Download 1 I. George Fox University Athletic Training Education Program A

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I. George Fox University Athletic Training Education Program
A. Program Mission Statement
The mission of the George Fox University Athletic Training Education Program is to provide a
comprehensive and thorough athletic training educational experience for each individual, while
providing guidance and leadership that incorporates the values of a Christ-Centered community.
Through the academic course work and Clinical Education experience, the athletic training student
will meet the requirements to receive a Bachelor of Science in Athletic Training Degree and acquire
the needed knowledge and understanding of the six primary athletic training domains to pass the
Board of Certification examination.
B. Objectives of the George Fox University Athletic Training Education Program
1.
To prepare the athletic training student to competently perform the roles and responsibilities
of an entry level athletic trainer as defined by the National Athletic Trainers’ Association.
Goal #1 Each athletic training student will be able to demonstrate an ability to recognize,
evaluate and provide immediate treatment for athletic injuries.
Goal #2 Each athletic training student will be able to demonstrate the knowledge to
competently prevent the occurrence of athletic injuries.
Goal #3 Each athletic training student will be able to demonstrate the knowledge to
rehabilitate and recondition athletic injuries.
Goal #4 Each athletic training student will be able to demonstrate the ability to perform
basic organizational and administrational duties of an entry level athletic trainer.
Goal #5 Each athletic training student will be able to demonstrate the ability to perform
basic educational and counseling duties of an entry level athletic trainer.
2.
To satisfy the requirements needed for the athletic training student to sit for the BOC
Certification Examination.
Goal #1 Each athletic training student will fulfill 1,000 clinical education hours as a athletic
training student.
Goal #2 Each athletic training student will complete the required curriculum to graduate
with a Bachelor’s of Science in Athletic Training degree.
Goal #3 Each athletic training student will become a student member of the National
Athletic Trainer’s Association by the second semester of their second year in the
program.
3.
To adequately prepare the athletic training student with the knowledge to pass the Board of
Certification Examination.
Goal #1 Each athletic training student will successfully complete 48 athletic training clinical
proficiencies as assigned in HHPE 374-379: Athletic Training Praciticums I-VI.
Goal #2 Each athletic training student will be exposed to a variety of sports including
both collision and non-collision type activities.
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Goal #3
Each athletic training student will maintain a minimum grade point average of
2.75 (B-) within the athletic training curriculum.
4.
To provide an athletic training education comprised of material from each of the twelve
athletic training competencies as outlined by the National Athletic Trainers’ Association. Athletic
Training Educational Competencies.
5.
To provide the athletic training student the opportunity to work at least 500 clinical hours
with collision sports.
Goal #1 Each athletic training student will complete at least one full lower extremity and
an upper extremity clinical rotation as the primary athletic training student with
the defined sport.
Goal #2 Each athletic training student will perform a clinical rotation with an affiliated
clinical site to earn experience working with an equipment intensive sport.
Goal #3 Each athletic training student will complete a general medical conditions clinical
rotation.
6.
To provide the athletic training student exposure to other health care professionals.
Goal #1 Each athletic training student will have an opportunity to view a surgical
procedure.
Goal #2 Each athletic training student will spend time observing in a rehabilitation clinic.
Goal #3 Students will receive guest lectures from other allied health care professionals.
Goal #4 Each athletic training student will have an opportunity to shadow an ER physician.
Goal #5 Each athletic training student will observe a Chiropractic Physician.
Goal #6 Each athletic training student will observe a variety of Medical Doctors as they
complete their general medical rotation.
II.
Student Role in Athletic Training
As an allied health care profession, athletic training incorporates a clinical educational component as
well as a standard coursework educational component into the entire educational experience. As
part of the clinical education experience, you will be expected to complete a minimum of 800
clinical hours, under the direct supervision of a variety of clinical instructors. Your clinical
instructor will serve as a mentor to you, helping you acquire clinical skills, facilitating your
application of knowledge, and guiding your clinical decision making. During your clinical education
you will participate in the prevention, evaluation, management, treatment, and rehabilitation of
athletic injuries. Throughout your partnership with your clinical instructor, you will be given
greater independence in making clinical decisions, but you are to consult with your clinical
instructor prior to initiating any treatments. Be creative, but do not overstep your boundaries.
Know your limitations and excel within them, while attempting to minimize your weaknesses.
You will have an opportunity to learn many athletic training techniques within your course work.
The only way to become competent at these techniques is to practice. In the athletic training
room, do not shy away from the opportunity to perform an evaluation or perform a
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treatment. Take advantage of any chance you may have to put into practice techniques learned in
the classroom while working in the athletic training room.
You will be expected to maintain academic success in the classroom by maintaining a minimum of a
2.75 GPA within your major, and a cumulative GPA of 2.5. You will be expected to attend all
classes within the curriculum and engage yourself in clinical rotations. Skipping class and clinical
experience will not be tolerated. Our goal at George Fox is to make you a competent athletic
trainer and prepare you for a position in a profession that requires a sense of discipline and
responsibility.
You should be committed to attaining certification from the National Athletic Trainer’s Association
Board of Certification, and committed to attaining success in the classroom and the athletic training
room.
IV.
Expected Qualities of the George Fox Athletic training student
1.
2.
3.
4.
Dependability - When given an assignment, you can be counted upon to fulfill that
assignment without being continually reminded.
Loyalty - You must be loyal to the athletic department, the coaches, the athletes,
the athletic trainers, and the other Athletic Training Students. You may not always
agree with everything one of the aforementioned says or does, but you should
never criticize or talk behind their back to the student athletes.
Discretion – As an athletic training student, you may gain access to confidential
medical information and personal contact information. You are expected to abide
by legal standards (HIPAA), sharing protected health information only with parties
who must know it to provide appropriate care. You are expected to employ good
decision making skills and to be good stewards of the resources you have access to.
Professionalism - This quality encompasses all others. A professional dresses
appropriately in the athletic training room and at practices and games; is always
available and on time; is constantly working to improve on all skills; and respects
the confidentiality which is expected by all athletes, supervising athletic trainers,
coaches and peers.
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V.
Clinical Education Policies and Procedures
A. Clinical Education Prerequisites
1. Meet Technical Standards Guidelines – This includes the passing of a physical performed by
a Medical Doctor during pre-season physicals.
2. Bloodborne Pathogen Training - Before you may begin your Clinical Education, you must
have received bloodborne pathogen training. The training is provided yearly in the month
of April. A student may refresh their training at any time by seeing the program director
and taking an online bloodborne pathogen training course.
3. Hepatitis B Vaccination - You must show documentation that you have either begun or
received the Hepatitis B Vaccination.
4. Purchase Liability Insurance - All athletic training students will be charged a fee that helps
pay for liability insurance provided by the University that will cover you during your
Clinical Education.
5. Automotive Transportation – All students must have automotive transportation by the first
semester of the second year they are in the program. Transportation expenses are the
responsibility of each athletic training student. Examples of such expenses include mileage
to and from off-campus affiliated clinical sites.
B. Daily schedule
Punctuality is a critical professional skill. You will set your schedule with the Program
Director at the beginning of the semester in order to ensure you meet the clinical
experience requirements of your practicum course. If you arrive more than 15 minutes late
to your scheduled clinical experience, you will be expected to complete the hours, but will
not receive credit for them.
The athletic training treatment center will typically be open Monday through Friday at
2:00 PM and will close at approximately 6:15 PM. Students assigned to intern in the
athletic training treatment room should arrive at 2:00 PM. Students assigned to intern
with a team should arrive at 2:30 PM or 1 hour prior to the start of practice if the team is
on an unusual schedule. Everyone must adhere to these times. Taping will generally start
one hour before practice begins. Students should arrive at least two hours before game
time unless noted otherwise.
C. Clinical Schedule
You will set your clinical experience schedule with the Program Director at the beginning
of the semester. You should submit to the program director any possible dates that you
anticipate conflict. Be aware that clinical experience may occur on holidays and weekend
hours that the general student body will have off. Please check with the athletic training
staff before finalizing vacation plans.
If because of an emergency you cannot keep your schedule, you must call the athletic
training room as soon as possible and leave word of your situation. If you cannot talk to
your clinical instructor in person, please email your CI, as well as the Clinical Coordinator.
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Do not schedule meetings with students or professors that conflict with your clinical
experience. You may be excused from your scheduled clinical experience in the event of
illness (see communicable disease policy, section V- K, p 11), family emergency, or
documented visits to health care providers. Any athletic training student that misses more
than one unexcused scheduled workday will be placed on probation. If a third
unexcused absence occurs, the student will be removed from the athletic
training program.
D. Athletic Training Room Procedures
The taping cabinets should be stocked at the beginning of the shift and the whirlpools
should be cleaned, sanitized, and filled. The cold whirlpool should be at a temperature
between 50-60° F and the warm whirlpool should be between 100-105° F.
At 4:00 PM daily, the hot whirlpool should be drained and filled with cold water unless
otherwise noted by a certified athletic trainer. At the end of the shift, the whirlpools
should be drained and cleaned. Use the disinfectant cleaner next to the whirlpools. All
tables and counters must be cleaned and the laundry should be changed.
Disinfectant for the treatment tables and counters can be found under the sink in both the
treatment room and taping room. Tables should be sprayed and wiped down between
each treatment, as well as when the training room is closed for the evening. If tables are
used for practicing clinical skills after training room hours, tables should be cleaned by the
athletic training student using the equipment before leaving.
You should wash your hands upon entering the athletic training room, between each
treatment you provide, and upon leaving the athletic training room.
Never leave the athletic training center open and unattended. If all athletic training room
personnel must be out of the athletic training room during regular hours, a note should be
placed on the door indicating where the athletic trainer can be located. At the end of the
day, the treatment room door, the taping room door and the storage room door should all
be shut and locked.
Your may use your key to the athletic training room after hours to access books, models,
and supplies to practice your clinical proficiencies. You are never to provide treatment to a
student or athlete without a certified staff member present.
All telephone calls should be limited to one minute if they are not related to an athletic
injury. Athletes should not use the telephone in the athletic training room.
The athletic training room is not a place for social events. Athletes who have been treated
should leave the athletic training room immediately following treatment. By the same
token, you should not plan to receive visitors during your clinical education experience.
This will distract you from potential learning opportunities.
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Every athlete being treated should be greeted upon arrival and logged in daily on the
computer. An athletic training student may be asked to stand at the door to see that all
athletes are logged in. The order of treatments will strictly follow the order of names on
the spreadsheet. If an athlete does not log-in, they do not get treated. If the taping or
treatment rooms becomes crowded with too many athletes, they should be told to wait
outside and called in based upon their position on the log-in sheet. On occasion, if an
athlete is late for a road trip and must be taped before they leave or their practice is in
progress, they may be taped out of order. Tardiness to practice is not a legitimate excuse
for taping out of order.
Treatment protocols and return to play decisions are to be determined only by a certified
staff member. An athlete presenting with a new illness or injury should be brought to the
attention of a staff member as well, though you will probably be given the opportunity to
complete their evaluation. As an athletic training student, you are encouraged to dialogue
with athletes, and report pertinent information to your supervising staff athletic trainer.
E. Practice Behavior
The athletic training student will be available at the site of at least five minutes prior to the
beginning of practice. Inclement weather is not an excuse for staying indoors. When
observing a practice, athletic training students should be making the most of every
opportunity.
Always arrive on the field before the practice begins and always stay through the end.
Provide a medical kit, water and ice to the practice site. Always carry gauze pads,
bandages, scissors, protective examination gloves and cell phone with you. Remember
that athletic injuries occur on the playing field, not in the athletic training room.
Do not play with equipment, text message, or read newspapers, magazines or textbooks
while at practice. During low-incident practice times, students may be encouraged to
spend the time working on clinical skills (practicum check-offs).
F. Event Behavior
Athletic training students will be encouraged to attend as many athletic events as possible
without compromising academic performance. Most events are limited to three athletic
training students working at once. The more exposure to the games you can get, the more
you will learn.
For basketball and volleyball coverage the athletic training students will be the athletic
training representatives on the bench. The athletic training students must provide ice,
water and a bloodborne pathogen kit for both the home and visiting teams. Athletic
training students should be on-site have these supplies available no less than half an hour
prior to game time.
At no time should an athletic trainer make critical comments regarding an athlete’s
performance, the coach’s game plan or an official’s call. Only comments of a positive or
encouraging nature should be made to the athlete. Remember, as an athletic trainer, you
would not want the coach or athlete to tell you how to do your job; do not make
comments about their performance.
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Do not be afraid to cheer for your team, but do not become so emotionally involved that
you lose sight of why you are there. It is critical that you remain alert throughout the
game, anticipating the needs of the athletes watching them for any signs of distress.
G. Visiting Team Hospitality
If the visiting team is traveling with either a team physician or athletic trainer, they will
handle the injury according to their own policies. The facilities at George Fox should be at
their disposal. If the visiting team is traveling with neither an athletic trainer nor physician,
offer your assistance to the coach prior to the beginning of the contest. The coach will
always have the ultimate responsibility of their athletes; therefore the coach should make
any final decisions.
Prior to the start of an event, the athletic training students should introduce themselves to
the opposing teams athletic trainer and coaches. During the introduction, inform the
athletic trainer or coach of all services available to them. If a visiting athlete is injured
while at George Fox University, they will be given the same medical attention as if they
were a George Fox athlete.
Athletic training students may be assigned to work as hosts to the visiting teams for
volleyball and basketball games. The athletic training student will stand next to the water
station and provide water, ice, and any assistance requested by the visiting team. Host
athletic training students should make themselves available to the visiting team at least 30
minutes prior to the start of the event. In the event that a visiting athlete needs medical
assistance, summon a staff member to assist you.
H. On-Field Injury Management
When an injury occurs in an area of the field you are observing, go to the injured player as
quickly as possible in a controlled manner. If you are working soccer, be sure to get the
referee’s permission before stepping onto the field unless it appears to be a life-threatening
situation. Be calm and do not overreact. Do not move the athlete, especially if he/she is
unconscious or you suspect a head or neck injury. Athletic support personal (i.e., coaches
and referees) will sometimes get excited, so above all, never let them pressure you into
moving an athlete until you are ready to do so. Politely reassure the person that you will
quickly evaluate the situation, and continue your examination. Never get excited and lose
your head, as this will cause other people around you to become excited as well. To do
your job efficiently, you must remain calm and undisturbed. Before every practice, review
how you would handle an emergency situation in your head so that you will be prepared
when it does occur. Refer to the Emergency Action Plans for each GFU venue in this
manual.
I. Collision Sport Experience
George Fox University does not offer many opportunities to work collision sports on
campus. Experience working a variety of collision sports is important when applying for
athletic training jobs and provides valuable learning opportunities.
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Athletic Training Students participating in a fall intercollegiate sport at GFU will complete
a football clinical experience at Portland State University during the spring football season
during their second and third year in the ATEP. If a student works at PSU in the spring,
they must work the entire five week time period which may go through the second week of
May. Fall sport students are also strongly encouraged to work at the Les Schwab Bowl
High School All Star Football Game and preceding practices in the month of June.
You will be provided with opportunities to work other collision sports such as wrestling,
lacrosse and rugby. Second and third year athletic training students will be assigned to a
minimum of two wrestling events off campus. If you remain in the Portland area during
the summer months, you may have an opportunity to intern as an athletic training student
at the St. Paul Rodeo and the Les Schwab Bowl High School All Star Football Game.
J. Communicable Disease Policy
During the course of the school year, you may develop an active communicable disease. To
protect the athletes and other athletic training students from contracting a communicable
disease the following precautions must be followed.
• At all times, students must wash their hands before and after any contact with an
athlete, and between patients.
• The Athletic Training Staff reserves the right to dismiss any student for the day that
may put another student at risk.
• The student should not report to their clinical experience opportunity if any of the
following conditions exist:
Any condition in an infectious state
Acute phase of an upper respiratory infection
Persistent, uncontrolled cough
Brown or green discharge from nose, with fever
Acute sore throat
Stiff neck or headache with fever
Fever over 100.5°F
Vomiting within the previous 24 hours
Diarrhea (three watery stools within the course of a day)
Acute phase of mononucleosis (sore throat, fatigue)
Conjunctivitis or colored drainage from the eyes
Antibiotic treatment for less than 48 hours
Open wounds/Infectious skin disorders
K. Student Liability Insurance
Students that have been accepted into the Athletic Training Education Program will be
charged a yearly fee to cover liability insurance for the student. The liability insurance
chosen by George Fox University will provide up to $2,000,000.00 of liability coverage
for each student claim with an aggregate limit of $5,000,000.000. The program
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administrator of the insurance is Healthcare Providers Service Organization and the
Insurance is provided by American Casualty Co. A copy of the Certificate of Insurance
Occurrence for each student is located in the student file in the Program Directors office.
Generally, the student fee is approximately $20.00 per year.
L. Work-Study
Work-study may be available to second and third year Athletic Training Students if they
qualify under federal standards for federal work-study. Students must submit an
application for work-study to the head athletic trainer by the designated deadline, which is
generally April 15. Applications received after the deadline will not be considered unless
additional hours remain available. The Athletic department is granted 40-50 hours a week
to divide up amongst Athletic Training Students. The number of hours of work-study
awarded per week will depend upon the number of qualified students in the ATEP.
Efforts will be made to give as many hours as possible to each student that qualifies.
Returning Athletic Training Students that have previously qualified for work-study in the
program will be granted first priority in the awarding of work-study followed by third year
students in the ATEP that have not previously received work-study. Returning students
will be granted hours that are equivalent to the previous year or higher up to 10 hours a
week. Applicants in the second year of the ATEP will be considered for work-study if
hours remain available. Remaining hours will be divided amongst qualified second year
applicants.
Athletic Training Students may not count any hours associated with their clinical education
as work-study hours, i.e., any time connected to the practicum series. The athletic
training responsibilities performed within the scope of clinical education may not be
considered when completing work-study time cards. Time designated specifically for
clinical competency check-off may not count as work-study.
All work-study time cards must be submitted to the head athletic trainer at the end of the
month.
M. Dress and Appearance Code
When working as an athletic training student you will be expected to dress professionally
during your clinical experiences. Use common sense when dressing: wear clothing that is
modest and functional. Closed-toed shoes are mandatory at all times in the Athletic
Training Room. In addition, do not wear shoes that you cannot quickly move in. If you are
working outside, dress appropriately.
You must always wear a shirt with the George Fox Athletic Training logo. When working
at Volleyball or Basketball games, dress in clothing that is consistent with the coaching
staff's standards (i.e., no jeans or athletic shoes at basketball games).
Skirts, clothing with holes or stains, open toed shoes and pumps are prohibited attire
during your clinical experience. You should also take steps to ensure that your midriff does
not show during the course of athletic training activities; make appropriate use of belts and
undershirts.
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Rain gear and cold weather jackets are available for your use during inclement weather.
These jackets are not for personal use; therefore you should return them following the
completion of the event or practice you are working.
N. Travel Supplies
Though athletic training students will not be traveling independently with teams, you should assist
in packing travel kits. Below is a list of items that should be included.
Taping Supplies
Prewrap
Tape adherant spray
Heel and Lace Pads
1.5 inch white tape
2 & 3 inch Lightplast
1, 2, & 3” Elastikon
Coveroll
Leukotape
Skin Lube
Bloodborne
Pathogen Supplies
Exam Gloves
Q tip applicators
Tongue Depressor
Thermometer
Medications
NSAIDs
Tylenol
Allergy Medications
Antacids
Miscellaneous
Second skin
Eyewash
CPR Mask
Save-a-Tooth
Flexall 454
Eucerin
Sugar
Kleenex
Head Injury Forms
Lighter
Padding Assortment
Chapstick
Shoelaces
Extra Ice bags
Cotton Balls
Gauze Pads
Disinfectant
Biohazard bags
Steri-strips
Adhesive Bandages
Antibiotic Ointment
Nose Plugs
Hydrogen Peroxide
Hibiclens
Wraps and Splints
6” single wrap
6” Double wrap
3 or 4” wrap
Overnight Road Trip
Crutches
Team Insurance
Binder
Record Keeping
Sam Splint
Finger Splint
Sling
Instruments
Scissors
Sharks
Syringe
Penlight
Tweezers
Scalpel
Finger Nail Clippers
Safety Pin
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O. Athletic Training Room Computer
The athletic training room computer serves two purposes: The maintenance of
medical records and for student educational purposes. Each day, athletic injury
evaluations and daily treatments must be recorded. See the section on medical
records for a more detailed description. The treatment center also maintains
education software that is available to the athletic training students. The
educational software was purchased for the students to be used as an adjunct to the
regular curriculum and may be used anytime during the day as long as the
computer is not being used for recording injury data. During assigned treatment
center hours, do not use the computer for educational purposes if athletes are
present and they require athletic training services. Do not use the training room
computer for other personal uses, i.e., checking e-mail during normal treatment
times.
P. Student Hour Log
The ATEP accrediting body requires that the students clinical rotations include
four different defined categories: Upper Extremity Sports, Lower Extremity
Sports, Equipment Intensive Sports and General Medical Conditions. George Fox
University Athletic Training Students will generally complete their degree having
accumulated a minimum of 1,000 hours of clinical experience. Generally the more
clinical experience you receive, the more opportunities you will have to put skills
you have accumulated in the didactic environment into effect.
It is critical that you maintain an accurate record of your hours. At the end of each
work day, the last thing you should do before leaving the athletic training room is
record your hours for the day in the computer hour log located in the AT privacy /
AT student study room. Make it a habit to do this every day. Round your time to
the nearest quarter hour. For example, if you worked 4 hours 20 minutes, record
it as 4.25 hours. Do not get into the habit of trying to determine your hours every
couple of weeks.
At the completion of each semester, fill out a Semester Summary by Clinical Experience
hour log, which will be used to keep track of clinical hours per sport per month.
