Athletic Training Educational
Competencies
Fourth Edition
National Athletic Trainers’ Association
2005
Table of Contents
Preface................................................................................................................... i
Introduction........................................................................................................ v
Organization Contact Information.......................................................... vii ...................................................................................................................................
Foundational Behaviors................................................................................ 1
..... Primacy of the Patient.......................................................................................... 1
Teamed Approach to Practice............................................................................. 1
Legal Practice...................................................................................................... 1
Ethical Practice.................................................................................................... 1
Advancing Knowledge......................................................................................... 2
Cultural Competence........................................................................................... 2
Professionalism.................................................................................................... 2
Risk Management and Injury Prevention.............................................. 3
Cognitive Competencies...................................................................................... 3
Psychomotor Competencies................................................................................. 4
Clinical Proficiency #1......................................................................................... 6
Clinical Proficiency #2......................................................................................... 6
Clinical Proficiency #3......................................................................................... 6
Pathology of Injuries and Illnesses........................................................... 7
Cognitive Competencies...................................................................................... 7
Orthopedic Clinical Examination and Diagnosis................................ 9
Cognitive Competencies...................................................................................... 9
Psychomotor Competencies............................................................................... 11
Clinical Proficiency............................................................................................ 11
Medical Conditions and Disabilities....................................................... 13
Cognitive Competencies.................................................................................... 13
Psychomotor Competencies............................................................................... 15
Clinical Proficiency............................................................................................ 16
Acute Care of Injuries and Illnesses...................................................... 17
Cognitive Competencies.................................................................................... 17
Psychomotor Competencies............................................................................... 19
Clinical Proficiency............................................................................................ 20
Therapeutic Modalities................................................................................ 21
Cognitive Competencies.................................................................................... 21
Psychomotor Competencies............................................................................... 22
Clinical Proficiency............................................................................................ 23
Conditioning and Rehabilitative Exercise............................................ 25
Cognitive Competencies.................................................................................... 25
Psychomotor Competencies............................................................................... 27
Clinical Proficiency............................................................................................ 27
Pharmacology.................................................................................................. 29
Cognitive Competencies.................................................................................... 29
Psychomotor Competencies............................................................................... 30
Psychosocial Intervention and Referral................................................ 31
Cognitive Competencies.................................................................................... 31 .............................................................................................................................
Clinical Proficiency #1....................................................................................... 32
Clinical Proficiency #2....................................................................................... 33
Nutritional Aspects of Injuries and Illnesses...................................... 35
Cognitive Competencies.................................................................................... 35
Psychomotor Competencies............................................................................... 36
Clinical Proficiency #1....................................................................................... 37
Clinical Proficiency #2....................................................................................... 37
Health Care Administration....................................................................... 39
Cognitive Competencies.................................................................................... 39
Psychomotor Competencies............................................................................... 41
Professional Development and Responsibility.................................... 43
Cognitive Competencies.................................................................................... 43
Psychomotor Competencies............................................................................... 44
Preface
This document provides educational program personnel with the knowledge and skills to be mastered by students in an entry-level athletic training educational program. In this document, the National Athletic Trainers’ Association Education Council has identified Athletic Training Educational Competencies and Clinical Proficiencies (Competencies) necessary for effective performance as an entry-level certified athletic trainer (ATC®). These Competencies provide the entry-level certified athletic trainer (ATC®) with the essential knowledge and skills needed to provide athletic training services to patients of differing ages and genders.
The Joint Review Committee on Educational Programs in Athletic Training (JRC-AT) requires that these Competencies be used for curriculum development and education of the student enrolled in an accredited entry-level educational program. Also, the Competencies serve as a guide for the development of educational programs and learning experiences leading to a student’s eligibility to challenge the Board of Certification, Inc. Examination. The Competencies are a companion document to the Standards for the Accreditation of Entry-Level Educational Programs for the Athletic Trainer (Standards). After July 1, 2006, these Competencies will continue to assist the new accrediting agency, the Commission on Accreditation of Athletic Training Education – CAATE, as a companion document.
