizures.
- Invite an athlete to model for the purpose of identifying various muscles.
- Design emergency action plans for special concerns like diabetes and asthma.
- Measure volume of air exchanged with a peak flow meter.
- Conduct demonstrations with modality equipment in training room.
- Conduct demonstrations on taping and wrapping procedures.
- Perform injury evaluations for knee, ankle and foot, shoulder, elbow, forearm, wrist and hand, head and neck, spine, etc….
- Design a training room facility.
- Locate several case studies on legal issues of athletic training and have a class discussion on the legal implications of each case.
- Select a sport and design a preseason, in season, and off-season conditioning program.
- Design a rehabilitation program for actual current injuries in the athletic department, and demonstrate the proper performance of each exercise.
- Create a model for the treatment and management of a current athletic injury .
- Demonstrate the proper preparation of a moist heat pack and ice pack.
- Demonstrate the proper preparation of the hot and cold whirlpool.
- Write daily treatment and rehab notes for an injury, until the athlete’s full return.
- List the proper performance of tests involving a shoulder injury.
- Participate in debates on modern issues in sports medicine like steroids, role modeling, salaries, and philanthropy.
- Present at a student health fair. (O)
- Role play a sports medicine team involved in the care of an injury to a professional athlete witnessed on TV. (O)
- Research the local opportunities available for volunteer service in health care.
- Observe an athletic practice or competition and provide a breakdown of the quantity and quality of intensities involved in the event.
- Design strength and conditioning program for an employee injured on the job, with a goal to fully return to work.
- Measure joint range of motion with a goniometer.
- Create a poster project about a particular injury case study.
- Create and present a written and oral summary of a National Athletic Trainers’ Association (NATA) Position Statement regarding a particular sports medicine issue.
- Create and present a Power Point presentation on a certain issue or topic in sports medicine.
- Create and present a video project on a weight lifting exercise and its proper demonstration.
- Create and present a video of the demonstration of various rehabilitation exercises or certain conditioning exercises.
- Perform a lab on the effect of exercise on heart rate and blood pressure.
- Practice the use of an Automated External Defibrillator (AED).
- Research the mission statements of various professional organizations involved in the care of athletes.
- Research international career opportunities in various sports medicine settings.
- Keep a journal on the day-to-day physical demands of an athlete for 1 week in-season.
- Write a report on the day-to-day demands of a multi-sport athlete. (O)
- 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.”