The program director will also complete an AT Program Clinical Experience Tracking
Table at the end of each semester. The table will be completed to ensure that
athletic training students receive appropriate clinical time in a variety of sports.
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Q. Journals / Case Studies
A Journal should be maintained throughout your Clinical Education experience. At
the end of each week, an entry should be made into the Journal. The information
you contribute should include a summary of the previous weeks experiences and
self-reflection. In addition, you should further explore information regarding the
experience and any injury that you may have witnessed or helped with. The writeup should include mechanisms, signs and symptoms, and treatment plans for the
respected injury. Each week, you must share your journal entry with you
practicum instructor at a predetermined time. At the end of each week, a copy of
the journal entry should be placed in your Athletic Training portfolio and a copy
should be turned into the program director through email.
Aside from your weekly journal articles, each month a new case study regarding an
athletes’ current athletic injury situation should be written. Within the case study,
you should explore and write about the mechanism of injury, the way the injury
was initially treated and how the athlete’s rehabilitation process has gone.
R.
S.
Injury Discussion
Do not give any injury information to anyone other than coaches, athletic trainers
or physicians. If you are asked questions regarding an athlete's playing status, refer
the questions to a staff athletic trainer. The staff athletic trainers, team physician,
or coaches will handle all public comments about an athlete's health.
Injury Reporting & Record Keeping
All injuries should be discussed with the head and/or assistant athletic trainer as
well as the head coach and/or assistant coaches. All injuries must be recorded on
an injury report form precisely and completely. Follow-up information in
progress notes for all injuries should be included. All treatments must be recorded
within the record book following a treatment.
The injury report form follows a logical progression patterned after SOAP notes.
SOAP is an acronym for Subjective, Objective, Assessment, and Plan.
Subjective information is anything the athlete tells you about the injury to help
them describe it. (I.e., “The pain felt like an 8 on a scale of 1 to 10”) Objective
information is related to observed physical findings you make during your
evaluation. (I.e.,“echymosis”) Assessment refers to your perceived assessment of
the injury and Plan refers to what you plan on doing for the injury.
Upon completion of the report form, a certified athletic trainer should review the
form with you. If an injury occurred during a game, do not forget to record the
injury following the game. The completed form should be deposited in the to be
filed box next to the computer so that the information may be input.
Following the initial evaluation, which should be recorded on an injury report
form, treatments should be recorded on a daily exercise flow sheet. Always
record the date of treatment as well as the initials of the athletic trainer performing
the treatment. If you believe changes in the rehabilitation protocol are warranted,
discuss the potential changes with a certified athletic trainer if possible prior to
administering those changes. Upon completion of the treatment, return the flow
sheet to the athlete’s file. (See Figures 4-4 through 4-7)
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All medical records must be recorded in the training room computer. Work study
students are responsible for recording the daily medical records into the computer.
Take the completed treatment records from the "to be filed" box and enter the
information into the computer. When the record has been recorded in the
computer, the record sheet should be returned to the athlete's file in the medical
record cabinet.
All athletes should also input their name to a sign-in page on the main ATR
computer. First year Athletic Training Students may be asked to attend to the
computer at the door. An athlete should not receive a treatment until they have
logged in.
Every time a medication is administered, it must be recorded in the athletes file on
the Over the Counter (OTC) Medication Administration Record Form (See Figure
4-9). Record forms are maintained in a notebook in the training room. If on the
road, the administration of the medication must be recorded on the Team OTC
Medication Administration Record Form (See Figure 4-10) and in the athletes file
upon return.
If an athlete is given an OTC medication for the first time, they must be referred
to read the indications and contraindications located on the medication label.
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8. Commonly Used Abbreviations
AROM
Active Range of Motion
LE
Lower Extremity
AC
Acromioclavicular
MEDS
Medications
ADL
Activities of Daily Living
MMT
Manual Muscle Testing
AT
Athletic Training
NKA
No Known Allergies
ASIS
Anterior Superior Iliac Spine
NWB
Non-Weight Bearing
BID
Twice a Day
ORIF
C/O
Complains of
CP
Cold Pack
CPR
Cardiopulmonary
Resuscitation
CWI
Crutch Walking Instruction
*CX
Crutches
D/C
Discharge or Discontinue
DTR
Deep Tendon Reflex
DVT
Deep Vein Thrombosis
DX
Diagnosis, Dislocation
PT
Physical Therapy
ES (INF)
Electrical Stimulation
Pt.
Patient
FWB
Full Weight Bearing
PWB
Partial Weight Bearing
FHX
Family History
QD
Once daily
FX
Fracture
QID
4 times a day
HP
Hot Pack
R/O
Rule out
HTN
Hyperextension
RROM
Resistive Range of Motion
HX
History
RX
IM
Ice Massage
Prescription, including therapy
& treatment
IP
Ice Pack
SLR
Straight Leg Raises
LBP
Low Back Pain
Open Reduction/
Internal Fixation
OT
Occupational Therapy
PNF
Proprioceptive Neuro-Muscular
Facilitation
P.O.
Post-Operatively
Pre-op
Pre-Operatively
PRE
Progressive Resistance Exercise
PMH
Past Medical History
PROM
Passive Range of
Motion
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R
Right
SOAP
Subjective, Objective
Assessment, Plan
L
Left
SX
Symptoms, Surgery
*B
Bilateral/Both
TENS
Transcutaneous Electrical
Nerve Stimulation
TID
Three times a day
TTWB
Toe Touch Weight Bearing
TX
Treatment
UE
Upper Extremity
US
Ultrasound
WBAT
Weight Bearing as Tolerated
WNL
Within Normal Limits
WP
Whirlpool
Change/Difference
<
Less than
>
Greater Than
Increase
Decrease
With
Without
After/Post
*S/P
Status Post
1°Primary
2°Secondary
X
Times
a
Before
16
T. Taping
When you tape an athlete, do not let the athlete dictate to you the type of tape or
technique you will use. Do not use the Elastoplast or Lightplast type tapes unless
the athlete is recovering from an acute injury or extra stability is needed. Recent
research has shown that ankle braces are more effective than ankle taping over the
length of a practice. When taping for prevention purposes, attempt to persuade
the athlete to wear ankle braces instead of taping.
U. Modalities
1. Ultrasound
Athletic training students may only use the ultrasound machines in the training
room after they have completed the Therapeutic Modalities course or have
received proper in-service training and have been approved by a clinical instructor.
If you have not been approved to use the machine you must have a certified athletic
trainer or another student who has taken the course perform the treatment.
Athletes may attempt to abuse the use of the ultrasound machines. Absolutely no
athlete is to administer ultrasound upon him or herself. Ultrasound is only a small
component in the rehabilitation process; therefore other rehabilitation techniques
should also be administered. If an athlete is not completing their other assigned
rehabilitation components, than ultrasound treatments should not to be given. If
you have a problem with any athlete concerning this policy, refer them to a
certified athletic trainer.
Occasionally, the team physician will recommend using hydrocortisone with an
ultrasound treatment. Do not use the hydrocortisone, unless the physician
recommends it.
2. Electrical Muscle Stimulation (EMS)
Athletic training students may only use the EMS machines in the training room
after they have completed the Therapeutic Modalities course or have received
proper inservice training and have been approved by a clinical instructor. If you
have not been approved to use the machine you must have a certified athletic
trainer or another student who has taken the course perform the treatment.
V. Pharmacology
Before an athletic training student may distribute an OTC medication to an
athlete, the student must pass off on a pharmacology competency examination
with a certified athletic trainer or have taken HHP 384, Pharmacology in Athletic
Training. The pharmacology examination must be passed prior to traveling with
an athletic team since medication distribution may be a necessity.
As athletic trainers, we may only distribute over the counter medications to our
athletes. For liability reasons, it is important to know basic terminology and how
our distribution is affected by DEA regulations. When a single dose of medication
is distributed for immediate consumption, it is referred to as Administering.
When more than one dose of a medication is distributed, it is referred to as
Dispensing. One must have a license through the DEA to dispense medications.
George Fox University does not have a license to dispense medications; therefore
we may only administer single doses of a medication. If a physician orders more
than a single dosage of a medication, it is the responsibility of the athlete to
purchase the medication from a drug store.
The following information must be on the packaging of the medication being
distributed: Name of medication, name and address of manufacturer, net contents,
name and quality of active ingredients, name of any habit forming substance,
indications and contraindications. If the information is not available, do not
distribute the medication.
See record keeping policies for the proper recording procedures of medications.
W. Membership
As an athletic training student, you should take pride in your chosen profession.
Part of being a professional is becoming a member of the professional organization
that acts as the governing body. The National Athletic Trainer’s Association offers
opportunities for athletic training students to become Student Members of the
National Athletic Trainer’s Association. I encourage each of you to become a
member by your junior year.
You can become a member by writing to the National Athletic Trainer’s
Association online at nata.org
X. Clinical Evaluations
At the conclusion of an academic semester, students will perform anonymous
evaluations of the approved clinical instructor they have worked with. Each
student will be given the evaluation form from the program director within the
final week of the semester. The forms should be returned anonymously to the
program director’s HHPE department mailbox within one week of receiving the
form. The evaluations are used to improve teaching and clinical supervision
effectiveness. The student is responsible for completing an evaluation of each of
the George Fox University approved clinical instructors, as the student will have
worked with all GFU ATC’s throughout the semester. Students will complete an
evaluation of any affiliated clinical instructor they may have worked with at the
conclusion of the rotation. The evaluations will be turned in to the ATEP director
and then forwarded to the ACI for review. For affiliated ACI's that have been
reviewed by more than one student, summative evaluative scores will be
calculated and shared with the ACI as well. In addition to the ACI evaluation
form, students are also required to complete an evaluation of the affiliated clinical
site and educational resources. The program director will address low scores with
the ACI. Upon review, the program director will work with the ACI to make any
necessary changes needed to improve the ACI’s or the affiliated site’s effectiveness.
The clinical instructor will also write clinical evaluations for each student in the
middle and end of the semester. The student should schedule a meeting with the
program director at the end of each semester to discuss the clinical evaluations.
Students should also attempt to schedule a meeting with each of their
clinical instructors at the conclusion of a clinical assignment to discuss the
experience.
17
18
Y. Portfolio
Each student in the program is expected to maintain a working portfolio. The
portfolio is designed to work as a tool that will help you to document your didactic
and clinical academic experiences as you progress through the program. It will be
used by you and the program director as a tool to evaluate your progression in the
program. In addition, it may also serve as a self-promotion tool that you can share
with potential employers to demonstrate your accomplishments in the athletic
training education program The portfolio will be individualized and may be as
thorough as you would like to make it, but should also contain at a minimum, the
following documents:
1.
2.
3.
4.
Copies of Clinical Evaluations
Copies of Journal Entries
Copies of Injury Evaluations
Suggested Optional Entries
a. Copies of Examinations
b. Copies of Athletic Training Related Handouts
c. Copies of Work Schedules
d. Copies of Completed Clinical Hour Forms
In addition to the Portfolio, each student should keep a separate notebook(s) with
the clinical assessment evaluations of each of the practicum clinical proficiencies.
19
Z. Bloodborne Pathogens
Bloodborne pathogens are pathogenic microorganisms that can potentially cause disease
and are present in human blood and other body fluids, including semen, vaginal secretions,
cerebrospinal fluid, synovial fluid, and any other fluid contaminated with blood. The two
most significant bloodborne pathogens are HBV and HIV. (Arnheim & Prentice, Principles of
Athletic Training, 10th ed.)
All athletic training students must receive Bloodborne Pathogen training prior to beginning
work in the GFU athletic training room and on a yearly basis. Bloodborne Pathogen
training is presented by the athletic training staff on a yearly basis at the end of the spring
semester. All students within the ATEP must attend the training annually. Training is also
administered by the plant services staff and is offered to all students through the work study
safety training. If you have not received the safety training in conjunction to a work-study
job, you must take this training before working in the athletic training room. Freshman
athletic training students may observe in the athletic training room without the training,
but they may not perform any function that will put them in contact with bodily fluids that
may spread a bloodborne pathogen.
When handling a bloodborne pathogen the athletic training student must practice universal
precautions as described by the Occupational Safety and Health Administration (OSHA).
The following guidelines must be adhered to in the athletic training room and practice
sites:
1. Protective nitrile gloves should be carried at all times while attending practice
and games.
2. Sterile Gauze should be carried at all times when observing practices and
games.
3. Gloves must be worn at all times when you may come in contact with a
bloodborne pathogen, including the use of a sharp instrument for blister care.
4. At all practices and games, available equipment for handling bloodborne
pathogens must be available. A bloodborne pathogen kit should be made
available to both teams' at all athletic contests. See Figure 5-1 for a complete
listing of all supplies required.
5. Gloves and soiled garbage should be disposed of in the biohazard receptacle
located in the taping room. Do not throw sharps into the biohazard receptacle.
Soiled garbage at the athletic fields must be disposed of in a red biohazard bag
and brought to the taping room for disposal in the biohazard receptacle.
6. All sharp instruments must be disposed of in the sharps container located in
the taping and treatment rooms.
7. Soiled athletic clothing must be cleaned with hydrogen peroxide and
disinfected using the Formula 4 or Cavicide disinfectant.
8. Soiled flooring and tables should be disinfected using the Formula 4, Cavicide, or
Vionex disinfectant and than scrubbed with the Formula 10 cleaner or a solution
of one part bleach to ten parts water. Cleaning should take place immediately
following the contamination.
9. Soiled laundry must be washed in hot water (159.8°F) for at least 25 minutes
using a detergent that deactivates the HIV and HBV viruses.
20
All athletic training students must receive a Hepatitis B Virus (HBV) vaccination.
Documentation of this immunization shall be submitted to the Program Director. HBV is a
major cause of viral infection that may lead to liver damage, liver cancer and even death.
Each year it is estimated that 200,000 people become infected with the virus and about
1.25 million people in the United States have chronic HBV. Vaccinations for HBV will
occur during the first year that the athletic training student is in the program. The student
must pay for the vaccination and they will not be allowed to work until the vaccination is
begun. The vaccination involves a series of three doses. The first dose will be
administered during fall pre-season physicals to the first year athletic training student. The
second dose must be received 1 month after the first dose. The third dose is received 2
months after the second dose. All three doses are needed for full and lasting immunity.
The campus nurse at the GFU health center will administer all doses. Students may not
begin their clinical experience until they have either received or begun the
HBV vaccination series.
Bloodborne Pathogen Kit Supplies
1. Vionex Towelettes
2. Formula 4
3. Formula 10
4. Sterile Gauze
5. 3/4" adhesive bandages
6. 1" adhesive bandages
7. Fingertip adhesive bandages
8. Knuckle bandages
9. Telfa "Ouchless" Adhesive Dressings
10. Nasal Plugs
11. Prewrap
12. 3" Lightplast tape
13. Andover Powerflex tape
14. Biohazard waste disposal bags
21
AA. GFU Emergency Action Plans
1. EMERGENCY ACTION PLAN COVER SHEET
Each Emergency Action Plan (EAP) assumes 3 Athletic training students (ATS) are in
attendance. The role of the ATS’s should generally follow the pattern below.
Team (Second Year) ATS: Role and Responsibilities
* Give care under the direct supervision of the ATC.
* Understand that if the injury appears to be beyond the competency level of the
Team ATS, the ATC may take over at any time.
* If the injured athlete is transported, the Team ATS will generally travel with
the athlete to the hospital or physicians’ office.
* Complete injury report.
* Within 48 hours of each incident the Team ATS will meet with the ATC who
covered the event in order to review the evaluation process and the injury
report.
2nd ATS: Role and Responsibilities
* Make 9-1-1 call
* Obtain insurance information
* Assume role as primary ATS
3rd ATS: Role and Responsibilities
* Open gate and direct EMS personnel to the injured athlete
(Usually level 1)
22
2. WHEELER SPORTS CENTER EMERGENCY ACTION PLAN
1. The 2nd ATS should make the call to (9) 9-1-1 through the athletic training treatment center
phone using a phone line in the athletic training room. If the game is broadcast on the radio
you must use the phone line that is not being used for the broadcast.
The following information must be provided to the 9-1-1 operator:
A. Type of emergency information
B. Type of suspected injury
C. Present condition of the athlete
D. Current assistance being given
E. Location of telephone being used
F. Exact location of emergency – Direct emergency services to the emergency access
driveway along Fulton. (Cross streets: Villa & Fulton)
2. The 2nd ATS should also obtain the insurance information of the injured athlete.
3. The 3rd ATS at the event or practice should open the gate along Fulton Ave. that accesses the
fire lane to Wheeler Gymnasium. Wait at the gate to direct the emergency personnel. The
student should acquire the key to the lock from the ATC.
4. The team ATS assigned to the event or practice should accompany the injured athlete to the
hospital.
5. If 9-1-1 has been activated the emergency personnel will take on full responsibility of the
situation upon their arrival. Emergency Medical Technicians will have the final say in how the
athlete is to be treated and transported. All athletic training personnel must be ready to assist
the EMT’s.
6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents and
the athletic director.
23
3. COLCORD FIELD EMERGENCY ACTION PLAN
1. The 2nd ATS should call 9-1-1 using the cell phone. If the cell phone is not available
call from the athletic office or the treatment center through radio relay.
The following information must be provided to the 9-1-1 operator:
A. Type of emergency situation
B. Type of suspected injury
C. Present condition of the athlete
D. Current assistance being given
E. Location of telephone being used
F. Exact location of emergency – Direct emergency services to campus
entrance at Center St. & North St.
2. The 3rd ATS attending the event or practice should move to the campus entrance at
Center St. & North St. and direct the emergency personnel to the gate entrance of the
track.
3. The 2nd ATS should obtain the insurance information for the injured athlete. The
information should be located with the medical kit on-site.
4. The team ATS should travel with the athlete if there is need for transport.
5. If EMS has been contacted the emergency personnel will take full responsibility of the
situation upon their arrival. Emergency Medical Technicians will have the final say in how
the athlete is to be treated and transported. All athletic training personnel must be ready
to assist the EMT’s.
6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents
and the athletic director.
24
4. TENNIS COURTS EMERGENCY ACTION PLAN
1. The 2nd ATS should call 9-1-1 using the cell phone. If the cell phone is not available
call from the athletic office or the treatment center through radio relay.
The following information must be provided to the 9-1-1 operator:
A.
B.
C.
D.
E.
F.
Type of emergency situation
Type of suspected injury
Present condition of the athlete
Current assistance being given
Location of telephone being used
Exact location of emergency – Direct emergency services to campus
entrance at Center St. & North St.
2. The 3rd ATS covering the event or practice should move to the campus entrance at
Center St. & North St. and direct the emergency personnel to the tennis courts.
3. The 2nd ATS should obtain the insurance information for the injured athlete. The
information should be located with the medical kit on-site.
4. The 2nd ATS should travel with the athlete if there is need for transport.
5. If 9-1-1 has been contacted the emergency personnel will take full responsibility of the
situation upon their arrival. Emergency Medical Technicians will have the final say in how
the athlete is to be treated and transported. All athletic training personnel must be ready
to assist the EMT’s.
6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents
and the athletic director.
25
5. BASEBALL & SOCCER FIELD EMERGENCY ACTION PLAN
1. The 2nd ATS should call 9-1-1 using the cell phone. If the cell phone is not available call from
the treatment center through radio relay.
The following information must be provided to the 9-1-1 operator:
A.
B.
C.
D.
E.
F.
Type of emergency information
Type of suspected injury
Present condition of the athlete
Current assistance being given
Location of telephone being used
Exact location of emergency – Direct emergency services to the emergency access along
Fulton. (Cross streets: Villa & Fulton)
2. The 2nd ATS should obtain the insurance information of the injured athlete following the 911
call.
3. The 3rd ATS attending the event or practice should move to the baseball field gate to signal the
arriving emergency medical personnel. The student must also unlock the gate that provides
access to the baseball field. The student may obtain a key from the ATC covering the event.
4. The team ATS assigned to cover the event or practice should accompany the injured athlete to
the hospital.
5. If 9-1-1 has been activated the emergency personnel will take on full responsibility of the
situation upon their arrival. Emergency Medical Technicians will have the final say in how the
athlete is to be treated and transported. All athletic training personnel must be ready to assist
the EMT’s.
6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents and
the athletic director.
26
6. SOFTBALL AND SOCCER FIELD EMERGENCY ACTION PLAN
1. The 2nd ATS should make the call to 9-1-1 using a cell phone. If a cell phone is not available
call from the treatment center through radio relay.
The following information must be provided to the 9-1-1 operator:
A.
B.
C.
D.
E.
F.
Type of emergency information
Type of suspected injury
Present condition of the athlete
Current assistance being given
Location of telephone being used
Exact location of emergency – Direct emergency services to the emergency access
driveway along Villa. (Cross streets: Villa & Haworth)
2. The 2nd ATS should also obtain the insurance information of the injured athlete.
3. The 3rd ATS covering the event or practice should move to the Plant Services parking lot
driveway to signal the arriving emergency medical personnel. The student must also unlock
the gate that provides access to the softball and soccer fields next to the Plant Services building.
The student should acquire the key to the lock from the ATC.
4. The team ATS assigned to cover the event or practice should accompany the injured athlete to
the hospital.
5. If 9-1-1 has been activated the emergency personnel will take on full responsibility of the
situation upon their arrival. Emergency Medical Technicians will have the final say in how the
athlete is to be treated and transported. All athletic training personnel must be ready to assist
the EMT’s.
6. In the event of a catastrophic injury the attending ATC will contact the athlete’s parents and
the athletic director.
27
7. AUSTIN SPORTS COMPLEX – SOCCER FIELD EMERGENCY ACTION PLAN
1.