This document is to be used as a guide by administrative, academic, and clinical program personnel when structuring the didactic and clinical education experience for students. Educational program personnel should recognize that the Competencies are the minimum requirements for a student’s entry-level education. Athletic training educational programs are encouraged to exceed these minimums to provide their students with the highest quality education possible. In addition, programs should employ innovative and cutting-edge teaching and learning methodologies (in the classroom and clinical setting) whenever possible to further enhance professional preparation.
As a self-study guide, students preparing for careers in athletic training should find the list of Competencies helpful for evaluating their strengths and areas for improvement.
The Competencies are categorized according to twelve content areas comprising the role of the certified athletic trainer. Further, the Competencies are sub-categorized according to the following behavioral classification:
1. Cognitive Competencies (knowledge and intellectual skills)
2. Psychomotor Competencies (manipulative and motor skills)
3. Clinical Proficiencies (decision-making and skill integration)
Cognitive and Psychomotor Competencies are written using behavioral objectives classified on the lower ends of Bloom’s Taxonomy. Because these Competencies form basic levels of student knowledge and skill, this approach to a national level guide is appropriate. However, as students become competent with this level of knowledge and skill, program personnel are encouraged to challenge students to demonstrate knowledge at the higher levels of Bloom’s Taxonomy. By their nature, clinical proficiencies integrate decision-making and skill demonstration, which challenges the student’s higher levels of thinking and skilled performance.
Inherent in this document is the understanding that a comprehensive basic and applied science background is needed for students to develop appropriate levels of professional competence in the discipline-specific knowledge and skills described in this document. Additional coursework may include, but are not limited to, chemistry, biology, physics, physiology, psychology, and statistics.
It is incumbent on any educational program to present their students with the most current and up-to-date knowledge and skills. This is especially important in an allied health care profession such as athletic training where protection of the public and continuing competence are critical to professional practice. Program personnel should strive to include content and skills that reflect evidenced-based knowledge and practice in all aspects of the students’ educational program; this includes the students’ clinical experiences. Because the knowledge within a profession is dynamic, information of current practice, as represented by appropriate position statements of various professional associations/organizations, should be incorporated into the curriculum in a timely and accurate fashion. Current practice particularly applies to Position Statements issued by the National Athletic Trainers’ Association, Inc.
A major change in this edition of the Competencies has been the removal of the Affective Domain from individual content areas. The competencies associated with the Affective Domain have been distilled and synthesized to create the Foundational Behaviors of Professional Practice (Behaviors). Because the entry-level credential signifies that the holder is a practitioner prepared for entry into the practice of athletic training, Behaviors should be infused into every aspect of the student’s education in order to prepare them for this public trust. The teaching, measurement and evaluation of behaviors are ubiquitous, inexact, and marginal all at once. While some specific Behaviors can be easily defined and presented, the student may see applications repeatedly but unable to demonstrate or modify their behavior because of the roles they are allowed to assume. Other Behaviors are demonstrated by classroom and clinical educators to expose the students to the desired behavior, and yet these behaviors may not be practiced by a student-in-training because of the nature of their roles and responsibilities. While educators may be able to measure a student’s understanding of behavioral concepts, it is most likely the true measure of a student’s emulation of these Behaviors will occur in the clinical setting with patients to whom they have a duty. Our expectations in presenting Behaviors in this document is to guide the global design of curricular planning realizing that many of these Foundational Behaviors of Professional Practice will only be achieved to their fullest extent when that certified athletic trainer has been practicing for some time.
The definition of proficient is performing with expert correctness and facility. As presented here, the Clinical Proficiencies are a listing of the student’s clinical training before entering the profession. Sequenced, integrated, depth of learning, known in our field as Learning-Over-Time is a learning that begins with introductory or basic knowledge (the Cognitive Competencies), basic skills (the Psychomotor Competencies), and basic behaviors (the Foundational Behaviors of Professional Practice). Knowledge and skills are formally taught and evaluated in the classroom and laboratory settings. Behaviors are identified, discussed, and practiced from the time the students begins clinical studies. Once a student independently demonstrates a competent level of knowledge and/or skill, they can begin to incorporate that training safely into their clinical experiences. This begins a cycle of learning, feedback, refinement, and more advanced learning. Practice with concepts by gaining clinical experience with “real life” applications readies the student for occasions where they demonstrate their decision-making and skill integration ability, Clinical Proficiencies. Our expectation is that Clinical Proficiencies are a measure of “real life” application. Students should be assessed in their performance of Clinical Proficiencies on actual patients. If this is not possible, standardized/simulated patients or scenarios should be used to measure student proficiency.