The 2nd ATS should make the call to 9-1-1 using the cell phone. If a cell phone is
not available call from the treatment center.
The following information must be provided to the 9-1-1 operator:
A. Type of emergency information
B. Type of suspected injury
C. Present condition of the athlete
D. Current assistance being given
E. Location of telephone being used
F.
Exact location of emergency – Direct emergency services to the
emergency access driveway on N. Center Street. (Cross streets: N.Center Street and
N. Crestview Drive)
2.
The 2nd ATS should also obtain the insurance information of the injured athlete.
3.
The 3rd ATS covering the event or practice should move to the N. Center Street
Emergency access point to direct emergency personal. The student must also unlock the
gate that provides access to the field. The student should acquire the key to the lock from
the ATC.
4.
The team ATS assigned to cover the event or practice should accompany the
injured athlete to the hospital.
5.
If 9-1-1 has been activated the emergency personnel will take on full responsibility
of the situation upon their arrival. Emergency Medical Technicians will have the final say
in how the athlete is to be treated and transported. All athletic training personnel must be
ready to assist the EMTs.
6.
In the event of a catastrophic injury the attending ATC will contact the athlete’s
parents and the athletic director.
28
BB. Relationships
1. Athletic Training Students
In order to achieve maximum efficiency there must be an excellent rapport between
athletic training students. The athletic training students with the most experience
should take it upon themselves to devote a certain percent of their time in the training
room for instruction to the less experienced Athletic Training Students. The best tool
for learning is experience. Secondly, a great way to learn is teach the subject.
Teaching will help you to relearn and solidify your knowledge. Use the time you
spend in the training room wisely and attempt to increase your athletic training
knowledge every day.
If there is slack time in the athletic training room, work with one another on training
room skills. Quiz one another or take the time to answer athletic training questions on
the training room computer using the practice exam.
2. Relationship Of Athletic Training Student and Team Physician
Athletic training students must have a close working relationship with the primary
George Fox team physicians, Dr. Thomas Croy and Dr. Kris Moore. When available,
the team physician will make the final recommendation concerning the participation or
non-participation of an injured athlete. In the absence of the team physician, the
certified athletic trainer will make the final decision. All treatment, medications,
medical care and rehabilitation protocols must be administered according to the
prescription of the team physician.
The athletic training student should seek knowledge from the team physicians in much
the same way that he or she does from the experienced athletic training student and
staff athletic trainers. Feel free to consult with physicians on matters concerning
athletic training.
Occasionally, a athletic training student may be requested of by a certified athletic
trainer to drive an athlete to see a physician. The athletic training student should view
the trip as an opportunity to learn first hand from the physician in their office.
3. Relationship of Athletic Training Student and Coach or Athletic Administrator
While you are primarily working directly with the George Fox Athletic Trainers, you
are also working with coaches, equipment personnel and athletic department
administrators. Respect, courtesy, and cooperation should characterize your
relationship with all department personnel. You are not a coach; do not concern
yourself with coaching, second guessing, or cheerleading. This is a quick way to lose
the respect of the coaches and athletes. It is imperative that a good athletic trainercoach relationship is established on the team for which you are responsible. This
necessitates frequent meetings and/or conversations with the coaching staff to inform
them of the health status of the athletes working under them. Following the
29
occurrence of an athletic injury, do not hesitate to inform the coaching staff of the
severity of the injury.
4. Relationship of Athletic Training Student and Student Athlete
Treat all athletes with integrity, courtesy, and respect. Combine friendliness with
professionalism. You should make a sincere attempt to gain the respect and confidence
of all your athletes. Respect can be gained most readily by exhibiting proficiency in
athletic training skills and a basic knowledge of athletic injuries. Expression of a
sincere interest in the athlete’s welfare will also help you to gain their respect and
cooperation. Show concern, but do not overprotect the athlete; the difference
between the two is a fine line.
As you learn the attitudes, temperaments, and peculiarities of individual athletes; use
this insight to foster your professional relationship with them. All athletes must adhere
to the rules and regulations pertaining to them when in the athletic training room or
when under the direction of any staff athletic trainer. Violations of these rules are to
be handled by the individual staff athletic trainer in a sensible, courteous, and firm
manner. In order to maintain a professional relationship with the athletes, the
following guidelines are given.
1. Do not let the athlete dictate to you what they want done, or how to do it. Work
closely with them concerning their injury, but always make the decision how it is
to be handled.
2. Do not discuss an athlete’s injury with another athlete.
3. Estimating an athlete's time of return following an injury should be left to the team
physician.
4. Do not do things for an athlete that other athletic trainers will not do, or are
against staff policy or conference rules.
5. Be careful when talking about any injury. Be aware of what you tell an athlete and
be honest.
6. You should not give special privileges to anyone. Do not let any of the athletes
perform modality treatments upon themselves
7. Never cover up for any athlete.
8. Treat all athletes with respect.
30
V. Athletic Training Major Academic Policies
A. Athletic Training Major Admission Policy
1. General Admission Policies
To be eligible to apply for the Athletic Training Education Program (ATEP), students must
complete a minimum of 25 observational hours in the athletic training room or at clinical sites on
the GFU campus, i.e., soccer practice.
Students make formal application for admission to the ATEP through the program director in the
spring of their freshman year. Application must be made by April 1 of the semester prior to formal
entry into the ATEP. Students are given notice from the program director regarding their
admission after final grades have been verified at the completion of the semester.
Admission to the program is based on a minimum cumulative GPA of 2.75 or better on all collegelevel courses including required prerequisites (PSYC 150, BIOL 311, BIOL 312, HHPE 390, and
HLTH 233); two written recommendations; two written essays; meeting technical standards as
described in the Athletic Training Education Program Policies and Procedures Manual (ATEP PPM); good
standing with Student Life as described in the George Fox University Student Handbook; and
submission of the formal application no later than April 1. Generally, any application submitted
after April 1* will not be considered for admission the following school year. Admission to the
program is required before applicants may enroll in practicum courses and begin gaining clinical
experience hours as athletic training students within the Athletic Training Student Education
Program.
*Applications submitted after April 1 will be considered if fewer than ten candidates have applied.
A maximum of 10 qualified students will be admitted to the program each academic year.
In addition to the application form, the following items must be included to be considered for
admission into the athletic training education program.
1. A typed essay no more than 200 words in length on your perception of the role of the athletic
trainer.
2. A typed essay no more than 200 words in length on why you feel you should be accepted as a
athletic training student.
3. Two letters of recommendation
4. Copy of high school transcripts
5. Immunization records
The following evaluation criteria rubric will be used for making final admission decisions. The
rubric is completed for each student applying to the program by each member of the admission
committee. Students receive a numerical score for each of the skills listed on the rubric. An
average of the committee members’ summed totals are used for determining admission. Required
point totals for admission are listed at the conclusion of the rubric form.
APPLICANT:
Punctuality
•
Dependability
•
0-1
Doesn’t arrive
•
•
No ATR
preparation
Appears
unwilling to
engage in ATR
activities
•
•
Clinical Skills Rubric
2-3
4-5
Never on time
• Occasionally on
time
Seldom pre• Occasional preATR
ATR preparation
preparation
• Willing & eager to
Has to be asked
engage in “fun”
to engage in
ATR activities
ATR activities
•
•
•
Inquisitive
•
Doesn’t engage
in ATR
discussions or
activities
•
Seldom asks
questions
demonstrating
critical thinking
•
Occasionally asks
questions related
to ATR activities
•
Initiative
•
Demonstrates
no initiative
•
Demonstrates
some initiative
Gets involved in
ATR activities
when prompted
Seldom works
with others to
complete group
tasks
Interrupts ATR
flow
Seldom dresses
professionally
•
Initiates action in
ATR, but is
inconsistent
•
•
Inconsistently
interacts with
others in ATR
•
Playing one
sport
Transportation
will be a
challenge
•
•
Interaction
Skills
Doesn’t
interact with
others in ATR
•
•
•
Dresses
Appropriately
•
Availability
•
Lacks
understanding
of professional
attire
Unwilling to
limit to one
sport
Unavailable
during ATR
hours
•
•
•
•
•
•
•
Occasionally
dresses
professionally, but
is inconsistent
Occasional time
conflicts
Will usually have
transportation by
fall of junior year
•
•
•
6-7
Always on time
Consistent
pre-ATR
preparation
Willingness &
eager to
engage in any
ATR task
Consistently
asks questions
demonstrating
critical thinking
& forethought
Consistently
initiates action
in ATR
Invites others
to work in
groups
Regularly
interacts with
others in ATR
Consistently
dresses
professionally
No obstacles
to time
requirements
Has or will
have
transportation
by spring of
sophomore
year
Student Life
Student Life
Standing
•
One or more student
life infractions
•
No student life
infractions
Score
HS Transcript
Review
•
•
•
•
GPA in
Prerequisites
Cumulative
GPA
Written
Language
Skills
•
•
•
•
Classroom
Interaction
Essay #1 –
Asset to
Program
Essay #2 –
Role of ATC
•
•
•
•
•
•
•
Reference
Letters #1 &
#2
•
•
0-1
< 4 years English
< 3 years math
< 2 years natural
/ physical science
< 2 years social
studies
•
•
•
•
Didactic Skills
2-3
4 years English
3 years math
2 years natural /
physical science
2 years social
studies
Rubric
•
•
•
•
4-5
4 years English
4 years math
3 years natural /
physical science
2 years social
studies
2.75 – 3.0
3.01 – 3.5
3.51 – 3.75
2.51 – 2.88
2.89 – 3.25
3.26 – 3.62
Lacks
fundamentals
Little or no
mastery
No viable point
Vague or weak
development
•
•
Doesn’t interact
with others in
class
•
No viable point of
view
Little/no evidence
to support
position
Disorganized or
incoherent essay
Fundamental
errors in
vocabulary
Lacks variety or
in sentence
structure
Several
grammatical
errors in usage &
mechanics
More than 1
week late
Negative ref.
•
•
•
•
•
•
•
•
•
Inadequate
Demonstrates
some mastery
Demonstrates
little critical
thinking
•
•
Interrupts class
flow
Seldom works
with others to
complete group
tasks
Inconsistently
demonstrates
critical thinking
Limited
organization or
focus
Generally uses
appropriate
language but
demonstrates
weak vocabulary
Some variety in
sentence
structure
Grammatical
errors in usage &
mechanics
1 week late
Neutral support
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
6-7
4 years English
4 years math
3-4years natural/
physical science
2 years social studies
Minimum of 1 AP
course
3.76 – 4.0
3.63 – 4.0
Competent
Adequate or
consistent
mastery
Occasional errors
Demonstrates
some critical
thinking
Interacts with
others but is
inconsistent
•
•
•
Clear & Consistent
mastery
Few minor errors
Demonstrates
consistent critical
thinking
•
Invites others to
work in groups
Effective
development of
issue
Competent or
strong critical
thinking skills
Generally
organized
Some coherence
& progression of
ideas
Free of most
grammatical
errors in usage &
mechanics
•
Insightfully develops
point of view
Outstanding critical
thinking skills
Well organized
Skillful use of
language
Varied vocabulary
Free of grammatical
errors in usage &
mechanics
On time
Moderate support
•
•
•
•
•
•
•
Submitted on time
Strong support
Score
Acceptance with Honors
Acceptance
Conditional Acceptance
Acceptance Denied
Acceptance Criteria
• Above 40 points in Clinical Rubric
• Above 55 points in Didactic Rubric
• Must meet points in both categories
• 35 – 40 points in Clinical Rubric
• 45 – 55 points in Didactic Rubric
• Must meet points in both categories
• 25 – 35 points in Clinical Rubric
• Conditions to be individually defined
• 35 – 45 points in Didactic Rubric
• Conditions to be individually defined
• Must meet points in both categories
• Below 25 points in Clinical Rubric
• Below 30 points in Didactic Rubric
Overall Student Score
•
•
•
•
Notes and/or conditions regarding application status
The above conditions were explained to me, and I understand the importance of maintaining and/or improving my
clinical and didactic skills, as well as my position in the student life community. I also understand that future
clinical, didactic, or student life infractions may be cause for disciplinary actions, such as restricted privileges,
suspension, or dismissal from the athletic training education program.
Athletic Training Student Applicant
Date
ATEP Program Director
Date
Students who are not accepted into the athletic training program may reapply the following
year.
3. Transfer Student Considerations
Transfer students must meet similar expectations as the traditional four-year students for
entrance into the program. If the observation hours are performed off the GFU campus the
transfer student must perform 40 observational hours under the direct supervision of a
BOC-certified athletic trainer. In addition, one of the letters of recommendation must have
been written by the supervising certified athletic trainer. The student must be able to
demonstrate he or she has completed a basic college level First Aid/CPR course, and
received transfer credit for HHPE 375, BIOL 331 and BIOL 322.
Transfer courses that may meet an athletic training major requirement must be reviewed
by the athletic training program director before they will be approved for transfer credit
within the major. Generally, a course syllabus must be presented to the program director
for review. The course must have included all of the athletic training educational
competencies that are taught in the comparable George Fox University athletic training
course. Generally, transfer credit will not be granted for HHP 374-379, Athletic Training
Practicum I-VI. Most transfer students will be expected to complete all six semesters of
the athletic training education program. A transfer student may spend a minimum of five
semesters in the program if he or she has completed at least 200 hours of internship time in
a CAATE accredited athletic training education program and have received transfer credit
for BIOL 331, BIOL 332, HHPE 390, HHPE 394, HHP 400 HHPE 413 and HHPE 414.
4. Technical Standards for Admission
The athletic training profession requires the athletic trainer to maintain certain physical,
cognitive and attitudinal abilities that meet technical standards to function effectively. The
following standards embody the abilities an Entry-Level Athletic Trainer must be able to
demonstrate in order to function in a broad variety of clinical situations; and to render a
wide spectrum of care to athletes and individuals engaged in physical activity. The
standards reflect the necessary and required skills and abilities identified for the EntryLevel Athletic Trainer as detailed in the NATA Athletic Training Educational Competencies and
the BOC Role Delineation Study.
An objective of the ATEP is to prepare graduates to enter a variety of employment settings
and to render care to a wide spectrum of individuals engaged in physical activity. The
technical standards set forth by the Athletic Training Educational Program establish the
essential qualities considered necessary for students admitted to this program to achieve the
knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the
expectations of the program's accrediting agency, the Commission on Accreditation of
Allied Health Education Programs (CAAHEP). All students admitted to the Athletic
Training Educational Program must meet the following abilities and expectations. In the
event a student is unable to fulfill these technical standards, with or without reasonable
accommodation, the student will not be admitted into the program.
Compliance with the program’s technical standards does not guarantee a student’s
eligibility for the BOC certification exam.
Candidates for selection to the Athletic Training Educational Program must demonstrate
these essential requirements:
a. The mental capacity to assimilate, analyze, synthesize, integrate concepts and
problem solve to formulate assessment and therapeutic judgments and to be
able to distinguish deviations from the norm.
b. Sufficient postural and neuromuscular control, sensory function, and
coordination to perform appropriate physical examinations using accepted techniques;
and accurately, safely and efficiently use equipment and materials during the
assessment and treatment of patients.
c. The ability to communicate effectively and sensitively with patients and
colleagues, including individuals from different cultural and social backgrounds. This
includes, but is not limited to, the ability to establish rapport with patients and
communicate judgments and treatment information effectively. Students must be able
to understand and speak the English language at a level consistent with competent
professional practice.
d. The ability to record physical examination results and a treatment plan clearly and
accurately.
e. The capacity to maintain composure and continue to function well during periods of
high stress.
f. The perseverance, diligence and commitment to complete the athletic training
education program as outlined and sequenced.
g. Flexibility and the ability to adjust to changing situations and uncertainty in
clinical situations.
h. Affective skills and appropriate demeanor and rapport that relate to professional
education and quality patient care.
Candidates for selection to the athletic training educational program will be required to
verify they understand and meet these technical standards or that they believe that, with
certain accommodations, they can meet the standards.
Disability Services in the Office of Student Life will review documentation submitted by a
student who states he/she could meet the program’s technical standards with
accommodation and confirm that the stated condition qualifies as a disability under
applicable laws.
If a student states he/she can meet the technical standards with accommodation, then the
University will determine whether it agrees that the student can meet the technical
standards with reasonable accommodation; this includes a review of whether the
accommodations requested are reasonable, taking into account whether accommodation
would jeopardize clinician/patient safety, or the educational process of the student or the
institution, including all coursework, clinical experiences and internships deemed essential
to graduation.
In addition to verifying that they can meet the eight technical standards as outlined above
with or without accommodation, the prospective student must also pass a physical
examination administered by the GFU campus physician prior to admittance. See Figure 81 for a copy of the physical format. Students will generally receive their physical through
the GFU health center prior to submitting an application for admittance to the ATEP.
Physicals will be performed at no financial cost to the student.
Students must demonstrate evidence of continued good physical health to continue in the
program. Students suspected of not meeting the health criteria by Athletic Training
Program officials will be referred to the Health and Counseling Center for further
evaluation by appropriate health professionals. A refusal to meet with the appropriate
personnel may lead to dismissal from the athletic training major. Students are entitled to
the same rights and privileges of the general student body with regard to University Health
and Counseling services.
B. Athletic Training Student Academic Policies
Continuation in the athletic training program is dependent upon maintaining a minimum of
a 2.75 GPA (B- average) within the athletic training major; a minimum of a 2.5 GPA
within the overall grade point average; and receive satisfactory evaluations within the
clinical educational experience. In addition, continuation is based upon satisfactory
evidence of good moral character and the physical health needed for successful
performance in the athletic training environment. Admitted students are subject to the
policies and procedures contained within the Athletic Training Student handbook.
Students failing to meet expectations will be placed on probation for one semester. If the
GPA is raised back above the minimum standards, the student will be reinstated as a
athletic training student. Continued failure of expectations during the probationary period
will result in dismissal from the athletic training major.
C. Clinical Evaluation
Athletic training students will be evaluated each semester for their work within the clinical
environment. Personnel involved in the evaluation process may include GFU certified
athletic trainers, approved clinical instructors, and selected coaches. The athletic training
student will also be responsible for an oral self-evaluation with the program director.
Upon completion of the evaluations, it is the students’ responsibility to meet with the
Program Director to discuss the evaluations. The purpose of the evaluation process is to
make you a better athletic trainer.
A trait of a good athletic trainer is the ability to self-reflect. During self-reflection, one
looks back upon the work they have done and attempts to make improvements based upon
their own and other’s personal reflections. As an athletic trainer your skills will become
stronger and your athletes will be better served if you take the time for self-reflection.
George Fox University
Athletic Training Education Program
Experience Template
Semester/Year
Baseball
Softball
Volleyball
Wrestling
M Tennis
W Tennis
Other
Upper Ext.Total
M Soccer
W Soccer
M Basketball
W Basketball
Track
CC
Other
Lower Ext. Total
GFU ATR
HS ATR
Physicals
Medical Clinic
Other
General Med. Total
Football
Other:
Equip. Intensive
Total
Other:
Total
F/obs
Sp/obs F 01
Sp 02
F 03
Sp 04
F 05
Sp 06
Total
George Fox University
Athletic Training Education Program
Overall Assessment by Semester
Athletic Training Student
Trait
Expected Date of Graduation
Sem 1
Sem 2
Communication
Autonomy
AT Skills
Injury Prevention
Emergency Mgmt
Clinical Skills
Recognition of Inj
Evaluation Skills
Knowledge of Rehab
Football-Specific
Intangibles
PD Initials
Additional Comments
ATEP Director Signature
Date
Sem 3
Sem 4
Sem 5
Sem 6
George Fox University ATEP
Semester 1 Clinical Evaluation
Student
Clinical Instructor
On Target
Beyond Target
1
1
1
1
2
2
2
2
3
3
3
3
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Communication
Communicates daily with clinical instructor
Communicates appropriately with athletes
Maintains confidentiality of medical records and info
Accurate use of medical terminology
Autonomy
Maturity
Initiative: identifies a need and takes action
Self-Confidence: appropriate for level of training
Punctuality & Attendance of scheduled hours
Proactive in learning: questions and observations
Appropriate acceptance of criticism
Actively involved in facility cleanup/maintenance
Practices psychomotor skills when appropriate
Athletic Training Skills
Attention/Alertness to athletic environment
Recognition of injuries
Taping skills
Universal precautions/Bloodborne pathogen mgmt
First aid/Wound care
Treatment of acute injuries
Record Keeping
Intangibles
Critical thinking skills
Empathy for injured athletes
Appropriate and professional attire
Demonstrates servant leadership
Respectful of authority
Additional Comments:
Not Evaluated
Below Target
Please circle the number that best represents your appraisal of the studentʼs performance in this clinical setting.
Space is provided beside and below for areas that need further explanation or discussion. Please use the back of
this form if necessary.
Comments
George Fox University ATEP
Semester 2 Clinical Evaluation
Student
Clinical Instructor
On Target
Beyond Target
Communicates daily with clinical instructor
1
2
3
Communicates appropriately with athletes
1
2
3
Maintains confidentiality of medical records and info
1
2
3
Accurate use of medical terminology
1
2
3
Maturity
1
2
3
Initiative: identifies a need and takes action
1
2
3
Self-Confidence: appropriate for level of training
1
2
3
Punctuality & Attendance of scheduled hours
1
2
3
Appropriate and professional attire
1
2
3
Proactive in learning: questions and observations
1
2
3
Appropriate acceptance of criticism
1
2
3
Actively involved in facility cleanup/maintenance
1
2
3
Practices psychomotor skills when appropriate
1
2
3
Awareness of game/practice environment and
athletes
1
2
3
Constructing protective padding
1
2
3
Taping skills
1
2
3
Wrapping Skills
1
2
3
1
2
3
1
2
3
Communication
Autonomy
Athletic Training Skills
Injury Prevention
Emergency Management Skills
Application of immobiliation devices
Transporting injured athletes/Ambulation device
fitting
Not Evaluated
Below Target
Please circle the number that best represents your appraisal of the studentʼs performance in this clinical
setting. Space is provided beside and below for areas that need further explanation or discussion.
Please use the back of this form if necessary.
Comments
Managing wounds/Bloodborne Pathogen
Management
1
2
3
Evaluating vital signs
1
2
3
Knowledge of Emergency Action Plan
1
2
3
Evaluation Skills: History of past/present injury
1
2
3
Evaluations Skills: Observation
1
2
3
Evaluation Skills: Palpation
1
2
3
Evaluations Skills: ROM and Special Tests
Assessment Abilities (e.g. Opinon based on
evaluation)
1
2
3
1
2
3
Acute Injury Treatment Plan
1
2
3
Record Keeping: (e.g. Injury report, SOAP notes)
1
2
3
Critical thinking skills
1
2
3
Empathy for injured athletes
1
2
3
Maintains a positive approach
1
2
3
Demonstrates servant leadership
1
2
3
Respectful of authority, athletes and fellow students
1
2
3
Clinical Skills
Intangibles
Student Strengths:
Areas Needing Attention and/or Improvement:
Additional Comments:
______________________________
Signature of ACI
______________________________
_________________
Date
_________________
Signature of Athletic Training Student
Date
George Fox University ATEP
HHPE 376: Semester 3 Clinical Evaluation
Student_____________________________________
Clinical Instructor: ___________________________
On Target
Beyond Target
Communicates daily with clinical instructor
1
2
3
Communicates appropriately with athletes
1
2
3
Communicates with coaches when appropriate
1
2
3
Maintains confidentiality of medical records and info
1
2
3
Record Keeping, SOAP notes, Use of terminology
1
2
3
Maturity
1
2
3
Initiative in assessing the wellness of assigned athletes
1
2
3
Self-Confidence: appropriate for level of training
1
2
3
Punctuality & Attendance of scheduled hours
1
2
3
Proactive in learning: questions and observations
1
2
3
Appropriate acceptance of criticism
1
2
3
Actively involved in facility cleanup/maintenance
1
2
3
Appropriate time management
1
2
3
Attention/Alertness to athletic environment
1
2
3
Systematic examination of Upper Extremity injuries
1
2
3
Systematic examination of Lower Extremity injuries
1
2
3
Systematic examination of Head Injuries
1
2
3
Systematic examination of Spine injuries
Emergency Management Skills
1
1
2
2
3
3
Awareness of opportunities for injury prevention
1
2
3
Transportation of Injured Athletes
1
2
3
Universal precautions/Bloodborne pathogen mgmt
1
2
3
Maintains a properly stocked athletic training kit
1
2
3
Communication
Autonomy
Athletic Training Skills
Not Evaluated
Below Target
Please circle the number that best represents your appraisal of the studentʼs performance in this clinical
setting. Space is provided beside and below for areas that need further explanation or discussion.
Please use the back of this form if necessary.
Comments
1
2
3
Critical thinking skills
1
2
3
Empathy for injured athletes
1
2
3
Professionalism in appearance and actions
1
2
3
Respectful of authority
1
2
3
Return to play decision making
Intangibles
Student Strengths:
Areas Needing Improvement:
Additional Comments:
_______________________________ _____________
Signature of ACI
Date
_______________________________ _____________
Signature of Athletic Training Student
Date
George Fox University ATEP
Semester 4 Clinical Evaluation
Student
Clinical Instructor
On Target
Beyond Target
Communicates daily with clinical instructor
1
2
3
Communicates appropriately with athletes
1
2
3
Maintains confidentiality of medical records and info
1
2
3
Accurate use of medical terminology
1
2
3
Maturity
1
2
3
Initiative: identifies a need and takes action
1
2
3
Self-Confidence: appropriate for level of training
1
2
3
Punctuality & Attendance of scheduled hours
1
2
3
Appropriate and professional attire
1
2
3
Proactive in learning: questions and observations
1
2
3
Appropriate acceptance of criticism
1
2
3
Actively involved in facility cleanup/maintenance
1
2
3
Practices psychomotor skills when appropriate
1
2
3
1
2
3
Transporting injured athletes/Ambulation device fitting
1
2
3
Managing wounds/Bloodborne Pathogen Management
1
2
3
Evaluating vital signs
1
2
3
Knowledge of Emergency Action Plan
1
2
3
Communication
Autonomy
Athletic Training Skills
Injury Prevention
Awareness of game/practice environment and athletes
Emergency Management Skills
Clinical Skills
Not Evaluated
Below Target
Please circle the number that best represents your appraisal of the studentʼs performance in this clinical
setting. Space is provided beside and below for areas that need further explanation or discussion.
Please use the back of this form if necessary.
Comments
Comprehensive Evaluation of Upper Extremity Injuries
1
2
3
Comprehensive Evaluation of Lower Extremity Injuries
Comprehensive Evaluation of Spine and Abdominal
Injuries
1
2
3
1
2
3
Comprehensive Evaluation of Head and Face Injuries
1
2
3
Patient Education: injury explanation, home instructions
1
2
3
Rehabilitation: Exercise selection and implementation
1
2
3
Appropriate selection and application of modalities
1
2
3
Record Keeping: (e.g. Injury report, SOAP notes)
1
2
3
Critical thinking skills
1
2
3
Empathy for injured athletes
1
2
3
Maintains a positive approach
1
2
3
Demonstrates servant leadership
1
2
3
Respectful of authority, athletes and fellow students
1
2
3
Intangibles
Student Strengths:
Areas Needing Attention and/or Improvement:
Additional Comments:
______________________________
_________________
Signature of ACI
Date
______________________________
_________________
Signature of Athletic Training Student
Date
ATEP Semester 5 Clinical Evaluation
Student: ______________________________
Clinical Instructor: _____________________
On Target
Beyond Target
Communicates daily with clinical instructor
1
2
3
Communicates appropriately with athletes
1
2
3
Communicates with coaches when appropriate
1
2
3
Maintains confidentiality of medical records and info
1
2
3
Accurate use of terminology in documentation
1
2
3
Maturity
1
2
3
Initiative: identifies a need and takes action
1
2
3
Self-Confidence: appropriate for level of training
1
2
3
Punctuality & Attendance of scheduled hours
1
2
3
Proactive in learning: questions and observations
1
2
3
Appropriate acceptance of criticism
1
2
3
Actively involved in facility cleanup/maintenance
1
2
3
Appropriate time management
1
2
3
Awareness of athletic environment and athletes
1
2
3
Systematic examination of Upper Extremity injuries
1
2
3
Systematic examination of Lower Extremity injuries
1
2
3
Systematic examination of Head Injuries
1
2
3
Systematic examination of Spine injuries
1
2
3
Rehabilitation program design and implementation
1
2
3
Wound care/Bloodborne pathogen mgmt
1
2
3
Knowledge of equipment fitting and safety regulations
1
2
3
Return to play decision making
1
2
3
Record Keeping and SOAP notes
1
2
3
Communication
Autonomy
Athletic Training Skills
Not Evaluated
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting.
Space is provided beside and below for areas that need further explanation or discussion. Please use the back of
this form if necessary.
Comments
Intangibles
Critical thinking skills
1
2
3
Empathy for injured athletes
1
2
3
Appropriate and professional attire
1
2
3
Respectful of authority, athletes and fellow students
1
2
3
Student Strengths:
Areas Needing Improvement:
Additional Comments:
_______________________________ _____________
Signature of ACI
Date
_______________________________ _____________
Signature of Athletic Training Student
Date
George Fox University ATEP
Semester 6 Clinical Evaluation
Student
Clinical Assignment
Clinical Instructor
Beyond Target
1
1
1
1
2
2
2
2
3
3
3
3
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
1
1
2
2
3
3
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
1
1
1
2
2
2
3
3
3
1
2
3
Not Evaluated
On Target
Communication
Communicates daily with clinical instructor
Communicates with coaches when appropriate
Communicates appropriately with athletes
Demonstrates appropriate writing skills
Autonomy
Maturity
Self-Motivation
Self-Confidence
Punctuality
Independence
Desire to Learn
Appropriate Acceptance of Criticism
Concern for Others
Appropriate Time Management
Behavior Reflects Competent Athletic Trainer
Athletic Training Skills
Injury Prevention Techniques
Emergency Management Skills
Recognition & Evaluation of Injuries
Symptoms of Skin Disorders
Symptoms of Ears, Nose, Throat
Symptoms of Cardiovascular Trauma
Symptoms of the Endocrine System
Symptoms of the GI Tract
Symptoms Specific to Female Athletes
Symptoms Specific to Male Athletes
Symptoms of Viral & Infectious Diseases
Symptoms of Psychosocial Problems
Assesses General Medical Conditions
Knowledge of Rehabilitation
EMS
Ultrasound
EMG – Biofeedback Applications
Clinical Skills
Completes Thorough SOAP Notes
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is
provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary.
Comments:
Properly Completes Exercise Flow Sheets
Properly Completes Head Injury Forms
Intangibles
Common Sense
Attention/Alertness to Athletic Environment
Appropriate Decision Making
Appropriate/Professional Attire
Follows Directions
Competent Behavior
1
1
2
2
3
3
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
Student Strengths
Student Weaknesses
Injury Prevention
Emergency Management
Recognition of Injuries
Evaluation Skills
Rehabilitation Skills
AT Administration
Additional Comments:
Signature of ACI
Date
George Fox University ATEP
Head Coach Evaluation
Student
Semester in Program
Clinical Assignment
1 2 3 4 5 6
Additional Comments:
Beyond Target
1
1
1
2
2
2
3
3
3
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
1
1
2
2
3
3
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Not Evaluated
On Target
Communication
Communicates with coaches when appropriate
Communicates appropriately with athletes
Demonstrates appropriate writing skills
Autonomy
Maturity
Self-Motivation
Self-Confidence
Punctuality
Independence
Desire to Learn
Appropriate Acceptance of Criticism
Concern for Others
Appropriate Time Management
Athletic Training Skills
Maintains Composure in Injury Situations
Demonstrates Interest In Athletic Environment
Intangibles
Common Sense
Attention/Alertness to Athletic Environment
Appropriate Decision Making
Appropriate/Professional Attire
Follows Directions
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is
provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary.
Comments:
Approved Clinical Instructor Evaluation
Clinical Instructor: ______________________________
_____________________
Student:
On Target
Beyond Target
Instruction
Provides direction in the learning process
Provides cues for ATS to make informed decisions
Asks questions that help me think critically
Is knowledgeable in the subject matter
Helps ATS with clinical proficiencies as time allows
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Demonstration
Provides complete & appropriate examples when necessary
Demonstrates skills & provides opportunity for practice
Is patient when explaining new techniques/skills
1
1
1
2
2
2
3
3
3
Provides appropriate constructive criticism
Provides meaningful corrective feedback regarding AT skills
Provides appropriate general feedback regarding performance
Reviews injury evaluations and gives timely feedback
Has the ability to confront without attacking the student
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Supervision
Provides “Guide-By-Side” supervision
CI is available at all times during clinical education
CI allows ATS to apply skills, intervening when necessary/asked
CI gives ATS opportunity to improve clinical skills as needed
1
1
1
1
2
2
2
2
3
3
3
3
Content Areas
Engages ATS in Risk Management opportunities
Engages ATS in Pathology decisions
Engages ATS in Exam & Diagnosis opportunities
Engages ATS in Medical Condition scenarios
Engages ATS in Acute Care opportunities
Engages ATS in Therapeutic Modality decisions
Engages ATS in Conditioning & Rehab decisions
Engages ATS in Pharmacological decisions
Engages ATS in Psychosocial Intervention scenarios
Engages ATS in Nutrition scenarios
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
Evaluation
Not Evaluated
Below Target
Please circle the number that best represents your appraisal of the Clinical Instructor’s performance in this clinical
setting. Space is provided beside and below for areas that need further explanation or discussion. Please use the
back of this form as necessary.
Comments
Engages ATS in Health Care Administration tasks
Engages ATS in Professional Development discussions
1
1
2
2
3
3
Role Modeling
Establishes a good working rapport with AT students
Demonstrates a desire to work with students
Is reliable and punctual
Exhibits a strong work ethic
Is self-motivated
Demonstrates concern for my personal growth
Treats athletic training students with respect
Treats student athletes and coaches with respect
Demonstrates overall organization
Serves as a professional role model
Clinical Instructor Strengths:
Areas Needing Improvement:
Additional Comments:
_______________________________ _____________
Signature of Athletic Training Student
Date
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
George Fox University ATEP
Clinical Affiliation Site Evaluation
Student
Semester in Program
1 2 3 4 5 6
Clinical Assignment
Clinical Instructor
On Target
Beyond Target
I was aware of what was expected of me daily.
1
2
3
I was expected to perform only duties that had been covered in the
classroom portion of my athletic training education.
The educational objectives of the clinical rotation were made clear to me.
1
2
3
1
2
3
The policies and procedures of the affiliated site were made clear to me at
the beginning of the rotation.
I was within visual and auditory contact with the ACI or CI at this site.
1
2
3
1
2
3
The ACI or CI was available for daily interactions.
1
2
3
The learning environment was comfortable.
1
2
3
The educational resources at the site allowed me to meet the educational
objectives related to the rotation.
I was given adequate learning opportunities during this clinical rotation to
allow me to meet the educational objectives related to the rotation.
The athletic training staff worked well together and created an
environment that was conducive to learning.
The athletic experiences provided opportunities conducive to learning.
1
2
3
1
2
3
1
2
3
1
2
3
The Clinical Instructor(s) had a good understanding of my clinical skill
level.
I was challenged to think critically during this rotation.
1
2
3
1
2
3
The athletic population was respectful to me.
1
2
3
The athletic population was receptive to my treatment and care.
1
2
3
Not Evaluated
Below Target
Please circle the number that best represents your appraisal of this clinical setting. Space is provided below for areas that need
further explanation or discussion. Please use the back of this form if necessary.
Coimments
Expectations
Learning Environment
Application of Athletic Training Skills
I would recommend continued use of this affiliated site.
Signature of ACI
YES
Date
NO
George Fox University ATEP
High School Rotation Evaluation
Student
Semester in Program
Clinical Assignment
Clinical Instructor
1 2 3 4 5 6
Signature of ACI
Beyond Target
1
1
1
1
2
2
2
2
3
3
3
3
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
N/A
On Target
Communication
Communicates daily with clinical instructor
Communicates with coaches when appropriate
Communicates appropriately with athletes
Demonstrates appropriate writing skills
Autonomy
Maturity
Self-Motivation
Self-Confidence
Punctuality
Independence
Desire to Learn
Appropriate Acceptance of Criticism
Concern for Others
Appropriate Time Management
Athletic Training Skills
Recognition of Injuries
Evaluation Skills
Taping Skills
Knowledge of Rehabilitation Techniques
Record Keeping
Intangibles
Common Sense
Attention/Alertness to Athletic Environment
Appropriate Decision Making
Appropriate/Professional Attire
Follows Directions
Additional Comments:
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is
provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary.
Date
Comments:
George Fox University ATEP
Clinical Rotation Evaluation
Student
Semester in Program
Clinical Assignment
Clinical Instructor
1 2 3 4 5 6
1
1
1
1
2
2
2
2
3
3
3
3
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Additional Comments:
Signature of ACI
Date
Not Evaluated
Beyond Target
Communication
Communicates daily with clinical instructor
Asks appropriate questions
Communicates appropriately with patients
Demonstrates appropriate writing skills
Autonomy
Maturity
Self-Motivation
Self-Confidence
Punctuality
Independence
Desire to Learn
Appropriate Acceptance of Criticism
Concern for Others
Appropriate Time Management
Intangibles
Common Sense
Attention/Alertness to Clinical Environment
Appropriate Decision Making
Appropriate/Professional Attire
Follows Directions
On Target
Clinical Skills
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is
provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary.
Comments:
George Fox University ATEP
Ambulance Evaluation
Student
Semester in Program
Clinical Assignment
Supervisor
1 2 3 4 5 6
On Target
Beyond Target
Not Evaluated
Clinical Skills
Illness Knowledge
Injury Knowledge
Composure in emergency situations
Communication
Communicates appropriately with Staff
Communicates appropriately with patients
Demonstrates appropriate writing skills
Autonomy
Maturity
Self-Motivation
Self-Confidence
Punctuality
Independence
Desire to Learn
Appropriate Acceptance of Criticism
Concern for Others
Appropriate Time Management
Intangibles
Common Sense
Attentive/Alert to ambulance environment
Appropriate Decision Making
Appropriate/Professional Attire
Follows Directions
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is
provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary.
1
1
1
2
2
2
3
3
3
X
X
X
1
1
1
2
2
2
3
3
3
X
X
X
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
X
X
X
X
X
X
X
X
X
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
X
X
X
X
X
Additional Comments:
Signature of ACI
/ CI
Date
Comments:
George Fox University ATEP
Clinical Rotation Evaluation – Providence Newberg Cardiac Rehabilitation
Student
Semester in Program
Clinical Assignment
Clinical Instructor
1 2 3 4 5 6
Beyond Target
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
1
1
1
2
2
2
3
3
3
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Additional Comments:
Signature of ACI
/ CI
Date
Not Evaluated
On Target
Clinical Skills
Understanding of Clinical Flow
Cardiac Rehab. Knowledge
Cardiac Rehab. Performance w/ Patient
Total Body Conditioning Knowledge
Documentation
Communication
Communicates daily with clinical instructor
Communicates appropriately with patients
Demonstrates appropriate writing skills
Autonomy
Maturity
Self-Motivation
Self-Confidence
Punctuality
Independence
Desire to Learn
Appropriate Acceptance of Criticism
Concern for Others
Appropriate Time Management
Intangibles
Common Sense
Attention/Alertness to Athletic Environment
Appropriate Decision Making
Appropriate/Professional Attire
Follows Directions
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is
provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary.
Comments:
George Fox University ATEP
Clinical Rotation Evaluation - NIKE
Student
Semester in Program
Clinical AssignmentNIKE
Clinical Instructor
1 2 3 4 5 6
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
1
1
1
2
2
2
3
3
3
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Not Evaluated
Beyond Target
Evaluation & Assessment
Injury Rehabilitation Knowledge
Injury Rehabilitation Performance w/ Patient
Total Body Conditioning Knowledge
Documentation
Communication
Communicates daily with clinical instructor
Communicates appropriately with patients
Demonstrates appropriate writing skills
Autonomy
Maturity
Self-Motivation
Self-Confidence
Punctuality
Independence
Desire to Learn
Appropriate Acceptance of Criticism
Concern for Others
Appropriate Time Management
Intangibles
Common Sense
Attention/Alertness to Athletic Environment
Appropriate Decision Making
Appropriate/Professional Attire
Follows Directions
On Target
Clinical Skills
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is
provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary.
Additional Comments:
Signature of ACI
/ CI
Date
George Fox University ATEP
Comments:
Clinical Rotation Evaluation – OHSU Sports Orthopedics
Student
Semester in Program
Clinical AssignmentOHSU
Clinical Instructor
1 2 3 4 5 6
1
1
1
1
2
2
2
2
3
3
3
3
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Not Evaluated
Beyond Target
Communication
Communicates daily with clinical instructor
Asks appropriate questions
Communicates appropriately with patients
Demonstrates appropriate writing skills
Autonomy
Maturity
Self-Motivation
Self-Confidence
Punctuality
Independence
Desire to Learn
Appropriate Acceptance of Criticism
Concern for Others
Appropriate Time Management
Intangibles
Common Sense
Attention/Alertness to Clinical Environment
Appropriate Decision Making
Appropriate/Professional Attire
Follows Directions
On Target
Clinical Skills
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is
provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary.
Comments:
Additional Comments:
Signature of ACI
Date
George Fox University ATEP
Clinical Rotation Evaluation – Orthopedic & Fracture Clinic
Student
Semester in Program
Clinical Assignment
Clinical Instructor
1 2 3 4 5 6
Beyond Target
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
1
1
1
2
2
2
3
3
3
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
Not Evaluated
On Target
Clinical Skills
Understanding of Clinical Flow
DME/Bracing/Casting/Splinting Knowledge
Physical Medicine & Rehab. Knowledge
Injury Rehabilitation Knowledge
Injury Rehabilitation Performance w/ Patient
Total Body Conditioning Knowledge
Documentation
Communication
Communicates daily with clinical instructor
Communicates appropriately with patients
Demonstrates appropriate writing skills
Autonomy
Maturity
Self-Motivation
Self-Confidence
Punctuality
Independence
Desire to Learn
Appropriate Acceptance of Criticism
Concern for Others
Appropriate Time Management
Intangibles
Common Sense
Attention/Alertness to Athletic Environment
Appropriate Decision Making
Appropriate/Professional Attire
Follows Directions
Below Target
Please circle the number that best represents your appraisal of the student’s performance in this clinical setting. Space is
provided beside and below for areas that need further explanation or discussion. Please use the back of this form if necessary.
Comments:
Additional Comments:
Signature of ACI
Date
George Fox University Athletic Training Education Program
Alumni Questionnaire
1. What was your overall Grade Point Average at GFU?
a. 3.75 – 4.0
b. 3.5 – 3.75 c. 3.25 – 3.5
d. 3.0 – 3.25
e. below 3.0
2. Are your currently employed as an athletic trainer? Yes / No
If no, please indicate the type of work__________________
If you are not working as an AT, did your athletic training education prepare you for your current job?