The Relationship Between
the Educational Competencies
and the Role Delineation Study
The Board of Certification, Inc. (BOC) regularly conducts a Role Delineation Study (RDS) within a sample of certified athletic trainers. These investigations determine the current role, or standards, of the profession. This process is often referred to as a "job analysis." The RDS establishes the minimal competencies to practice as an athletic trainer (AT) and thus reflects the contemporary standards of practice for the athletic training profession. The Educational Council considered the results of this study when developing these competencies for clinical application. The basic purpose of the Competencies is to prepare the entry-level AT for current practices as defined by the RDS.
Although the Competencies and the RDS are two distinctly individual documents, both play a major role in the preparation of entry-level athletic trainers: The Competencies define the educational content that students enrolled in an accredited athletic training program must master; the RDS serves as the template for the certification examination that these students must successfully challenge to be recognized as certified athletic trainers.
The Education Council has taken great care to ensure that the content of the RDS has been included in the Competencies. However, close review of the two documents will indicate that the Competencies are broader and more specific than the knowledge and skills presented in the RDS. This mechanism ensures the continued growth of our profession and the heightened abilities of our future professionals.
Copies of the most recent BOC Role Delineation Study may be obtained by contacting the BOC:
Board of Certification, Inc.
4223 S 143rd Cr
Omaha, Nebraska 68137
Voice: 402.559.0091
Fax: 402.561.0598
Email: staff@bocatc.org
URL: www.bocatc.org
Organization Contact Information
Board of
Certification, Inc. (BOC)
4223 S. 143rd Circle
Omaha, Nebraska
68137-4505
Phone: 402-559-0091
Fax: 402-561-0598
Web:
www.bocatc.org
Email:
staff@bocatc.org
______________________________________________________________________________
Joint Review Committee – Athletic Trainers (JRC-AT) - Until July 2006
Commission on Accreditation of Athletic Training Education (CAATE) - After July 2006
5142 South Andes Street
Centennial, Colorado 80015
Phone: 303-627-6229
Fax: 303-632-5915
Web: www.jrc-at.org Until July 2006
Web: www.CAATE.net After July 2006
National Athletic Trainers Association (NATA)
2952 Stemmons Freeway
Dallas, TX 75247-6196
Phone: 800-879-6282
Fax: 214-637-2206
Web: www.nata.org
Email: mistyg@nata.org
______________________________________________________________________________
National Athletic Trainers Association Education Council (NATA-EC)
276 SFH
Brigham Young University
Provo, UT 84602
Phone: 801-422-3181
Fax: 801-422-0555
Web: www.nataec.org
Email: nataec@byu.edu
Foundational Behaviors of Professional Practice
These basic behaviors permeate every aspect of professional practice, and should be incorporated into instruction in every part of the educational program. The behaviors in this section comprise the application of the common values of the athletic training profession.
Primacy of the Patient
· Recognize sources of conflict of interest that can impact the patient’s health
· Know and apply the commonly accepted standards for patient confidentiality
· Provide the best health care available for the patient
· Advocate for the needs of the patient
Teamed Approach to Practice
· Recognize the unique skills and abilities of other health care professionals
· Understand the scope of practice of other health care professionals
· Understand and execute duties within the identified scope of practice for athletic trainers
· Include the patient (and family, where appropriate) in the decision making process
· Demonstrate the ability to work with others in effecting positive patient outcomes
Legal Practice
· Practice athletic training in a legally competent manner
· Recognize the need to document compliance with the laws that govern athletic training
· Understand the consequences of violating the laws that govern athletic training
Ethical Practice
· Understand and comply with the NATA’s Code of Ethics and the BOC’s Standards of Practice
· Understand the consequences of violating the NATA’s Code of Ethics and BOC’s Standards of Practice
· Understand and comply with other codes of ethics, as applicable.