Yes / No
3. If working as an athletic trainer, please indicate the type of work setting that best describes your
working condition
a. High School
b. Clinic/High School
c. Clinic
d. College/University Athletic Trainer
e. College/University Teacher
f. College/University Athletic Trainer/Teacher
g. Professional
h. Corporate
i. Other_____________
4. Was your GFU degree important in the acquisition of your current job? Yes / No
5. Are you BOC Certified? Yes / No
If yes, please indicate the number of attempts to pass BOC exam:
If no, but have partially passed, please indicate which portion(s) you’ve passed:
6. Five years from now, what do you plan to be doing?
a. High School Athletic Trainer
b. Clinic /High School Athletic Trainer
c. Clinic Athletic Trainer
d. College/University Athletic Trainer
e. College/University Teacher
f. College/University Teacher/Athletic
Trainer
g. Professional Athletic Trainer
h. Corporate Athletic Trainer
i. Other________________
7. Please indicate additional education you have completed or are pursuing.
Pursuing
Second Bachelor’s
Master’s Degree
Doctorate
Other:
Completed
Institution
Major
Grad. Date
8. Quality of academic portion of Athletic Training Program
Course Content in Athletic Training Major
Instruction in Athletic Training Courses
Instruction in Non-Athletic Training Courses
Academic Standards
In-Class Requirements in Athletic Training Courses
Feedback from Classroom Instructors
Athletic Training Faculty Interest in Students
Non-Athletic Training Faculty Interests in Students
Interaction with Athletic Training Faculty
Interaction with Non-Athletic Training Faculty
Assistance from Academic Advisor
Availability of Academic Advisor
Use of Technology in Instruction
9. Facilities and Services
Class Rooms
Athletic Training Room for Clinical Experience
Library
Computer Services
Registration Process
Financial Aid Services
Career Guidance and Counseling
Health Services
N/A
Beyond Target
On Target
Below Target
Please use the scale to the right to respond to each of the following items.
Comments
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
5
5
5
5
5
5
5
5
5
5
5
5
5
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
5
5
5
5
5
5
5
5
Please explain any items for which you rated the category less than 3:
10. Clinical Athletic Training Experience
Clinical Experience On-Campus
Clinical Experience Off-Campus
Opportunities to Work with Men’s Sports
Opportunities to Work with Women’s Sports
Quality of Clinical Instruction (e.g., Practicum)
Value of Clinical Experience
Assessment of Clinical Skills
11. Athletic Training Competencies and Clinical Skills
Human Anatomy & Physiology
Kinesiology
Exercise Physiology
Nutrition
Sports Nutrition
Pharmacology
General Medical Conditions (e.g., asthma)
Treatment of Athletic Injuries
Assessment of Athletic Injuries
Rehabilitation of Athletic Injuries
Therapeutic Modalities
Athletic Training Administration
Counseling of Athletes
Educating Athletes, Parents, Coaches, & Others
Writing Skills Necessary for Employment
Verbal Skills Necessary for Employment
Professional Development & Responsibilities
Beyond
Target
N/A
On Target
Below Target
Please use the scale to the right to respond to each of the following
items.
1
1
1
1
1
1
1
2
2
2
2
2
2
2
3
3
3
3
3
3
3
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Please explain any items for which you rated the category less than 3:
Comments
12. Education Program Didactic Strengths (e.g., classroom)
Risk Management and Injury Prevention
1
2
Pathology of Injuries and Illnesses
1
2
Assessment and Evaluation
1
2
Acute Care of Injuries and Illnesses
1
2
Pharmacology
1
2
Therapeutic Modalities
1
2
Therapeutic Exercise
1
2
General Medical Conditions and Disabilities
1
2
Nutritional Aspects of Injuries and Illnesses
1
2
Psychosocial Intervention and Referral
1
2
Health Care Administration
1
2
Professional Development and Responsibilities
1
2
13. Education Program Clinical Strengths (e.g., ATR or Clinical Rotations)
Risk Management and Injury Prevention
1
2
Pathology of Injuries and Illnesses
1
2
Assessment and Evaluation
1
2
Acute Care of Injuries and Illnesses
1
2
Pharmacology
1
2
Therapeutic Modalities
1
2
Therapeutic Exercise
1
2
General Medical Conditions and Disabilities
1
2
Nutritional Aspects of Injuries and Illnesses
1
2
Psychosocial Intervention and Referral
1
2
Health Care Administration
1
2
Professional Development and Responsibilities
1
2
N/A
Beyond Target
On Target
Below Target
Please use the scale to the right to respond to each of the following
items.
Comments
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
Please explain any items for which you rated the category less than 3:
14. While at GFU, did you participate in a sport?
If yes, did it interfere with your athletic training education? If yes, please explain:
Yes / No
15. What specific recommendations do you have for the athletic training curriculum?
16. What specific recommendations do you have for the clinical experience?
17. What specific recommendations do you have for the clinical instructors?
18. What specific recommendations do you have for the program director?
19. Did the Athletic Training Program adequately prepare you to take the BOC certification examination?
Yes / No
If no please explain what may have better helped you prepare for the examination:
20. What single thing do you suggest to improve the AT Education Program at GFU?
GEORGE FOX UNIVERSITY
ATHLETIC TRAINING EDUCATION PROGRAM ALUMNI
EMPLOYER SURVEY
Please take a few moments to complete and return this questionnaire regarding your George Fox University alumnus employee.
Please circle the option that best describes your setting
N/A
Please use the scale to the right to respond to each of the following
items.
Beyond Target
High School
College
Professional
Sports Medicine Clinic
Clinic/Outreach
Other_____________________
On Target
a.
b.
c.
d.
e.
f.
Below Target
1.
Comments
Employee’s:
Athletic Training Knowledge and Skills.
Knowledge and Skills related to Injury Prevention
Understanding of Disease & Illness Pathology
Injury Evaluation & Assessment Skills
Acute Care of Injury and Illness
Knowledge of Pharmacology
Application and Use of Therapeutic Modalities
Application and Use of Therapeutic Exercises
Knowledge of General Medical Conditions
Nutritional Aspects of Injury and Illness
Ability to Refer When Psychosocial Intervention is Necessary
Appropriate Health Care Administration
Desire for Professional Development
2.
In what athletic training area(s) would you like to see improvement?
3.
Based on this employee’s knowledge and skills, would you consider hiring another George Fox University Athletic
Training alumnus? Yes / No
4.
Additional comments:
Thank you for your time in completing this questionnaire.
Please return this questionnaire in the enclosed Business Reply Envelope.
VII. CLINICAL INSTRUCTION
A. Clinical Rotation Plan
Athletic training students begin the clinical athletic training experience during the fall
semester of their freshman year. Prospective athletic training majors begin accruing clinical
experience hours after meeting with the program director. Candidates spend two hours a
day, two days a week throughout the year, interning no more than four hours a week in the
GFU athletic training room. Candidates rotate between two shifts: 2:00 PM to 4:00 PM
and 4:00 PM to 6:00 PM. Time is spent in the athletic training room observing as well as
learning basic athletic training room duties (i.e., cleaning whirlpools, crowd control) and
athletic training skills (i.e., taping). A minimum of 40 observation hours are required
before a candidate can apply for entrance into the program. At the conclusion of the
spring semester of the freshman academic year, students learn if they have been accepted
into the athletic training education program.
Athletic training students accepted into the program are considered to be first year
students at the beginning of their sophomore academic year. The students’ clinical
experience is connected to the practicum course sequence, HHPE 374-379, Athletic
Training Practicum I-VI. As part of the didactic athletic training curriculum, clinical
proficiencies are instructed prior to the students utilization of the skills in the clinical
setting. The clinical proficiencies are further evaluated in HHPE 374-379, Athletic
Training Practicum I - VI. Students work with the approved clinical instructors (ACI)
during their clinical time to master the clinical proficiencies. The series of six practicum
courses require the students to pass 48 different clinical proficiency sections that are made
up of different clinical skills. Clinical skills are demonstrated to, and evaluated by, an ACI.
A skill must be taught and assessed in a didactic course before a student is allowed to
practice the skill in the clinical setting. The order in which the proficiencies are
demonstrated is designed so that all clinical skills are taught didactically before they are
evaluated for mastery in HHPE 374-379. Athletic training students are allowed to
incorporate approved skills into their internship practice. Students are required to intern a
minimum of 75 hours and a maximum of 150 hours per semester in HHPE 374 and 375.
Students are required to intern a minimum of 150 hours and a maximum of 200 hours in
HHPE 376-379. Students may not pass a practicum course unless they have accumulated
all of the required hours and demonstrated mastery of each assigned clinical proficiency. If
a student does not acquire all of the internship hours at the conclusion of the semester, he
or she may earn up to a maximum 20% of the required hours prior to the beginning of the
next semester. Students will be given an incomplete grade until the hours are acquired.
Students may also accrue up to a maximum of 20% of the total hours prior to the beginning
of a semester to be counted in the forthcoming semester. Fall Semester clinical rotations
may not count toward hours for HHPE 375, 377 or 379. Spring Semester clinical
rotations may not count toward hours for HHPE 374, 376 or 378. Students may not take
more than one practicum course concurrently and may not enroll in a practicum course
without having completed the prior course within the sequence, i.e., the student must
complete HHPE 374 prior to enrolling in 375.
First Year – HHPE 374:
Rotation
Length
First Year – HHPE 375:
Second Year – HHPE 376:
Second Year – HHPE 377:
Third Year – HHPE 378
Third Year – HHPE 379
Men’s Soccer
Women’s Soccer
Volleyball
Fall Baseball
Men’s Basketball
Women’s Basketball
Treatment Center
Rotation
Men’s Basketball
Women’s Basketball
Baseball
Softball
Track and Field
Treatment Center
Rotation
Men’s Soccer
Women’s Soccer
Volleyball
Cross Country
Men’s Basketball
Women’s Basketball
Wrestling
Rotation
Wrestling
Men’s Basketball
Women’s Basketball
High School
Baseball
Softball
Track and Field
Spring Football
Rotation
Football
General Medical:
OHSU, Cardiology, Sandmeier,
Providence Newberg ER, Cardiac Rehab,
NIKE
Wrestling
Rotation
General Medical: (continued)
2 Weeks
2 Weeks
2 Weeks
2 Weeks
2 Weeks
2 Weeks
2 Weeks
Length
2 Weeks
2 Weeks
2 Weeks
2 Weeks
2 Weeks
2 Weeks
Length
Season
Season
Season
Season
Season
Season
2-3 Matches
Length
2-3 Matches
Season
Season
4 Weeks
Season
Season
Season
2-5 Weeks
Length
Season
Winter/Spring
2-3 Matches
Length
Winter/Spring
B. Practicum I & II: HHPE 374 and HHPE 375
Students begin the practicum course sequence in the fall of the first semester they are in the
program by taking HHPE 374, followed by HHPE 375 in the spring. First year athletic
training students are not assigned to one clinical site, but are rotated through a new clinical
site every two weeks. For example, a student may intern with the women’s soccer team
for two weeks, then be assigned to intern in the athletic training room the following two
weeks. No student is assigned to a non-contact clinical site for more than two rotations in
a row. First year students intern approximately 2 to 4 days per week. Students may be
assigned to intern in the treatment center during this time period, or with an athletic team.
Students assigned to intern in the treatment center will arrive at 2:00 PM and stay until
6:00 PM, when the treatment center closes. Students assigned to intern with an athletic
team arrive at 2:00 PM and stay through the end of the team’s practice and/or game, or
until the last athlete has received treatment. Clinical hours will usually accumulate to
approximately three and a half to four hours a day. Duties of the first-year student include
assisting a second or third year athletic training student and the ACI with his/her athletic
training room duties or practice/game coverage.
Clinical Proficiencies evaluated for mastery within HHPE 374 include: First Aid
Techniques and CPR; Transportation of an Injured Athlete; Taping, Padding & Splinting of
the Foot; Taping and Wrapping the Ankle; and Taping and Wrapping the Knee.
Clinical Proficiencies evaluated for mastery within HHPE 375 include: Constructing
Protective Devices; Taping and Wrapping the Shoulder and Elbow; Taping and Wrapping
the Wrist and Hand; Wrapping and Bracing the Thigh, Groin and Low Back; and
Application of Immobilization Devices
C. Practicum III & IV: HHPE 376 and HHPE 377
Students enroll in HHPE 376 in the fall semester of the second year of the program and
HHPE 377 in the spring. Clinical assignments linked with HHPE 376 generally include
sites located on campus involving either an upper or lower extremity sport. Students
assigned to a fall sport work with the sport throughout the duration of the season. Lower
extremity fall semester sports include Women’s Soccer, Men’s Soccer, and
Women’s/Men’s Cross Country, Women’s Basketball and Men’s Basketball. Upper
Extremity Fall sports include Volleyball and Fall Baseball. The students’ first clinical
assignment is based upon random draw. Other clinical assignments to be completed in
conjunction with HHPE 376 and HHPE 377 include a two week wrestling rotation, a four
week high school rotation and assignment to a GFU winter or spring sport for the season.
GFU sport assignments in the winter and spring are dependent upon the students’ fall sport
assignment. If a student worked with an upper extremity sport in the fall, he/she is
assigned to work with a lower extremity sport in the winter or spring. If the student
worked with a lower extremity sport in the fall, the student is assigned to an upper
extremity sport in the spring. Lower Extremity Spring sports include Women’s
Basketball, Men’s Basketball and Track and Field. Upper Extremity Spring sports include
Baseball and Softball. Students that have begun to work with Men’s or Women’s
Basketball in HHPE 376 will generally continue to work with the sport for the duration of
the season as it moves into HHPE 377. Students are assigned to a two week rotation at
Clackamas Community College for wrestling and a four week rotation at a high school
during the winter season. Students that have been working with a winter sports team
rotate through the high school at the conclusion of the basketball season. Other students
rotate through the high school late in the fall or early in the spring and than are assigned to
a GFU spring sport. Students that intern with a collegiate football team in HHPE 378, may
spend two to four weeks at the institution in the preceding spring, familiarizing themselves
with local policies and procedures. Students incapable of completing an equipment
intensive clinical rotation in HHPE 378 due to fall sport athletic participation are required
to intern with the Portland State University Football team during the spring football season
in both HHPE 377 and HHPE 379. Duties of the students in the second year include game
and practice coverage as well as performing regular injury evaluations and assisting with
athlete treatments in the athletic training room. During the second year, athletic training
students are encouraged to utilize more advanced clinical skills. Students are also
expected to work with an ACI on mastering clinical skills associated with HHPE 376 and
HHPE 377. Students earn approximately 350 to 400 hours of internship time during their
second year in the program.
Clinical Proficiencies evaluated for mastery in HHPE 376 include: Fitting Protective
Equipment; Postural Screening; Basic Pre-Participation Screening for Physical Activity;
Proper use of Strength and Conditioning Equipment; Determining and Managing
Environmental Hazards; Anatomical Landmark Identification; Neurological Assessment;
and Head and Face Evaluation
Clinical Proficiencies evaluated for mastery in HHPE 378 include: Cervical Spine
Evaluation; Shoulder Evaluation; Elbow Evaluation; Forearm, Wrist and Hand Evaluation;
Thoracic/Lumbar Spine Evaluation; Hip/Pelvis Evaluation, Knee and Thigh Evaluation;
Leg, Ankle and Foot Evaluation; and Impelmentation of an Emergency Management Plan.
D. Practicum V & VI: HHPE 378 and HHPE 379
Students enroll in HHPE 378 in the fall semester of the third year of the program and
HHPE 379 in the spring. Clinical assignments linked with HHPE 378 include an
equipment intensive football rotation at a local college or high school. George Fox
University maintains clinical affiliations with six other institutions that have football teams:
Lewis and Clark College, Willamette University, Portland State University, Woodburn
High School, Lakeridge High School, and Tualatin High School. Clinical affiliation
assignments for football are made based upon an evaluation process using a rubric.
Students indicate a site preference prior to the selection. Site options include division one
football, college football (no competition level preference) and high school football.
Students are ranked based upon a completed rubric that is specific towards their preferred
site selection. Highest ranked students are assigned to their priority sites. Criteria
involved in the evaluation rubric includes affective clinical evaluation scores, major GPA,
student availability and the students’ personal request for a collegiate or high school
assignment. Students participating in a winter sport will not be assigned to a collegiate site
due to time conflicts with varsity athletic participation. Students desiring to work with
Portland State Football must intern with the University during the previous spring football
season to be considered for a fall assignment at the school. Generally, students involved in
spring intercollegiate athletics will be ineligible to work at Portland State University in the
fall. Students involved in fall intercollegiate athletics at GFU receive equipment intensive
experience in both HHPE 377 and 379 by interning spring football with Portland State
University. Students must spend the entire spring football season with the team.
Upon completion of the football rotation students are assigned to a second two week
wrestling rotation at Clackamas Community College, and may also be assigned to a clinical
rotation with a GFU winter sports team. During HHPE 379, students begin their general
medical clinical rotation. Students shadow an emergency room physician for 10 to 15
hours. Students also shadow a cardiologist for up to 6 hours and an MD and exercise
physiologist at the OHSU human performance lab for up to six hours. Students are assigned
to an upper or lower extremity sport at GFU when not working on general medical
rotations. Sport assignments will be determined based upon a comparison of the students
accrued upper and lower extremity hours. Students earn approximately 350 to 400 hours
of internship time during their third year in the program.
Clinical Proficiencies evaluated for mastery in HHPE 378 include: Record Keeping Skills;
Cryotherapy; Thermotherapy; Intermittent Compression; Therapeutic Massage; Joint
Range of Motion; Exercise to Improve Muscular Performance; Use of an Isokinetic
Resistance machine; Neuromuscular Control, Coordination, and Agility; Flexibility
Exercises /Activities
Clinical Proficiencies evaluated for mastery in HHPE 379 include: Electrotherapy;
Ultrasound; Nutritional Aspects of Injury and Illness; Health Care Administration; General
Medical Conditions; Psychosocial Intervention and Referral and Pharmacology.
E. Student Assignment Letters
At the initiation of an affiliated clinical rotation, the student will be given an assignment
letter packet from the program director to share with the ACI they are assigned to work
with. Within the packet is an assignment letter describing the students clinical level and
rotation objectives. A copy of the students current practicum course syllabus is also
included for the ACI to review. Each student must sign the assignment letter in
conjunction with the ACI upon review of the letter. The ACI will send the signed letter
back to the ATEP director with a self-addressed envelope that is part of the package.
F. ACI and Affiliated Site Evaluations
At the conclusion of an academic semester, students will perform anonymous evaluations
of the approved clinical instructor they have worked with. Each student will be given the
evaluation form from the program director within the final week of the semester. The
forms should be returned anonymously to the program director’s HHPE department
mailbox within one week of receiving the form. The evaluations are used to improve
teaching and clinical supervision effectiveness. The student is responsible for completing
an evaluation of each of the George Fox University approved clinical instructors, as the
student will have worked with all GFU ATC’s throughout the semester. Students will
complete an evaluation of any affiliated clinical instructor they may have worked with at
the conclusion of the rotation. The evaluations will be turned into the ATEP director and
than forwarded to the ACI for review. For affiliated ACI's that have been reviewed by
more than one student, summative evaluative scores will be calculated and shared with the
ACI as well. In addition to the ACI evaluation form, students are also required to
complete an evaluation of the affiliated clinical site and educational resources. The
program director will address low scores with the ACI. Upon review, the program
director will work with the ACI to make any necessary changes needed to improve the
ACI’s or the affiliated site’s effectiveness.
VIII. Didactic Instruction
A. Athletic Training Major Courses
HLTH 210
HLTH 233
HLTH 300
HHPA 136
HHPE 200
HHPE 228
HHPE 360
Drug Education
Responding to Emergencies
Nutrition
Weight Training
History and Principles of Physical Education
Conditioning/Body Mechanics and Aerobics
Organization and Administration of Health, Physical Education and Athletic
Training
HHPE 364
Psychosocial Intervention and Referral in Athletic Training
HHPE 366
General Medical Conditions
HHPE 374
Athletic Training Practicum I
HHPE 375
Athletic Training Practicum II
HHPE 376
Athletic Training Practicum III
HHPE 377
Athletic Training Practicum IV
HHPE 378
Athletic Training Practicum V
HHPE 379
Athletic Training Practicum VI
HHPE 384
Pharmacology in Athletic Training
HHPE 390
Care and Prevention of Athletic Injuries
HHPE 394
Kinesiology
HHPE 400
Recognition of Athletic Injuries
HHPE 413
Therapeutic Exercise
HHPE 414
Therapeutic Modalities
HHPE 430
Exercise Physiology
HHPE 490
Senior Seminar
BIOL 331, 332 Human Anatomy and Physiology
PSYC 150
General Psychology
PSYC340
Statistical Procedures
IX. George Fox University Athletic Training Major Academic Plan
The typical schedule for the athletic training education major is outlined below. Note that some of the athletic training
education major courses are offered every other year. As a result, the academic year a student takes a course may vary
depending upon the year of entrance into the program.
Student entering George Fox University in odd
Student entering George Fox University in even
year (e.g. 2003-04, 2005-06, 2007-08)
year (e.g. 2004-05, 2006-07, 2008-09)
Freshman year – Fall
Freshman year – Fall
Meet with Program Director
Meet with Program Director
General Education Courses
General Education Courses
HHPA 136 – Weight Training
(1)
HHPA 136 – Weight Training
(1)
PSYC 150 - General Psychology
PSYC 150 - General Psychology
BIOL 331 – Anatomy
BIOL 331 – Anatomy
Freshman year – Spring
Freshman year – Spring
General Education Courses
General Education Courses
BIOL 332 – Physiology
BIOL 332 – Physiology
HHPE 390 – Care & Prevention
(3)
HHPE 390 – Care & Prevention
(3)
HLTH 233 – Responding to Emergencies
(1)
HLTH 233 – Responding to Emergencies
(1)
Application to ATEP due April 1
Application to ATEP due April 1
Sophomore year – Fall
Sophomore year – Fall
HHPE 394 – Kinesiology
(3)
HHPE 394 – Kinesiology
(3)
HHPE 400 – Recognition of Ath. Inj. (3)
HHPE 400 – Recognition of Ath. Inj. (3)
HLTH 210 – Drug Education
(2)
HHPE 228 – Cond, Body Mech & A. (1)
HHPE 374 – ATEP Practicum I
(1)
HLTH 210 – Drug Education
(2)
General Education Courses
HHPE 374 – ATEP Practicum I
(1)
General Education Courses
Sophomore year – Spring
HHPE 360 – Org & Admin
(2)
Sophomore year – Spring
HHPE 364 – Psycho-social of Inj.
(2)
HHPE 375 – ATEP Practicum II
(1)
HHPE 375 – ATEP Practicum II
(1)
HHPE 413 – Therapeutic Exercise
(2)
HLTH 300 – Nutrition
(3)
HHPE 414 – Therapeutic Modalities (2)
General Education Courses
General Education Courses
Junior year – Fall
Junior year – Fall
HHPE 228 – Cond, Body Mech & A (1)
HHPE 376 – ATEP Practicum III
(1)
HHPE 366 – General Medical Cond. (2)
HLTH 300 – Nutrition
(3)
HHPE 376 – ATEP Practicum III
(1)
HHPE 384 – Pharmacology
(1)
Junior year – Spring
HHPE 360 – Org & Admin
(2)
Junior year – Spring
HHPE 377 – ATEP Practicum IV
(1)
HHPE 377 – ATEP Practicum IV
(1)
HHPE 364 – Psycho-social of Inj.
(2)
HHPE 413 – Therapeutic Exercise
(2)
PSYC 340 – Statistical Procedures
(3)
HHPE 414 – Therapeutic Modalities (2)
PSYC 340 – Statistical Procedures
(3)
Senior year – Fall
HHPE 430 – Exercise Physiology
(3)
HHPE 366 – General Medical Cond. (2)
HHPE 378 – ATEP Practicum V
(1)
Senior year – Fall
HHPE 384 – Pharmacology
(1)
HHPE 378 – ATEP Practicum V
(1)
Senior year – Spring
HHPE 430 – Exercise Physiology
HHPE 379 – ATEP Practicum VI
HHPE 490 – Senior Seminar
Senior year – Spring
HHPE 379 – ATEP Practicum VI
HHPE 490 – Senior Seminar
(3)
(1)
(1)
41 credits
(1)
(1)
41 credits
77
X. Educational Competencies & Clinical Proficiencies
Competency
Code
RM-C1
RM-C2
RM-C3
RM-C4
RM-C5
RM-C6
RM-C7
RM-C8
RM-C9
Competency
Explain the risk factors
associated with physical activity.
Identify and explain the risk
factors associated with common
congenital and acquired
abnormalities, disabilities, and
diseases.
Identify and explain the
epidemiology data related to the
risk of injury and illness related
to participation in physical
activity.
Identify and explain the
recommended or required
components of a
preparticipation examination
based on appropriate
authorities’ rules, guidelines,
and/or recommendations.
Describe the basic concepts and
practice of wellness screening.
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.
Explain the importance for all
personnel to maintain current
certification in CPR, automated
external defibrillator (AED),
and first aid.
Explain the principles of
effective heat loss and heat
illness prevention programs.
Principles include, but are not
limited to, knowledge of the
body’s thermoregulatory
mechanisms, acclimation and
conditioning, fluid and
electrolyte replacement
requirements, proper practice
and competition attire, and
weight loss.
Explain the accepted guidelines,
recommendations, and policy
and position statements of
applicable governing agencies
related to activity during
Course 1 Instructed
Course 1
Evaluated
HHPE 390
HHPE 390
HHPE 360
HHPE 390
HHPE 390
HHPE 400
HHPE 400
HHPA 120
HHPA 120
HLTH 233
HLTH 233
HHPE 390
HHPE 390
HHPE 390
HHPE 390
Course 2
Instructed
Course 2
Evaluated
78
extreme weather conditions.
RM-C10
RM-C11
RM-C12
RM-C13
RM-C14
RM-C15
RM-C16
RM-C17
Interpret data obtained from a
wet bulb globe temperature
(WGBT) or other similar device
that measures heat and humidity
to determine the scheduling,
type, and duration of activity.
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
Explain the components and
purpose of periodization within
a physical conditioning program
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.
Explain the precautions and
risks associated with exercise in
special populations.
Describe the components for
self-identification of the warning
signs of cancer.
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.
Explain the principles and
concepts related to prophylactic
taping, wrapping, bracing, and
protective pad fabrication
HLTH 233
HLTH 233
HHPE 228
HHPE 228
HHPE 390
HHPE 390
HHPA 136
HHPA 136
HHPE 228
HHPE 228
HHPE 390
HHPE 390
HHPE 390
HHPE 390
HTLH 233
HTLH 233
79
RM-C18
RM-C19
RM-C20
RM-P1
RM-P1.1
RM-P1.2
RM-P1.3
RM-P1.4
RM-P1.5
RM-P1.6
RM-P1.7
RM-P2
RM-P2.1
RM-P2.2
RM-P2.3
RM-P2.4
RM-P2.6
RM-P2.6
RM-P2.7
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.
Explain the basic principles and
concepts of home, school, and
workplace ergonomics and their
relationship to the prevention of
illness and injury.
Recognize the clinical signs and
symptoms of environmental
stress.
Instruct the patient how to
properly perform fitness tests to
assess his or her 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
Develop a fitness program
appropriate to the patient’s
needs and selected activity or
activities that meet the
requirements established by the
appropriate governing agency
and/or physician for enhancing:
Flexibility
Strength
Power
Muscular Endurance
Agility
Cardiovascular Endurance
Speed
HTLH 233
HTLH 233
HHPE 394
HHPE 394
HHPE 390
HHPE 390
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 378
HHPE 378
HHPE 378
HHPE 378
HHPE 378
HHPE 378
HHPE 378
HHPE 378
HHPE 228
HHPE 228
HHPA 136
HHPE 413
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPA 136
HHPE 413
HHPE 228
HHPE 228
HHPE 228
HHPE 228
HHPE 378
HHPE 378
HHPE 378
HHPE 378
HHPE 378
HHPE 378
HHPE 378
H
80
RM-P3
RM-P4
RM-P4.1
RM-P4.2
RM-P4.3
RM-P4.4
RM-P4.5
RM-P4.6
RM-P4.7
RM-P5
RM-P6
RM-P6.1
RM-P6.2
RM-P6.3
RM-P6.4
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.
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
Mouthguard
Prophylactic Knee Brace
Prophylactic Ankle Brace
Other Equipment (as
appropriate)
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.
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
Formulate and implement a
comprehensive, proactive
emergency action plan specific
to lightening safety
Access local
weather/environmental
information
Assess hydration status using
weight charts, urine color
charts, or specific gravity
measurements
HHPE 228
HHPE 228
HHPE 413
HHPE 378
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HHPE 390
HHPE 390
HHPE 390
HHPE 390
HHPE 390
HHPE 390
HHPE 390
HHPE 376
HHPE 376
HHPE 376
HHPE 376
HHPE 376
HHPE 376
HHPE 376
HLTH 233
HLTH 233
HHPE 390
HHPE 376
HLTH 233
HLTH 233
HHPE 390
HHPE 390
HHPE 400
HHPE 376
HHPE 390
HHPE 390
HHPE 400
HHPE 376
HLTH 233
HLTH 233
HHPE 377
HLTH 233
HLTH 233
HHPE 400
HHPE 390
HHPE 390
HHPE 376
HHPE 376
81
RM-CP1
RM-CP2
RM-CP3
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.
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.
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
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HLTH 233
xxxxxxxxxxxx
HHPE 376
xxxxxxxxxxxx
HHPE 390
xxxxxxxxxxxx
HHPE 376
82
implementing appropriate
strategies to prevent injury.
83
Competency
Code
PA-C1
PA-C2
PA-C3
PA-C4
PA-C5
PA-C6
Competency
Describe the essential
components of a typical human
cell. Include the normal
structure and the function of
each component and explain the
abnormal symptoms associated
with injury, illness, and disease.
Explain gross cellular
adaptations in response to
stress, injury, or disease (e.g.,
atrophy, hypertrophy,
differentiation, hyperplasia,
metaplasia, and tumors).
Explain normal and abnormal
circulation and the physiology
of fluid homeostasis.
Identify the normal acute and
chronic physiological and
pathological 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
affecting the musculoskeletal
and other organ systems, and
musculoskeletal system
adaptations to disuse.
Describe the etiology,
pathogenesis, pathomechanics,
signs, symptoms, and
epidemiology of common
orthopedic injuries, illnesses
and diseases to the body’s
systems.
Describe the body’s responses
to physical exercise during
common diseases, illnesses, and
the injury.
Course 1 Instructed
Course 1
Evaluated
Course 2
Instructed
Course 2
Evaluated
BIOL 331/332
BIOL 331/332
HHPE 430
BIOL 331/332
BIOL 331/332
HHPE 430
BIOL 331/332
BIOL 331/332
HHPE 430
HHPE 390
HHPE 390
HHPE 414
HHPE 390
HHPE 390
HHPE 379
HHPE 413
HHPE 413
HHPE 366
84
Competenc
y Code
DI-C1
DI-C2
DI-C3
DI-C4
DI-C5
DI-C6
DI-C7
DI-C8
DI-C9
DI-C10
DI-C11
Competency
Demonstrate knowledge of the
systems of the human body.
Describe the anatomical and
physiological growth and
development characteristics as
well as gender differences across
the lifespan.
Describe the physiological and
psychological effects of physical
activity and their impact on
performance.
Explain directional terms and
cardinal planes used to describe
the body and the relationship of its
parts.
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.
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.
Explain the relationship of injury
assessment to the systematic
observation of the person as a
whole.
Describe the nature of diagnostic
tests of the neurological function
of cranial nerves, spinal nerves,
and peripheral nerves using
myotomes, dermatomes, and
reflexes.
Assess neurological status,
including cranial nerve function,
myotomes, dermatomes and
reflexes, and circulatory status.
Explain the roles of special tests in
injury assessment.
Explain the role of postural
examination in injury assessment
including gait analysis.
Course 1 Instructed
Course 1
Evaluated
Course 2
Instructed
Course 2
Evaluated
BIOL 331/332
BIOL 331/332
BIOL 331/332
BIOL 331/332
HHPE 364
HHPE 364
HHPE 430
HHPE 390
HHPE 390
HHPE 394
HHPE 394
HHPE 394
HHPE 378
HHPE 390
HHPE 390
HHPE 376-78
HHPE 390
HHPE 390
HHPE 400
HLTH 233
HLTH 233
HHPE 400
HLTH 233
HLTH 233
HHPE 376
HHPE 400
HHPE 400
HHPE 376
HHPE 400
HHPE 400
HHPE 376
85
DI-C12
DI-C13
DI-C14
DI-C15
DI-C16
DI-C17
DI-P1
DI-P2
DI-P3
DI-P4
DI-P5
DI-P6
DI-P7
DI-P8
DI-P9
Describe strength assessment using
resistive range of motion, break
tests, and manual muscle testing.
Describe the use of diagnostic tests
and imaging techniques based on
their applicability in the
assessment of an injury when
prescribed by a physician.
Describe the clinical signs and
symptoms of environmental stress.
Describe and identify postural
deformities.
Explain medical terminology and
abbreviations necessary to
communicate with physicians and
other health professionals
Describe the components of
medical documentation (e.g.
SOAP, HIPS and HOPS).
Obtain a medical history of the
patient that includes a previous
history and a history of the present
injury.
Perform inspection/observation of
the clinical signs associated with
common injuries including
deformity, posturing and
guarding, edema/swelling,
hemarthrosis, and discoloration.
Perform inspection/observation of
postural, structural, and
biomechanical abnormalities.
Palpate the bones and soft tissues
to determine normal or
pathological characteristics.
Measure the active and passive
joint range of motion using
commonly accepted techniques,
including the use of a goniometer
and inclinometer.
Grade the resisted joint range of
motion/manual muscle testing and
break tests.
Apply appropriate stress tests for
ligamentous or capsular stability,
soft tissue and muscle, and
fractures.
Apply appropriate special tests for
injuries to the specific areas of the
body as listed above.
Assess neurological status,
including cranial nerve function,
myotomes, dermatomes and
reflexes, and circulatory status.
HHPE 400
HHPE 400
HHPE 377,78
HHPE 390
HHPE 390
HHPE 400
HLTH 233
HLTH 233
HHPE 400
HHPE 400
HHPE 400
HHPE 376
HHPE 400
HHPE 400
HHPE 378
HHPE 390
HHPE 390
HHPE 400
HHPE 400
HHPE 400
HHPE 378
HHPE 400
HHPE 400
HHPE 376-77
HHPE 400
HHPE 400
HHPE 376-77
HHPE 400
HHPE 400
HHPE 376
HHPE 400
HHPE 400
HHPE 378
HHPE 400
HHPE 400
HHPE 376,77
HHPE 400
HHPE 400
HHPE 376,77
HHPE 400
HHPE 400
HHPE 376,77
HHPE 400
HHPE 400
HHPE 376,77
86
DI-P10
DI-CP1
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.
HHPE 400
HHPE 400
xxxxxxxxxxxx
HHPE 400
DI-CP1.1
Foot and Toes
xxxxxxxxxxxx
HHPE 400
DI-CP1.2
Ankle
xxxxxxxxxxxx
HHPE 400
DI-CP1.3
xxxxxxxxxxxx
HHPE 400
DI-CP1.4
Lower Leg
Knee (tibiofemoral and
patellofemoral)
xxxxxxxxxxxx
HHPE 400
DI-CP1.5
Thigh
xxxxxxxxxxxx
HHPE 400
DI-CP1.6
Hip/Pelvis/Sacroiliac Joint
xxxxxxxxxxxx
HHPE 400
DI-CP1.7
Lumbar Spine
xxxxxxxxxxxx
HHPE 400
DI-CP1.8
Thoracic Spine
xxxxxxxxxxxx
HHPE 400
DI-CP1.9
Ribs
xxxxxxxxxxxx
HHPE 400
DI-CP1.10
Cervical Spine
xxxxxxxxxxxx
HHPE 400
DI-CP1.11
Shoulder Girdle
xxxxxxxxxxxx
HHPE 400
DI-CP1.12
DI-CP1.13
Upper Arm
Elbow
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 400
HHPE 400
HHPE 376,77
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
87
DI-CP1.14
Forearm
xxxxxxxxxxxx
HHPE 400
DI-CP1.15
Wrist
xxxxxxxxxxxx
HHPE 400
DI-CP1.16
Hand, Fingers & Thumb
xxxxxxxxxxxx
HHPE 400
DI-CP1.17
Head and Face
xxxxxxxxxxxx
HHPE 400
DI-CP1.18
Temporomandibular Joint
xxxxxxxxxxxx
HHPE 400
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
xxxxxxxxxx
xx
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
HHPE 376,377
88
Competency
Code
MC-C1
MC-C2
MC-C3
MC-C4
MC-C5
MC-C6
MC-C7
Competency
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 span (e.g., arthritis,
diabetes).
Understand the effects of
common illnesses and diseases
in physical activity.
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.
Describe and know when to
refer common eye pathologies
from trauma and/or localized
infection (e.g., conjunctivitis,
hyphema, corneal injury, stye,
scleral trauma).
Describe and know when refer
common ear pathologies from
trauma and/or localized
infection (e.g., otitis, ruptured
tympanic membrane, impacted
cerumen).
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).
Describe and know when to
refer common and significant
respiratory infections, thoracic
trauma, and lung disorders.
(e.g., influenza, pneumonia,
bronchitis, rhinitis, sinusitis,
upper-respiratory infection
(URI), pneumothorax,
hemothorax,
pneumomediastinum, exerciseinduced bronchospasm,
exercise-induced anaphylaxis,
asthma).
Course 1
Instructed
Course 1
Evaluated
Course 2
Instructed
Course 2
Evaluated
HHPE 366
HHPE 366
HHPE 379
HHPE 366
HHPE 366
HHPE 379
HHPE 366
HHPE 366
HHPE 379
HHPE 366
HHPE 366
HHPE 366
HHPE 366
HHPE 366
HHPE 366
HHPE 366
HHPE 366
HHPE 366
HHPE 400
HHPE 400
HHPE 379
89
MC-C8
MC-C9
MC-C10
MC-C11
MC-C12
Explain the importance and
proper use of a peak flowmeter
or similar device in the
evaluation and management of
respiratory conditions.
Describe strategies for reducing
the frequency and severity of
asthma attacks.
Explain the possible causes of
sudden death syndrome.
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-ParkinsonWhite syndrome, anemias,
sickle cell anemia and sickle cell
trait [including rhabdomyolysis],
hemophilia, deep vein
thrombosis, migraine headache,
syncope).
Describe and know when to
refer common medical
conditions that affect the
gastrointestinal and hepaticbiliary 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).
HHPE 400
HHPE 400
HHPE 379
HHPE 400
HHPE 400
HHPE 379
HHPE 400
HHPE 400
HHPE 379
HHPE 400
HHPE 400
HHPE 379
HHPE 400
HHPE 400
HHPE 379
90
MC-C13
MC-C14
MC-C15
Describe and know when to
refer common medical
conditions of the endocrine and
metabolic systems from
acquired disease and acute and
chronic nutritional disorders
(e.g., diabetes mellitus and
insipidus, hypothyroidism,
Cushing’s syndrome,
thermoregulatory disorders,
gout, osteoporosis).
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).
Describe and know when to
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).
HHPE 366
HHPE 366
HHPE 379
HHPE 400
HHPE 400
HHPE 379
HHPE 400
HHPE 400
HHPE 366
91
MC-C16
MC-C17
MC-C18
MC-C19
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 (HIV)
infection and AIDS, hepatitis B
virus infection, allergic reaction
and anaphylaxis, childhood
infectious diseases [measles,
mumps, chickenpox]).
Describe and know when to
refer common neurological
medical disorders from trauma,
anoxia, drug toxicity, infection,
and congenital malformation
(e.g., concussion,
postconcussion syndrome,
second-impact syndrome,
subdural and epidural
hematoma, epilepsy, seizure,
convulsion disorder, meningitis,
spina bifida, cerebral palsy,
chronic regional pain syndrome
[CRPS], cerebral aneurysm).
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).
Describe a plan to access
appropriate medical assistance
on disease control, notify
medical authorities, and prevent
disease epidemics.
HHPE 400
HHPE 400
HHPE 366
HHPE 400
HHPE 400
HHPE 366
HLTH 210
HLTH 210
HHPE 364
HLTH 233
HLTH 233
HHPE 360
92
MC-C20
MC-C21
MC-C22
MC-P1
MC-P2
MC-P3
MC-P4
MC-P4a
MC-P4b
MC-P4c
MC-P4d
MC-P4e
MC-P4f
Describe and know when to
refer common cancers (e.g.,
testicular, breast).
Describe and know when to
refer common injuries or
conditions of the teeth (e.g.,
fractures, dislocations, caries).
Explain the importance and
proper procedures for
measuring body temperature
(e.g., oral, axillary, rectal).
Obtain a medical history of the
patient that includes a previous
history and a history of the
present condition.
Perform a visual observation of
the clinical signs associated with
common injuries and/or
illnesses including deformity,
edema/swelling, discoloration,
and skin abnormalities.
Palpate the bones and soft
tissues, including the abdomen,
to determine normal or
pathological characteristics.
Apply commonly used special
tests and instruments (e.g.,
otoscope, stethoscope,
ophthalmoscope, peak
flowmeter, chemical “dipsticks”
[or similar devices]) and
document the results for the
assessment of:
Vital signs including respiration
(including asthma), pulse and
circulation, and blood pressure
Heart, lung, and bowel sounds
Pupil response, size and shape,
and ocular motor function
Body temperature
Ear, nose, throat and teeth
Urinalysis
HHPE 390
HHPE 390
HHPE 400
HHPE 400
HHPE 400
HHPE 366
HHPE 400
HHPE 400
HHPE 366
HHPE 400
HHPE 400
HHPE 378
HLTH 233
HLTH 233
HHPE 376
HHPE 400
HHPE 400
HHPE 376
HHPE 400
HHPE 400
HHPE 366
HHPE 400
HHPE 400
HHPE 400
HHPE 400
HHPE 376
HHPE 366
HHPE 400
HHPE 400
HHPE 400
HHPE 400
HHPE 400
HHPE 400
HHPE 400
HHPE 400
HHPE 366
HHPE 366
HHPE 366
HHPE 366
93
MC-CP1
MC-CP1.1
MC-CP1.2
MC-CP1.3
MC-CP1.4
MC-CP1.5
MC-CP1.6
MC-CP1.7
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.
Derma
Head, including the Brain
Face, including the Maxillofacial
Region
Thorax, including the heart and
lungs
Abdomen, including the
abdominal organs, the renal and
urogenital systems
Eyes
Ear, Nose, and Throat
xxxxxxxxxxxx
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 400
HHPE 400
HHPE 400
xxxxxxxxxxxx
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 377
HHPE 379
HHPE 376
xxxxxxxxxxxx
HHPE 400
xxxxxxxxxxxx
HHPE 376
xxxxxxxxxxxx
HHPE 400
xxxxxxxxxxxx
HHPE 377
xxxxxxxxxxxx
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 400
HHPE 400
HHPE 400
xxxxxxxxxxxx
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 379
HHPE 376
HHPE 379
94
Competency
Code
AC-C1
AC-C2
AC-C3
AC-C4
AC-C5
AC-C6
AC-C7
AC-C8
AC-C9
AC-C10
Competency
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.