Advancing Knowledge
· Critically examine the body of knowledge in athletic training and related fields
· Use evidence-based practice as a foundation for the delivery of care
· Understand the connection between continuing education and the improvement of athletic training practice
· Promote the value of research and scholarship in athletic training
· Disseminate new knowledge in athletic training to fellow athletic trainers, patients, other health care professionals, and others as necessary
Cultural Competence
· Understand the cultural differences of patients’ attitudes and behaviors toward health care
· Demonstrate knowledge, attitudes, behaviors, and skills necessary to achieve optimal health outcomes for diverse patient populations.
· Demonstrate knowledge, attitudes, behaviors, and skills necessary to work respectfully and effectively with diverse populations and in a diverse work environment
Professionalism
· Advocate for the profession
· Demonstrate honesty and integrity
· Exhibit compassion and empathy
· Demonstrate effective interpersonal communication skills
Risk Management and Injury Prevention
In order to demonstrate knowledge of the practice of athletic training, to think critically about the practices involved in athletic training, including the ability to integrate knowledge, skill and behavior, and to assume professional responsibility, the entry-level certified athletic trainer must possess an understanding of risk management and injury prevention and demonstrate the necessary skills to plan and implement prevention strategies. Learning objectives and outcomes to support the identification of injury and illness risk factors and to plan and implement a risk management and prevention program assure that the student is able to:
1. Explain the risk factors associated with physical activity.
2. Identify and explain the risk factors associated with common congenital and acquired abnormalities, disabilities, and diseases.
3. Identify and explain the epidemiology data related to the risk of injury and illness related to participation in physical activity.
4. Identify and explain the recommended or required components of a pre-participation examination based on appropriate authorities’ rules, guidelines, and/or recommendations.
5. Describe the basic concepts and practice of wellness screening.
6. Describe the general principles of health maintenance and personal hygiene, including skin care, dental hygiene, sanitation, immunizations, avoidance of infectious and contagious diseases, diet, rest, exercise, and weight control.
7. Explain the importance for all personnel to maintain current certification in CPR, AED, and first aid.
8. Explain the principles of effective heat loss and heat illness prevention programs. Principles include, but are not limited to, knowledge of the body’s thermo-regulatory mechanisms, acclimation and conditioning, fluid and electrolyte replacement requirements, proper practice and competition attire, and weight loss.
9. Explain the accepted guidelines, recommendations, and policy and position statements of applicable governing agencies relating to activity during extreme weather conditions.
10. Interpret data obtained from a WGBT or other similar device that measures heat and humidity to determine the scheduling, type, and duration of activity.
11. Explain the importance and use of standard tests, test equipment, and testing protocol for the measurement of cardiovascular and respiratory fitness, body composition, posture, flexibility, muscular strength, power, and endurance.
12. Explain the components and purpose of periodization within a physical conditioning program.
13. Identify and explain the various types of flexibility, strength training, and cardiovascular conditioning programs. This should include the expected effects (the body’s anatomical and physiological adaptation), safety precautions, hazards, and contraindications of each.
14. Explain the precautions and risks associated with exercise in special populations.
15. Describe the components for self-identification of the warning signs of cancer.
16. Explain the basic principles associated with the use of protective equipment, including standards for the design, construction, fit, maintenance and reconditioning of protective equipment; and rules and regulations established by the associations that govern the use of protective equipment; and material composition.
17. Explain the principles and concepts related to prophylactic taping, wrapping, bracing, and protective pad fabrication.
18. Explain the principles and concepts related to the fabrication, modification, and appropriate application or use of orthotics and other dynamic and static splints. This includes, but is not limited to, evaluating or identifying the need, selecting the appropriate manufacturing material, manufacturing the orthosis or splint, and fitting the orthosis or splint.
19. Explain the basic principles and concepts of home, school, and work place ergonomics and their relationship to the prevention of illness and injury.
20. Recognize the clinical signs and symptoms of environmental stress.
Psychomotor Competencies
1. Instruct the patient how to properly perform fitness tests to assess their physical status and readiness for physical activity Interpret the results of these tests according to requirements established by appropriate governing agencies and/or a physician. These tests should assess:
· Flexibility
· Strength
· Power
· Muscular endurance
· Agility
· Cardiovascular endurance
· Speed
2. Develop a fitness program appropriate to the patient’s needs and selected activity(s) which meet the requirements established by the appropriate governing agency and/or physician for enhancing:
· Flexibility
· Strength
· Power
· Muscular endurance
· Agility
·
Cardiovascular endurance.