Describe the availability, content,
purpose, and maintenance of
contemporary first aid and
emergency care equipment.
Determine what emergency care
supplies and equipment are
necessary for circumstances in
which the athletic trainer is the
responsible first responder.
Know and be able to use
appropriately standard
nomenclature of injuries and
illnesses.
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 lifethreatening conditions.
Differentiate the components of a
secondary assessment to
determine the type and severity
of the injury or illness sustained.
Identify the normal ranges for
vital signs.
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.
Describe the current standards of
first aid, emergency care, rescue
breathing, and cardiopulmonary
resuscitation for the professional
rescuer.
Describe the role and function of
an automated external
defibrillator in the emergency
management of acute heart
failure and abnormal heart
rhythms.
Course 1 Instructed
Course 1
Evaluated
Course 2
Instructed
Course 2
Evaluated
HLTH 233
HLTH 233
HHPE 360
HLTH 233
HLTH 233
HHPE 400
HLTH 233
HLTH 233
HHPE 360
HHPE 400
HHPE 400
HHPE 360
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 400
HLTH 233
HLTH 233
HHPE 400
HLTH 233
HLTH 233
HHPE 400
HLTH 233
HLTH 233
HHPE 375
HLTH 233
HLTH 233
HHPE 374
95
AC-C11
AC-C12
AC-C13
AC-C14
AC-C15
AC-C16
AC-C17
AC-C18
AC-C19
AC-C20
Describe the role and function of
supplemental oxygen
administration as an adjunct to
cardiopulmonary resuscitation
techniques.
Describe the characteristics of
common life-threatening
conditions that can occur either
spontaneously or as the result of
direct trauma to the throat,
thorax and viscera, and identify
the management of these
conditions.
Describe the proper management
of external hemorrhage,
including the location of pressure
points, use of universal
precautions, and proper disposal
of biohazardous materials.
Identify the signs and symptoms
associated with internal
hemorrhaging.
Describe the appropriate use of
aseptic or sterile techniques,
approved sanitation methods, and
universal precautions for the
cleansing and dressing of
wounds.
Describe the injuries and illnesses
that require medical referral.
Explain the application principles
of rest, cold application,
elevation, and compression in the
treatment of acute injuries.
Describe the signs, symptoms,
and pathology of acute
inflammation.
Identify the signs and symptoms
of head trauma, including loss of
consciousness, changes in
standardized neurological
function, cranial nerve
assessment, and other symptoms
that indicate underlying trauma.
Explain the importance of
monitoring a patient following a
head injury, including obtaining
clearance from a physician before
further patient participation.
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 390
HLTH 233
HLTH 233
HHPE 390
HLTH 233
HLTH 233
HHPE 400
HLTH 233
HLTH 233
HHPE 400
96
AC-C21
AC-C22
AC-C23
AC-C24
AC-C25
AC-C26
AC-C27
AC-C27a
AC-C27b
AC-C27c
AC-C27d
AC-C27e
AC-C28
AC-C29
Define cerebral concussion, list
the signs and symptoms of
concussions, identify the methods
for determining the
neurocognitive status of a patient
who sustains a concussion and
describe contemporary concepts
for the management and returnto-participation of a patient who
sustains a concussion.
Identify the signs and symptoms
of trauma to the cervical,
thoracic and lumbar spines, the
spinal cord, and spinal nerve
roots, including neurological
signs, referred symptoms, and
other symptoms that indicate
underlying trauma and
pathology.
Describe cervical stabilization
devices that are appropriate to
the circumstances of an injury.
Describe the indications,
guidelines, proper techniques and
necessary supplies for removing
equipment and clothing in order
to evaluate and/or stabilize the
involved area.
Describe the effective
management, positioning, and
immobilization of a patient with a
suspected spinal cord injury.
Identify the appropriate shortdistance transportation method,
including immobilization, for an
injured patient.
Identify the signs, symptoms,
possible causes, and proper
management of the following:
Different types of shock
Diabetic coma
Seizures
Toxic drug overdose
Allergic, thermal, and chemical
reactions of the skin (including
infestations and insect bites)
Identify the signs and symptoms
of serious communicable diseases
and describe the appropriate
steps to prevent disease
transmission.
Identify the signs, symptoms, and
treatment of patients suffering
from adverse reactions to
environmental conditions.
HHPE 390
HHPE 390
HHPE 400
HLTH 233
HLTH 233
HHPE 400
HLTH 233
HLTH 233
HHPE 400
HLTH 233
HLTH 233
HHPE 400
HLTH 233
HLTH 233
HHPE 376
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HLTH 233
HLTH 210
HLTH 233
HLTH 233
HLTH 233
HLTH 210
HHPE 379
HHPE 366
HHPE 366
HHPE 384
HLTH 233
HLTH 233
HHPE 366
HLTH 233
HLTH 233
HHPE 366
HLTH 233
HLTH 233
HHPE 400
97
AC-C30
AC-C31
AC-C32
AC-C33
AC-P1
AC-P2
AC-P2a
AC-P2b
AC-P2c
AC-P2d
AC-P2e
AC-P3
AC-P3a
AC-P3b
AC-P3c
AC-P3d
AC-P3e
AC-P3f
AC-P3g
Identify information obtained
during the examination to
determine when to refer an
injury or illness for further or
immediate medical attention.
Describe the proper
immobilization techniques and
select appropriate splinting
material to stabilize the injured
joint or limb and maintain distal
circulation.
Describe the proper ambulatory
aid and technique for the injury
and patient.
Describe home care and selftreatment plans of acute injuries
and illnesses.
Survey the scene to determine
whether the area is safe and
determine what may have
happened.
Perform an initial assessment to
assess the following, but not
limited to:
Airway
Breathing
Circulation
Level of consciousness
Other life-threatening conditions
Implement appropriate
emergency treatment strategies,
including but not limited to:
Activate an emergency action
plan
Establish and maintain an airway
in an infant, child, and adult
Establish and maintain an airway
in a patient wearing shoulder
pads, headgear or other
protective equipment and/or
with a suspected spine injury
Perform one- and two-person
CPR on an infant, child, and
adult
Utilize a bag-valve mask on an
infant, child, and adult
Utilize an automated external
defibrillator (AED) according to
current accepted practice
protocols
Normalize body temperature in
situations of severe/lifethreatening heat or cold stress
HHPE 390
HHPE 390
HHPE 400
HLTH 233
HLTH 233
HHPE 374,5
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 390
HTLH 233
HTLH 233
HHPE 374
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HHPE 374
HHPE 374
HHPE 374
HHPE 374
HHPE 374
HHPE 374
HLTH 233
HLTH 233
HHPE 377
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 376
98
AC-P3h
AC-P3i
AC-P4
AC-P4a
AC-P4b
AC-P4c
AC-P4d
AC-P4e
AC-P4f
AC-P4g
AC-P4h
AC-P4i
AC-P4j
AC-P4k
AC-P4l
AC-CP1
Control bleeding using universal
precautions
Administer an EpiPen for
anaphylactic shock
Perform a secondary assessment
and employ the appropriate
management techniques for nonlife-threatening situations,
including but not limited to:
Open and closed wounds (using
universal precautions)
Closed-head trauma (using
standard neurological tests and
tests for cranial nerve function)
Evironmental illness
Seizures
Acute asthma attack
Different types of shock
Thoracic, respiratory, and
internal abdominal injury or
illness
Acute musculoskeletal injuries
(i.e. sprains, strains, fractures,
dislocations)
Spinal cord and peripheral nerve
injuries
Diabetic coma
Toxic drug overdose
Allergic, thermal, and chemical
reactions of the skin (including
infestations and insect bites
Demonstrate the ability to
manage acute injuries and
illnesses. This will include
surveying the scene, conducting
an initial assessment, utilizing
universal precautions, activating
the emergency action plan,
implementing appropriate
emergency techniques and
procedures, conducting a
secondary assessment and
implementing appropriate first
aid techniques and procedures for
non-life-threatening situations.
Effective lines of communication
should be established and the
results of the assessment,
management and treatment
should be documented.
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HHPE 376
HLTH 233
HLTH 233
HHPE 374
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HLTH 233
HHPE 400
HHPE 376
HHPE 379
HHPE 379
HHPE 379
HHPE 390
HHPE 390
HHPE 400
HLTH 233
HLTH 233
HHPE 377
HHPE 390
HLTH 233
HLTH 210
HHPE 390
HLTH 233
HLTH 210
HHPE 400
HHPE 379
HHPE 379
HLTH 233
HLTH 233
HHPE 379
xxxxxxxxxxxx
HLTH 233
xxxxxxxxxxxx
HHPE 374
99
Competency
Code
TM-C1
TM-C2
TM-C3
TM-C4
TM-C5
TM-C6
TM-C7
TM-C8
TM-C9
Competency
Describe the physiological and
pathological processes of
trauma, wound healing and
tissue repair and their
implications on the selection
and application of therapeutic
modalities used in a treatment
and/or rehabilitation program.
Explain the principles of
physics, including basic
concepts associated with the
electromagnetic and acoustic
spectra (e.g., frequency,
wavelength) associated with
therapeutic modalities.
Explain the terminology,
principles, basic concepts, and
properties of electric currents
as they relate to therapeutic
modalities.
Describe contemporary paincontrol theories.
Describe the role and function
of the common pharmacological
agents that are used in
conjunction with therapeutic
modalities
Explain the body's physiological
responses during and following
the application of therapeutic
modalities.
Describe the electrophysics,
physical properties, biophysics,
patient preparation and
modality set-up (parameters),
indications, contraindications,
and specific physiological effects
associated with commonly used
therapeutic modalities.
Identify appropriate therapeutic
modalities for the treatment
and rehabilitation of injuries
and illness.
Describe the process/methods
of assessing and reassessing the
status of the patient using
standard techniques and
documentation strategies to
determine appropriate
treatment and rehabilitation and
to evaluate readiness to return
to the appropriate level of
activity. This includes the
Course 1
Instructed
Course 1
Evaluated
Course 2
Instructed
Course 2
Evaluated
HHPE 390
HHPE 390
HHPE 414
HHPE 414
HHPE 414
HHPE 379
HHPE 414
HHPE 414
HHPE 379
HHPE 390
HHPE 390
HHPE 414
HHPE 384
HHPE 384
HHPE 414
HHPE 414
HHPE 414
HHPE 379
HHPE 414
HHPE 414
HHPE 379
HHPE 414
HHPE 414
HHPE 379
100
ability to:
TM-C9a
TM-C9b
TM-C9c
TM-C9d
TM-C9e
TM-C9f
TM-C9g
TM-C9h
TM-C10
TM-C11
Describe and interpret
appropriate measurement and
assessment procedures as they
relate to the selection and
application of therapeutic
modalities.
Interpret objective
measurement results as a basis
for developing individualized
therapeutic modality
application and set-up
(parameters).
Interpret the results of injury
assessment and determine an
appropriate therapeutic
modality program to return the
patient to physical activity.
Determine the appropriate
therapeutic modality program
and appropriate therapeutic
goals and objectives based on
the initial assessment and
frequent reassessments.
Determine the criteria for
progression and return to
activity based on the level of
functional outcomes.
Describe appropriate methods
of assessing progress when
using therapeutic modalities and
interpret the results.
Interpret physician notes,
postoperative notes, and
physician prescriptions as they
pertain to a treatment plan.
Describe appropriate medical
documentation for recording
progress in a therapeutic
modality program.
Identify manufacturer’s,
institutional, state, and federal
standards for the operation and
safe application of therapeutic
modalities.
Identify manufacturer’s,
institutional, state and federal
guidelines for the inspection
and maintenance of therapeutic
HHPE 400
HHPE 400
HHPE 414
HHPE 400
HHPE 400
HHPE 414
HHPE 400
HHPE 400
HHPE 414
HHPE 414
HHPE 414
HHPE 379
HHPE 414
HHPE 414
HHPE 378
HHPE 414
HHPE 414
HHPE 379
HHPE 414
HHPE 414
HHPE 378
HHPE 414
HHPE 414
HHPE 378
HHPE 414
HHPE 414
HHPE 378
HHPE 414
HHPE 414
HHPE 378
101
modalities.
TM-P1
TM-P2
TM-P3
TM-P4
TM-P5
TM-P6
TM-CP1
TM-CP1.1
TM-CP1.2
TM-CP1.3
Assess patient to identify
indications, contraindications,
and precautions applicable to
the application of therapeutic
modalities.
Obtain and interpret baseline
and posttreatment objective
physical measurements to
evaluate and interpret results.
Inspect the therapeutic
modalities and treatment
environment for potential
safety hazards.
Position and prepare the patient
for the application of
therapeutic modalities.
Select and apply appropriate
therapeutic modalities
according to evidence-based
guidelines.
Document treatment goals,
expectations, and treatment
outcomes.
Synthesize information obtained
in a patient interview and
physical examination to
determine the indications,
contraindications and
precautions for the selection,
patient set-up, and evidencebased application of therapeutic
modalities for acute and chronic
injuries. The student will
formulate a progressive
treatment and rehabilitation
plan and appropriately apply the
modalities. Effective lines of
communication should be
established to elicit and convey
information about the patient’s
status and the prescribed
modality(s). While maintaining
patient confidentiality, all
aspects of the treatment plan
should be documented using
standardized record-keeping
methods.
Infrared Modalities
Electrical Stimulation
Modalities
Therapuetic Ultrasound
HHPE 414
HHPE 414
HHPE 378
HHPE 414
HHPE 414
HHPE 378
HHPE 414
HHPE 414
HHPE 378
HHPE 414
HHPE 414
HHPE 378
HHPE 414
HHPE 414
HHPE 378
HHPE 414
HHPE 414
HHPE 378
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 414
HHPE 414
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 378
HHPE 379
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 414
HHPE 414
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 379
HHPE 379
102
TM-CP1.4
TM-CP1.5
Mechanical Modalities
Massage and other Manual
Techniques
xxxxxxxxxxxx
HHPE 414
xxxxxxxxxxxx
HHPE 379
xxxxxxxxxxxx
HHPE 414
xxxxxxxxxxxx
HHPE 378
103
Competency
Code
EX-C1
EX-C2
EX-C3
EX-C4
EX-C4a
EX-C4b
EX-C4c
EX-C4d
EX-C4e
EX-C5
Competency
Describe the physiological and
pathological processes of
trauma, wound healing and
tissue repair and their
implications on the
development, progression and
implementation of a therapeutic
exercise program.
Describe the mechanical
principles applied to the design
and use of therapeutic exercise
equipment and techniques
(leverage, force, kinesiology
and biomechanics).
Describe common surgical
techniques, pathology, and any
subsequent anatomical
alterations that may affect the
implementation of a therapeutic
exercise program.
Describe the appropriate
selection and application of
therapeutic exercises taking the
following into consideration:
The physiological responses of
the human body to trauma
The physiological effects of
inactivity and immobilization
on the musculoskeletal,
cardiovascular, nervous, and
respiratory systems of the
human body
The anatomical and/or
biomechanical alterations
resulting from acute and
chronic injury and improper
mechanics
The physiological adaptations
induced by the various forms of
therapeutic exercise, such as
fast- versus slow-twitch muscle
fibers
The physiological responses of
additional factors, such as age
and disease
Describe the indications,
contraindications, theory, and
principles for the incorporation
and application of various
contemporary therapeutic
exercise equipment and
techniques, including aquatic
therapy, manual therapy and
Course 1 Instructed
Course 1
Evaluated
Course 2
Instructed
Course 2
Evaluated
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
104
mobilization.
EX-C6
EX-C7
EX-C7a
EX-C7b
EX-C7c
EX-C7d
EX-C7e
EX-C7f
Define the basic components of
activity-specific rehabilitation
goals, functional progressions,
and functional outcomes in a
therapeutic exercise program.
Describe the process/methods
of assessing and reassessing the
status of the patient using
standard techniques and
documentation strategies in
order to determine appropriate
treatment and rehabilitation
plans and to evaluate the
readiness to return to the
appropriate level of activity.
This includes the ability to:
Describe and interpret
appropriate measurement and
functional testing procedures as
they relate to the selection and
application of therapeutic
exercise.
Interpret objective
measurement results (muscular
strength/endurance, range of
motion) as a basis for
developing an individualized
therapeutic exercise program.
Interpret the results of a
physical assessment and
determine an appropriate
therapeutic exercise program to
return the patient to physical
activity.
Determine the appropriate
therapeutic exercise program
and appropriate therapeutic
goals and objectives based on
the initial assessment and
frequent reassessments.
Determine the criteria for
progression and return to
activity based on the level of
functional outcomes.
Describe appropriate methods
of assessing progress in a
therapeutic exercise program
and interpret the results.
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
105
EX-C7g
EX-C7h
EX-C8
EX-C9
EX-P1
EX-P2
EX-P3
EX-P4
EX-P5
EX-P6
EX-P7
Interpret physician notes,
postoperative notes, and
physician prescriptions as they
pertain to a therapeutic exercise
program.
Describe appropriate medical
documentation for recording
progress in a therapeutic
exercise program.
Explain the effectiveness of
taping, wrapping, bracing, and
other supportive/protective
methods for facilitation of safe
progression to advanced
therapeutic exercises and
functional activities.
Describe manufacturer’s,
institutional, state and federal
guidelines for the inspection
and maintenance of therapeutic
exercise equipment.
Assess a patient to determine
specific therapeutic exercise
indications, contraindications,
and precautions.
Obtain and interpret baseline
and postexercise objective
physical measurements to
evaluate therapeutic exercise
progression and interpret
results.
Inspect therapeutic exercise
equipment to ensure safe
operating condition.
Demonstrate the appropriate
application of contemporary
therapeutic exercises and
techniques according to
evidence-based guidelines.
Instruct the patient in proper
techniques of commonly
prescribed therapeutic
exercises.
Document rehabilitation goals,
progression and functional
outcomes.
Perform a functional assessment
for safe return to physical
activity.
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
HHPE 413
HHPE 413
HHPE 378
106
EX-CP1
EX-CP1.1
EX-CP1
EX-CP1.2
EX-CP1.3
EX-CP1.4
EX-CP1.5
EX-CP1.6
EX-CP1.7
EX-CP1.8
EX-CP1.9
EX-CP2
EX-CP2.1
EX-CP2.2
Synthesize information obtained
in a patient interview and
physical examination to
determine the indications,
contraindications and
precautions for the selection,
application, and evidence-based
design of a therapeutic exercise
program for injuries to the
upper extremity, lower
extremity, trunk, and spine.
The student will formulate a
progressive rehabilitation plan
and appropriately demonstrate
and/or instruct the exercises
and/or techniques to the
patient. Effective lines of
communication should be
established to elicit and convey
information about the patient’s
status and the prescribed
exercise(s). While maintaining
patient confidentiality, all
aspects of the exercise plan
should be documented using
standardized record-keeping
methods.
Program for injuries to the
upper extremity
Exercises and Techniques to
Improve Joint Range of Motion
Exercises to Improve Muscular
Strength
Exercises to Improve Muscular
Endurance
Exercises to Improve Muscular
Speed
Exercises to Improve Muscular
Power
Exercises to Improve Balance,
Neuromuscular Control, and
Coordination
Exercises to Improve Agility
Exercises to Improve
Cardiorespiratory Endurance
Exercises to Improve ActivitySpecific Skills, including
Ergonomics and Work
Hardening
Program for injuries to the
lower extremity
Exercises and Techniques to
Improve Joint Range of Motion
Exercises to Improve Muscular
Strength
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 228
HHPE 228
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 413
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
107
EX-CP2.3
EX-CP2.4
EX-CP2.5
EX-CP2.6
EX-CP2.7
EX-CP2.8
EX-CP2.9
EX-CP3
EX-CP3.1
EX-CP3.2
EX-CP3.3
EX-CP3.4
EX-CP3.5
EX-CP3.6
EX-CP3.7
EX-CP3.8
EX-CP3.9
EX-CP4
EX-CP4.1
EX-CP4.2
EX-CP4.3
EX-CP4.4
EX-CP4.5
EX-CP4.6
EX-CP4.7
Exercises to Improve Muscular
Endurance
Exercises to Improve Muscular
Speed
Exercises to Improve Muscular
Power
Exercises to Improve Balance,
Neuromuscular Control, and
Coordination
Exercises to Improve Agility
Exercises to Improve
Cardiorespiratory Endurance
Exercises to Improve ActivitySpecific Skills, including
Ergonomics and Work
Hardening
Program for injuries to the
trunk
Exercises and Techniques to
Improve Joint Range of Motion
Exercises to Improve Muscular
Strength
Exercises to Improve Muscular
Endurance
Exercises to Improve Muscular
Speed
Exercises to Improve Muscular
Power
Exercises to Improve Balance,
Neuromuscular Control, and
Coordination
Exercises to Improve Agility
Exercises to Improve
Cardiorespiratory Endurance
Exercises to Improve ActivitySpecific Skills, including
Ergonomics and Work
Hardening
Program for injuries to the
spine
Exercises and Techniques to
Improve Joint Range of Motion
Exercises to Improve Muscular
Strength
Exercises to Improve Muscular
Endurance
Exercises to Improve Muscular
Speed
Exercises to Improve Muscular
Power
Exercises to Improve Balance,
Neuromuscular Control, and
Coordination
Exercises to Improve Agility
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 228
HHPE 228
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 413
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 414
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 228
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 228
HHPE 413
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 413
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 413
HHPE 413
xxxxxxxxxxxx
xxxxxxxxxxxx
HHPE 378
HHPE 378
108
EX-CP4.8
EX-CP4.9
Exercises to Improve
Cardiorespiratory Endurance
Exercises to Improve ActivitySpecific Skills, including
Ergonomics and Work
Hardening
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
xxxxxxxxxxxx
HHPE 413
xxxxxxxxxxxx
HHPE 378
109
Competency
Code
PH-C1
PH-C2
PH-C3
PH-C4
PH-C5
PH-C6
PH-C7
PH-C8
PH-C9
Competency
Explain the laws, regulations,
and procedures that govern
storing, transporting,
dispensing, and recording
prescription and
nonprescription medications
(Controlled Substance Act,
scheduled drug classification,
and state statutes).