· Speed
3. Instruct a patient regarding fitness exercises and the use of weight training equipment to include correction or modification of inappropriate, unsafe, or dangerous lifting techniques.
4. Select and fit appropriate standard protective equipment on the patient for safe participation in sport and/or physical activity. This includes, but is not limited to:
· Shoulder pads
· Helmet/headgear
· Footwear
· Mouth guard
· Prophylactic knee brace
· Prophylactic ankle brace
· Other equipment, as appropriate
5. Select, fabricate, and apply appropriate preventive taping and wrapping procedures, splints, braces, and other special protective devices. Procedures and devices should be consistent with sound anatomical and biomechanical principles.
6. Obtain, interpret, and make decisions regarding environmental data. This includes, but is not limited to the ability to:
·
Operate a sling psychrometer and/or wet bulb globe index
· Operate lightning detection devices
· Access local weather/environmental information
· Assess hydration status using weight charts, urine color charts, or specific gravity measurements
Plan, implement, evaluate, and modify a fitness program specific to the physical status of the patient. This will include instructing the patient in proper performance of the activities and the warning signs and symptoms of potential injury that may be sustained. Effective lines of communication shall be established to elicit and convey information about the patient’s status and the prescribed program. While maintaining patient confidentiality, all aspects of the fitness program shall be documented using standardized record-keeping methods.
Clinical Proficiency #2
Select, apply, evaluate, and modify appropriate standard protective equipment and other custom devices for the patient in order to prevent and/or minimize the risk of injury to the head, torso, spine and extremities for safe participation in sport and/or physical activity. Effective lines of communication shall be established to elicit and convey information about the patient’s situation and the importance of protective devices to prevent and/or minimize injury.
Clinical Proficiency #3
Demonstrate the ability to develop, implement, and communicate effective policies and procedures to allow safe and efficient physical activity in a variety of environmental conditions. This will include obtaining, interpreting, and recognizing potentially hazardous environmental conditions and making the appropriate recommendations for the patient and/or activity. Effective lines of communication shall be established with the patient, coaches and/or appropriate officials to elicit and convey information about the potential hazard of the environmental condition and the importance of implementing appropriate strategies to prevent injury.
Pathology of Injuries and Illnesses
In order to demonstrate knowledge of the practice of athletic training, to think critically about the practices involved in athletic training, including the ability to integrate knowledge, skill and behavior, and to assume professional responsibility, the entry-level certified athletic trainer must possess an understanding of the cellular events and reactions, and other pathological mechanisms in the development, progression and epidemiology of injuries, illnesses and diseases. Learning objectives and outcomes in the pathology of injury and illness assure that the student is able to:
Cognitive Competencies
1. Describe the essential components of a typical human cell to include the normal structure and the function of each component to explain the abnormal symptoms associated with injury, illness, and disease.
2. Explain gross cellular adaptations in response to stress, injury, or disease (e.g., atrophy, hypertrophy, differentiation, hyperplasia, metaplasia, and tumors).
3. Explain normal and abnormal circulation and the physiology of fluid homeostasis.
4. Identify the normal acute and chronic physiological responses (e.g., inflammation, immune response, and healing process) of the human body to trauma, hypoxia, microbiologic agents, genetic derangements, nutritional deficiencies, chemicals, drugs, and aging to the musculoskeletal system and other organ systems, and adaptations to disuse.
5. Describe the etiology, pathogenisis, pathomechanics and epidemiology of common injuries, illnesses and diseases to body systems.
6. Describe the body’s responses to physical exercise during common diseases, illnesses, and the injury.
Orthopedic Clinical Examination and Diagnosis
In order to demonstrate knowledge of the practice of athletic training, to think critically about the practices involved in athletic training, including the ability to integrate knowledge, skill and behavior, and to assume professional responsibility, the entry-level certified athletic trainer must possess the ability to clinically examine and diagnose a patient for the purpose of identifying (a) common acquired or congenital risk factors that would predispose the patient to injury and (b) musculoskeletal orthopedic injuries to determine proper care including the referral of the patient to other health care providers when appropriate.
The cognitive and psychomotor competencies and clinical proficiency should encompass the following body areas:
a. The foot and toes
b. The ankle
c. The lower leg
d. The knee (tibiofemoral and patellofemoral)
e. The thigh
f. The hip/pelvis/sacroiliac joint
g. The lumbar spine
h. The thoracic spine
i. The ribs
j. The cervical spine
k. The shoulder girdle
l. The upper arm
m. The elbow
n. The forearm
o. The wrist
p. The hand, fingers and thumb
q. The head and face
r. The temporal mandibular joint
Learning objectives and outcomes in orthopedic clinical examination and diagnosis assure that the student is able to:
1. Demonstrate knowledge of the systems of the human body.
2. Describe the anatomical and physiological growth and development characteristics as well as gender differences across the lifespan.
3. Describe the physiological and psychological effects of physical activity and their impact on performance.
4. Explain directional terms and cardinal planes used to describe the body and the relationship of its parts.
5 Describe the principles and concepts of body movement including functional classification of joints, arthrokinematics, normal ranges of joint motion, joint action terminology, and muscle groups responsible for joint actions (prime movers, synergists), skeletal muscle contraction, and kinesthesis/proprioception.
6. Describe common techniques and procedures for evaluating common injuries including taking a history, inspection/observation, palpation, functional testing, special evaluation techniques, and neurological and circulatory tests.
7. Explain the relationship of injury assessment to the systematic observation of the person as a whole.
8. Describe the nature of diagnostic tests of the neurological function of cranial nerves, spinal nerves, and peripheral nerves using myotomes, dermatomes, and reflexes.
9. Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and circulatory status.
10. Explain the roles of special tests in injury assessment.
11. Explain the role of postural examination in injury assessment including gait analysis.
12. Describe strength assessment using resistive range of motion, break tests, and manual muscle testing.
13. Describe the use of diagnostic tests and imaging techniques based on their applicability in the assessment of an injury when prescribed by a physician.
14. Describe the clinical signs and symptoms of environmental stress.
15. Describe and identify postural deformities.
16. Explain medical terminology and abbreviations necessary to communicate with physicians and other health professionals.
17. Describe the components of medical documentation (e.g. SOAP, HIPS and HOPS).
Psychomotor Competencies
1. Obtain a medical history of the patient that includes a previous history and a history of the present injury.
2. Perform inspection/observation of the clinical signs associated with common injuries including deformity, posturing and guarding, edema/swelling, hemarthrosis, and discoloration.
3. Perform inspection/observation of postural, structural, and biomechanical abnormalities.
4. Palpate the bones and soft tissues to determine normal or pathological characteristics.
5. Measure the active and passive joint range-of-motion using commonly-accepted techniques, including the use of a goniometer and inclinometer.
6. Grade the resisted joint range-of-motion/manual muscle testing and break tests.
7. Apply appropriate stress tests for ligamentous or capsular stability, soft tissue and muscle, and fractures.
8. Apply appropriate special tests for injuries to the specific areas of the body as
listed above..
9. Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and circulatory status.
10. Document the results of the assessment including the diagnosis.
Demonstrate a musculoskeletal assessment of upper extremity, lower extremity, head/face, and spine (including the ribs) for the purpose of identifying (a) common acquired or congenital risk factors that would predispose the patient to injury and (b) a musculoskeletal injury. This will include identification and recommendations for the correction of acquired or congenital risk factors for injury. At the conclusion of the assessment, the student will diagnose the patient’s condition and determine and apply immediate treatment and/or referral in the management of the condition. Effective lines of communication should be established to elicit and convey information about the patient’s status. While maintaining patient confidentiality, all aspects of the assessment should be documented using standardized record-keeping methods.
Medical Conditions and Disabilities
In order to demonstrate knowledge of the practice of athletic training, to think critically about the practices involved in athletic training, including the ability to integrate knowledge, skill and behavior, and to assume professional responsibility, the entry-level certified athletic trainer must possess an understanding of medical conditions and disabilities associated with physically active individuals.
The cognitive and psychomotor competencies and clinical proficiency should encompass the following body areas:
a. The derma
b. The head, including the brain
c. The face, including maxillofacial and teeth
d. The thorax, including the heart and lungs
e. The abdomen, including the organs, the renal and urogenital systems
f. The eyes
g. The ear, nose and throat.
Learning objectives and outcomes to support recognition and detection, referral, and understanding treatment approaches for medical conditions and disabilities assure that the student is able to:
1. Describe and know when to refer common congenital or acquired abnormalities, physical disabilities, and diseases affecting people who engage in physical activity throughout their life cycle (e.g., arthritis, diabetes).
2. Understand the effects of common illnesses and diseases in physical activity.
3. Describe common techniques and procedures for evaluating common medical conditions and disabilities including taking a history, inspection/observation, palpation, functional testing, special evaluation techniques (e.g., assessing heart, lung and bowel sounds), and neurological and circulatory tests.
4. Describe and know when to refer common eye pathologies from trauma and/or localized infection (e.g., conjunctivitis, hyphema, corneal injury, stye, scleral trauma).
5. Describe and know when refer common ear pathologies from trauma and/or localized infection (e.g., otitis, ruptured tympanic membrane, and impacted cerumen).
6. Describe and know when to refer common pathologies of the mouth, sinus, oropharynx, and nasopharynx from trauma and/or localized infection (e.g., gingivitis, sinusitis, laryngitis, tonsillitis, pharyngitis).
7. Describe and know when to refer common and significant respiratory infections, thoracic trauma, and lung disorders. (e.g., influenza, pneumonia, bronchitis, rhinitis, sinusitis, URI, pneumothorax, hemothorax, pneumomediastinum, exercise-induced bronchospasm, exercise-induced anaphylaxis, asthma).
8. Explain the importance and proper use of a peak-flow meter or similar device in the evaluation and management of respiratory conditions.
9. Describe strategies for reducing the frequency and severity of asthma attacks.
10. Explain the possible causes of sudden death syndrome.
11. Describe and know when to refer common cardiovascular and hematological medical conditions from trauma, deformity, acquired disease, conduction disorder, and drug abuse (e.g., coronary artery disease, hypertrophic cardiomyopathy, heart murmur, mitral valve prolapse, commotion cordis, Marfan’s Syndrome, peripheral embolism, hypertension, Arrythmogenic Right Venricular Dysplasia, Wolf-Parkinson-White Syndrome, anemias [sickle-cell anemia], hemophilia, deep vein thrombosis, migraine headache, syncope).
12. Describe and know when to refer common medical conditions that affect the gastrointestinal and hepatic-biliary systems from trauma, chemical and drug irritation, local and systemic infections, psychological stress, and anatomic defects (e.g., hepatitis, pancreatitis, dyspepsia, gastroesophageal reflux, peptic ulcer, gastritis and gastroenteritis, inflammatory bowel disease, irritable bowel syndrome, appendicitis, sports hernia, hemorrhoids, splenomegaly, liver trauma).
13. Describe and know when to refer common medical conditions of the endocrine and metabolic systems from acquired disease, acute and chronic nutritional disorders (e.g., diabetes mellitus and insipidus, hypothyroidism, Cushing’s Syndrome, thermoregulatory disorders, gout, osteoporosis).
14. Describe and know when to refer common medical conditions of the renal and urogenital systems from trauma, local infection, congenital and acquired disease, nutritional imbalance, and hormone disorder (e.g., kidney stones, genital trauma, gynecomastia, monorchidism, scrotum and testicular trauma, ovarian and testicular cancer, breast cancer, testicular torsion, varicoceles, endometriosis, pregnacy and ectopic pregnancy, female athlete triad, primary amenorrhea, oligomenorrhea, dysmenorrhea, kidney laceration or contusion, cryptorchidism).
15. Describe and know when refer common and/or contagious skin lesions from trauma, infection, stress, drug reaction, and immune responses (e.g., wounds, bacteria lesions, fungal lesions, viral lesions, bites, acne, eczema dermatitis, ringworm)..
16. Describe and know when to refer common medical conditions of the immune system from infection, congenital and acquired disease, and unhealthy lifestyle. (e.g., arthritis, gout, upper respiratory tract infection [URTI], influenza, pneumonia, myocarditis, gastrointestinal infection, urinary tract infection [UTI], sexually transmitted diseases [STDs], pelvic inflammatory disease, meningitis, osteomyelitis, septic arthrosis, chronic fatigue and overtraining, infectious mononucleosis, human immunodeficiency virus AIDS and HIV, hepatitis B, allergic reaction and anaphylaxis, childhood infectious diseases [measles, mumps, chicken pox]).
17. Describe and know when to refer common neurological medical disorders from trauma, anoxia, drug toxicity, infection, and congenital malformation(e.g., concussion, post-consussion syndrome, second-impact syndrome, subdural and epidural hematoma, epilepsy, seizure, convulsion disorder, meningitis, spina bifida, cerebral palsy, chronic regional pain syndrome [CRPS], cerebral aneurysm).
18. Describe and know when to refer common psychological medical disorders from drug toxicity, physical and emotional stress, and acquired disorders (e.g., substance abuse, eating disorders/disordered eating, depression, bipolar disorder, seasonal affective disorder, anxiety disorders, somatoform disorders, personality disorders, abusive disorders, and addiction).
19. Describe a plan to access appropriate medical assistance on disease control, notify medical authorities, and prevent disease epidemics.
20. Describe and know when to refer common cancers (e.g., testicular, breast).
21. Describe and know when to refer common injuries or conditions of the teeth (e.g., fractures, dislocations, caries).
22. Explain the importance and proper procedures for measuring body temperature (e.g., oral, axillary, rectal).
1. Obtain a medical history of the patient that includes a previous history and a history of the present condition.
2. Perform a visual observation of the clinical signs associated with common injuries and/or illnesses including deformity, edema/swelling, discoloration, and skin abnormalities.
3. Palpate the bones and soft tissues, including the abdomen, to determine normal or pathological characteristics.
4. Apply commonly used special tests and instruments (e.g., otoscope, stethoscope, ophthalmoscope, peak flow meter, chemical “dipsticks”, or similar device) and document the results for the assessment of:
a. Vital signs including respiration (including asthma), pulse and circulation, and blood pressure.
b. Heart, lung, and bowel sounds.
c. Pupil response, size and shape, and ocular motor function.
d. Body temperature.
e. Ear, nose, throat and teeth.
f. Urinalysis
Clinical Proficiency
Demonstrate a general and specific (e.g., head, torso and abdomen) assessment for the purpose of (a) screening and referral of common medical conditions, (b) treating those conditions as appropriate, and (c) when appropriate, determining a patient’s readiness for physical activity. Effective lines of communication should be established to elicit and convey information about the patient’s status and the treatment program. While maintaining confidentiality, all aspects of the assessment, treatment, and determination for activity should be documented using standardized record-keeping methods.
Acute Care of Injuries and Illnesses
In order to demonstrate knowledge of the practice of athletic training, to think critically about the practices involved in athletic training, including the ability to integrate knowledge, skill and behavior, and to assume professional responsibility, the entry-level certified athletic trainer must recognize, assess, and treat patients with acute injuries and illnesses, and provide appropriate medical referral. Learning objectives and outcomes in acute care of injuries and illnesses assure that the student is able to:
1. Explain the legal, moral, and ethical parameters that define the scope of first aid and emergency care, and identify the proper roles and responsibilities of the certified athletic trainer.
2. Describe the availability, content, purpose, and maintenance of contemporary first aid and emergency care equipment.
3. Determine what emergency care supplies and equipment are necessary for circumstances in which the athletic trainer is the responsible first responder.
4. Know and be able to use appropriately standard nomenclature of injuries and illnesses.
5. Describe the principles and rationale of the initial assessment including the determination of whether the accident scene is safe, what may have happened, and the assessment of airway, breathing, circulation, level of consciousness and other life-threatening conditions.
6. Differentiate the components of a secondary assessment to determine the type and severity of the injury or illness sustained.
7. Identify the normal ranges for vital signs.
8. Describe pathological signs of acute/traumatic injury and illness including, but not limited to, skin temperature, skin color, skin moisture, pupil reaction, and neurovascular function.