Identify appropriate
pharmaceutical terminology and
abbreviations used in the
prescription, administration,
and dispensing of medications.
Identify information about the
indications, contraindications,
precautions, and adverse
reactions for common
prescription and
nonprescription medications
(including herbal medications)
using current pharmacy
resources.
Explain the concepts of
pharmacokinetics (absorption,
distribution, metabolism, and
elimination) and the suspected
influence that exercise might
have on these processes.
Explain the concepts related to
bioavailability, half-life, and
bioequivalence.
Explain the general
pharmacodynamic principles as
they relate to the mechanism of
drug action and therapeutic
effectiveness (e.g. receptor
theory, dose-response
relationship, potency, and drug
interactions).
Describe the common routes
used to administer medications
(e.g., oral, inhalation, and
injection) and their advantages
and disadvantages.
Explain the relationship
between generic or brand name
pharmaceuticals.
Identify medications that might
cause possible poisoning, and
describe how to activate and
follow the locally established
poison control protocols.
Course 1 Instructed
Course 1
Evaluated
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
Course 2
Instructed
Course 2
Evaluated
110
PH-C10
PH-C11
PH-P1
PH-P2
PH-P3
Explain the known usage
patterns, general effects, and
short- and long-term adverse
effects for the commonly used
performance-enhancing
substances.
Identify which therapeutic
drugs and nontherapeutic
substances are banned by sport
and/or workplace organizations
in order to properly advise
patients about possible
disqualification and other
consequences.
Obtain and communicate
patient education materials
regarding physician-prescribed
medications, over-the-counter
drugs, and performanceenhancing substances using
appropriate references.
Abide by federal, state, and
local regulations for the proper
storage, transportation,
dispensing (administering
where appropriate), and
documentation of commonly
used medications.
Activate and effectively follow
locally established poison
control protocols.
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 384
HHPE 379
111
Competency
Code
PS-C1
PS-C2
PS-C3
PS-C4
PS-C5
PS-C6
PS-C7
PS-C8
Competency
Explain the psychosocial
requirements (i.e., motivation
and self-confidence) of various
activities that relate to the
readiness of the injured or ill
individual to resume
participation.
Explain the stress-response
model and the psychological
and emotional responses to
trauma and forced inactivity.
Describe the motivational
techniques that the athletic
trainer must use during injury
rehabilitation and
reconditioning.
Describe the basic principles of
mental preparation, relaxation,
visualization, and
desensitization techniques.
Describe the basic principles of
general personality traits,
associated trait anxiety, locus of
control, and patient and social
environment interactions.
Explain the importance of
providing health care
information to patients,
parents/guardians, and others
regarding the psychological and
emotional well being of the
patient.
Describe the roles and function
of various community-based
health care providers (to
include, but not limited, to:
psychologists, counselors, social
workers, human resources
personnel) and the accepted
protocols that govern the
referral of patients to these
professionals.
Describe the theories and
techniques of interpersonal and
cross-cultural communication
among athletic trainers, their
patients, and others involved in
the health care of the patient.
Course 1 Instructed
Course 1
Evaluated
Course 2
Instructed
Course 2
Evaluated
HHPE 364
HHPE 364
HHPE 379
HHPE 364
HHPE 364
HHPE 379
HHPE 364
HHPE 364
HHPE 379
HHPE 364
HHPE 364
HHPE 379
HHPE 364
HHPE 364
HHPE 379
HHPE 364
HHPE 364
HHPE 379
HHPE 364
HHPE 364
HHPE 379
HHPE 364
HHPE 364
HHPE 379
112
PS-C9
PS-C10
PS-C11
PS-C12
PS-C13
PS-C14
Explain the basic principles of
counseling (discussion, active
listening, and resolution) and
the various strategies that
certified athletic trainers may
employ to avoid and resolve
conflicts among superiors,
peers, and subordinates.
Identify the symptoms and
clinical signs of common eating
disorders and the psychological
and sociocultural factors
associated with these disorders.
Identify and describe the
sociological, biological and
psychological influences toward
substance abuse, addictive
personality traits, the
commonly abused substances,
the signs and symptoms
associated with the abuse of
these substances, and their
impact on an individual’s health
and physical performance
Describe the basic signs and
symptoms of mental disorders
(psychoses), emotional
disorders (neuroses,
depression), or personal/social
conflict (family problems,
academic or emotional stress,
personal assault or abuse, sexual
assault, sexual harassment), the
contemporary personal, school,
and community health service
agencies, such as communitybased psychological and social
support services that treat these
conditions and the appropriate
referral procedures for
accessing these health service
agencies.
Describe the acceptance and
grieving processes that follow a
catastrophic event and the need
for a psychological intervention
and referral plan for all parties
affected by the event.
Explain the potential need for
psychosocial intervention and
referral when dealing with
populations requiring special
consideration (to include but
not limited to those with
exercise-induced asthma,
diabetes, seizure disorders,
HHPE 364
HHPE 364
HHPE 379
HLTH 300
HLTH 300
HHPE 379
HLTH 210
HLTH 210
HHPE 379
HHPE 364
HHPE 364
HHPE 379
PSYC 150
PSYC 150
HHPE 379
HHPE 364
HHPE 364
HHPE 379
113
drug allergies and interactions,
unilateral organs, physical
and/or mental disability).
PS-C15
PS-CP1
PS-CP2
Describe the psychosocial
factors that affect persistent
pain perception (i.e., emotional
state, locus of control,
psychodynamic issues,
sociocultural factors, and
personal values and beliefs) and
identify multidisciplinary
approaches for managing
patients with persistent pain.
Demonstrate the ability to
conduct an intervention and
make the appropriate referral of
an individual with a suspected
substance abuse or other mental
health problem. 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 intervention and
referral should be documented
using standardized recordkeeping methods.
Demonstrate the ability to
select and integrate appropriate
motivational techniques into a
patient’s treatment or
rehabilitation program. This
includes, but is not limited to,
verbal motivation, visualization,
imagery, and/or
desensitization. Effective lines
of communication should be
established to elicit and convey
information about the
techniques. While maintaining
patient confidentiality, all
aspects of the program should
be documented using
standardized record-keeping
techniques.
PSYC 150
PSYC 150
HHPE 379
xxxxxxxxxxxx
HHPE 364
xxxxxxxxxxxx
HHPE 379
xxxxxxxxxxxx
HHPE 364
xxxxxxxxxxxx
HHPE 379
114
Competency
Code
NU-C1
NU-C2
NU-C3
NU-C4
NU-C5
NU-C6
NU-C7
NU-C8
Competency
Describe personal health habits
and their role in enhancing
performance, preventing injury
or illness, and maintaining a
healthy lifestyle.
Describe the USDA’s “My
Pyramid” and explain how this
can be used in performing a
basic dietary analysis and
creating a dietary plan for a
patient.
Identify and describe primary
national organizations
responsible for public and
professional nutritional
information.
Identify nutritional
considerations in rehabilitation,
including nutrients involved in
healing and nutritional risk
factors (e.g., reduced activity
with the same dietary regimen
and others).
Describe common illnesses and
injuries that are attributed to
poor nutrition (e.g., effects of
poor dietary habits on bone
loss, on injury, on long-term
health, and on other factors).
Explain energy and nutritional
demands of specific activities
and the nutritional demands
placed on the patient.
Explain principles of nutrition
as they relate to the dietary and
nutritional needs of the patient
(e.g., role of fluids,
electrolytes, vitamins,
minerals, carbohydrates,
protein, fat, and others).
Explain the physiological
processes and time factors
involved in the digestion,
absorption, and assimilation of
food, fluids, and nutritional
supplements. Further, relate
these processes and time factors
to the design and planning of
preactivity and postactivity
meals, menu content,
scheduling, and the effect of
other nonexercise stresses
before activity.
Course 1 Instructed
Course 1
Evaluated
Course 2
Instructed
HHPA 120
HHPE 120
HLTH 300
HLTH 300
HLTH 300
HLTH 300
HLTH 300
HLTH 300
HHPE 413
HHPE 390
HHPE 390
HLTH 300
HLTH 300
HLTH 300
HLTH 300
HLTH 300
HLTH 300
HLTH 300
Course 2
Evaluated
115
NU-C9
NU-C10
NU-C11
NU-C12
NU-C13
NU-C14
NU-C15
NU-C16
NU-C17
NU-C18
Describe the principles,
advantages, and disadvantages
of ergogenic aids and dietary
supplements used in an effort to
improve physical performance.
Explain implications of FDA
regulation of nutritional
products.
Identify and interpret pertinent
scientific nutritional comments
or position papers (e.g., healthy
weight loss, fluid replacement,
pre-event meals, and others).
Explain principles of weight
control for safe weight loss and
weight gain, and explain
common misconceptions
regarding the use of food,
fluids, and nutritional
supplements in weight control.
Explain consequences of
improper fluid replacement.
Describe disordered eating and
eating disorders (i.e., signs,
symptoms, physical and
psychological consequences,
referral systems).
Identify effects of
macronutrients (e.g., saturated
fats, incomplete proteins, and
complex carbohydrates) on
performance, health, and
disease.
Describe signs, symptoms, and
physiological effects of mineral
deficiency (e.g., iron, and
calcium), and identify foods
high in specific mineral content.
Identify and explain food label
Daily Value recommendations
and common food sources of
essential vitamins and minerals
in using current USDA Dietary
Guidelines.
Describe the principles and
methods of body composition
assessment (e.g., skinfold
calipers, bioelectric impedance,
body mass index [BMI]) to
assess a patient’s health status
and to monitor progress in a
weight loss or weight gain
program for patients of all ages
and in a variety of settings.
HLTH 210
HLTH 210
HLTH 300
HLTH 210
HLTH 210
HHPE 364
HHPE 390
HHPE 390
HLTH 300
HHPE 390
HHPE 390
HLTH 300
HLTH 233
HLTH 233
HLTH 300
HHPE 390
HHPE 390
HLTH 300
HLTH 300
HLTH 300
HHPE 390
HHPE 390
HLTH 300
HLTH 300
HHPE 400
HHPE 400
HLTH 300
HHPE 379
HHPE 430
116
NU-C19
NU-C20
NU-P1
NU-P2
NU-P3
NU-CP1
Explain the relationship
between basal metabolic rate,
caloric intake, and energy
expenditure in the use of the
Food Pyramid Guidelines.
Identify the nutritional benefits
and costs of popular dietary
regimen for weight gain, weight
loss, and performance
enhancement.
Assess body composition by
validated technique (e.g.,
skinfold calipers, bioelectric
impedance, BMI, etc.) to assess
a patient’s health status and to
monitor progress during a
weight loss or weight gain
program.
Calculate energy expenditure,
caloric intake, and BMR.
Provide educational
information about basic
nutritional concepts, facts,
needs, and food labels for
settings associated with
physically active individuals of a
wide range of ages and needs.
Demonstrate the ability to
counsel a patient in proper
nutrition. This may include
providing basic nutritional
information and/or an exercise
and nutrition program for
weight gain or weight loss. The
student will demonstrate the
ability to take measurements
and figure calculations for a
weight control plan (e.g.,
measurement of body
composition and BMI,
calculation of energy
expenditure, caloric intake, and
BMR). Armed with basic
nutritional data, the student
will demonstrate the ability to
develop and implement a
preparticipation meal and an
appropriate exercise and
nutritional plan for an active
individual. The student will
develop an active listening
relationship to effectively
communicate with the patient
and, as appropriate, refer the
patient to other medical
professionals (physician,
HLTH 300
HLTH 300
HHPE 430
HLTH 210
HLTH 210
HLTH 300
HHPE 400
HHPE 400
HLTH 300
HLTH 300
HLTH 300
HLTH 300
xxxxxxxxxxxx
HLTH 300
HHPE 376
HHPE 430
HHPE 379
xxxxxxxxxxxx
HHPE 379
117
nutritionist, counselor or
psychologist) as needed.
NU-CP2
Demonstrate the ability to
recognize disordered eating and
eating disorders, establish a
professional helping
relationship with the patient,
interact through support and
education, and encourage vocal
discussion and other support
through referral to the
appropriate medical
professionals.
xxxxxxxxxxxx
HLTH 300
xxxxxxxxxxxx
HHPE 379
118
Competency
Code
AD-C1
AD-C2
AD-C3
AD-C4
AD-C5
Competency
Describe organization and
administration of
preparticipation physical
examinations and screening
including, but not limited to,
developing assessment and
record-keeping forms that
include the minimum
recommendations from
recognized health and medical
organizations, scheduling of
appropriate health and medical
personnel, and efficient site
use.
Identify components of a
medical record (e.g.,
emergency information,
treatment documentation,
epidemiology, release of
medical information, etc.),
common medical recordkeeping techniques and
strategies, and strengths and
weaknesses of each approach
and the associated implications
of privacy statutes (Health
Insurance Portability and
Accountability Act [HIPAA] and
Federal Educational Rights
Privacy Act [FERPA]).
Identify current injury/illness
surveillance and reporting
systems.
Identify common human
resource policy and federal
legislation regarding
employment (e.g., The
Americans with Disabilities
Act, Family Medical Leave Act,
FERPA, Fair Labor Standards
Act, Affirmative Action, Equal
Employment Opportunity
Commission).
Describe duties of personnel
management, including (1)
recruitment and selection of
employees, (2) retention of
employees, (3) development of
policies-and-procedures
manual, (4) employment
performance evaluation, 5)
compliance with
nondiscriminatory and unbiased
employment practices.
Course 1 Instructed
Course 1
Evaluated
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
Course 2
Instructed
Course 2
Evaluated
HHPE 379
119
AD-C6
AD-C7
AD-C8
AD-C9
AD-C10
AD-C11
Identify principles of recruiting,
selecting, and employing
physicians and other medical
and allied health care personnel
in the deployment of health
care services.
Describe federal and state
infection control regulations
and guidelines, including
universal precautions as
mandated by the Occupational
Safety and Health
Administration (OSHA), for
the prevention, exposure, and
control of infectious diseases
and discuss how they apply to
the athletic trainer.
Identify key accrediting
agencies for health care facilities
(e.g., Joint Commission on
Accreditation of Healthcare
Organizations [JCAHO],
Commission on Accreditation
of Rehabilitation Facilities
[CARF] and allied health
education programs (e.g.,
Commission on Accreditation
of Athletic Training Education
[CAATE]) and describe their
function in the preparation of
health care professionals and the
overall delivery of health care.
Identify and describe
technological needs of an
effective athletic training
service and the commercial
software and hardware that are
available to meet these needs.
Describe the various types of
health insurance models (e.g.,
health maintenance organization
[HMO], preferred provider
organization [PPO], fee-forservice, cash, and Medicare)
and the common benefits and
exclusions identified within
these models.
Describe the concepts and
procedures for third-party
insurance reimbursement
including the use of diagnostic
(ICD-9-CM) and procedural
(CPT) coding.
HHPE 360
HHPE 360
HLTH 233
HLTH 233
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 379
HHPE 360
HHPE 360
120
AD-C12
AD-C13
AD-C14
AD-C15
AD-C16
AD-C17
Explain components of the
budgeting process, including
purchasing, requisition,
bidding, and inventory.
Describe basic architectural
considerations that relate to the
design of safe and efficient
clinical practice settings and
environments.
Describe vision and mission
statements to focus service or
program aspirations and
strategic planning (e.g.,
“weaknesses, opportunities,
threats and strengths underlying
planning” [WOTS UP],
“strengths, weaknesses,
opportunities and threats”
[SWOT]) to critically bring out
organizational improvement.
Explain typical administrative
policies and procedures that
govern first aid and emergency
care (e.g., informed consent
and incident reports).
Identify and describe basic
components of a comprehensive
emergency plan for the care of
acutely injured or ill patients,
which include (1) emergency
action plans for each setting or
venue; (2) personnel education
and rehearsal; (2) emergency
care supplies and equipment
appropriate for each venue; (3)
availability of emergency care
facilities; (4) communication
with onsite personnel and
notification of EMS; (5) the
availability, capabilities, and
policies of community-based
emergency care facilities and
community-based managed care
systems; (6) transportation; (7)
location of exit and evacuation
routes; (8) activity or event
coverage; and (9) record
keeping.
Explain basic legal concepts as
they apply to a medical or allied
health care practitioner’s
responsibilities (e.g., standard
of care, scope of practice,
liability, negligence, informed
consent and confidentiality, and
others).
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HLTH 233
HLTH 233
HHPE 390
HHPE 390
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 360
HHPE 360
121
AD-C18
AD-C19
AD-C20
AD-C21
AD-C22
AD-P1
AD-P2
AD-P3
Identify components of a
comprehensive risk
management plan that addresses
the issues of security, fire,
electrical and equipment safety,
emergency preparedness, and
hazardous chemicals.
Describe strategic processes and
effective methods for
promoting the profession of
athletic training and those
services that athletic trainers
perform in a variety of practice
settings (e.g., high schools and
colleges, professional and
industrial settings, hospitals and
community-based health care
facilities, etc.).
Differentiate the roles and
responsibilities of the athletic
trainer from those of other
medical and allied health
personnel who provide care to
patients involved in physical
activity and describe the
necessary communication skills
for effectively interacting with
these professionals.
Describe role and functions of
various community-based
medical, paramedical, and other
health care providers and
protocols that govern the
referral of patients to these
professionals.
Describe basic components of
organizing and coordinating a
drug testing and screening
program, and identify the
sources of current banned-drug
lists published by various
associations.
Develop risk management
plans, including facility design,
for safe and efficient health care
facilities.
Develop a risk management
plan that addresses issues of
liability reduction; security,
fire, and facility hazards;
electrical and equipment safety;
and emergency preparedness.
Develop policy and write
procedures to guide the
intended operation of athletic
training services within a health
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 366
HHPE 366
HLTH 210
HLTH 210
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
122
care facility.
AD-P4
AD-P5
AD-P6
AD-P7
AD-P8
Demonstrate the ability to
access medical and health care
information through electronic
media.
Use appropriate terminology
and medical documentation to
record injuries and illnesses
(e.g., history and examination
findings, progress notes, and
others).
Use appropriate terminology to
effectively communicate both
verbally and in writing with
patients, physicians, colleagues,
administrators, and parents or
family members.
Use a comprehensive patientfile management system that
incorporates both paper and
electronic media for purposes
of insurance records, billing,
and risk management.
Develop operational and capital
budgets based on a supply
inventory and needs
assessment.
HHPE 360
HHPE 360
HHPE 400
HHPE 400
HHPE 360
HHPE 360
HHPE 400
HHPE 400
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
123
Competency
Code
PD-C1
PD-C2
PD-C3
PD-C4
PD-C5
PD-C6
PD-C7
PD-C8
Competency
Explain the role and function of
state athletic training practice
acts and registration, licensure,
and certification agencies
including (1) basic legislative
processes for the
implementation of practice
acts, (2) rationale for state
regulations that govern the
practice of athletic training, and
(3) consequences of violating
federal and state regulatory
acts.
Describe the process of
attaining and maintaining
national and state athletic
training professional
credentials.
Describe the current
professional development
requirements for the continuing
education of athletic trainers
and how to locate available,
approved continuing education
opportunities.
Describe the role and function
of the governing structures of
the National Athletic Trainers'
Association.
Differentiate the essential
documents of the national
governing, certifying, and
accrediting bodies, including,
but not limited to, the Athletic
Training Educational
Competencies, Standards of
Practice, Code of Ethics, Role
Delineation Study, and the
Standards for the Accreditation
of Entry-Level Athletic
Training Education Programs.
Summarize the position
statements regarding the
practice of athletic training.
Describe the role and function
of the professional organizations
and credentialing agencies that
impact the athletic training
profession.
Summarize the current
requirements for the
professional preparation of the
athletic trainer.
Course 1 Instructed
Course 1
Evaluated
Course 2
Instructed
Course 2
Evaluated
HHPE 390
HHPE 390
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 360
HHPE 360
HLTH 233
HLTH 233
HHPE 360
HHPE 360
124
PD-C9
PD-C10
PD-C11
PD-C12
PD-C13
PD-C14
PD-C15
PD-C16
PD-C17
Identify the objectives, scope of
practice and professional
activities of other health and
medical organizations and
professions and the roles and
responsibilities of these
professionals in providing
services to patients.
Identify the issues and concerns
regarding the health care of
patients (e.g., public relations,
third-party payment, and
managed care).
Identify and access available
educational materials and
programs in health-related
subject matter areas
(audiovisual aids, pamphlets,
newsletters, computers,
software, workshops, and
seminars).
Summarize the principles of
planning and organizing
workshops, seminars, and
clinics in athletic training and
sports medicine for health care
personnel, administrators,
other appropriate personnel,
and the general public.
Describe and differentiate the
types of quantitative and
qualitative research and
describe the components and
process of scientific research
(including statistical decisionmaking) as it relates to athletic
training research.
Interpret the current research
in athletic training and other
related medical and health areas
and apply the results to the
daily practice of athletic
training.
Identify the components of, and
the techniques for constructing,
a professional resume.
Summarize the history and
development of the athletic
training profession.
Describe the theories and
techniques of interpersonal and
cross-cultural communication
among athletic trainers,
patients, administrators, health
care professionals,
HLTH 233
HLTH 233
HHPE 360
HHPE 360
HLTH 233
HLTH 233
HHPE 360
HHPE 360
HLTH 233
HLTH 233
HHPE 360
HHPE 360
HLTH 233
HLTH 233
HHPE 360
HHPE 360
PSYC 340
PSYC 340
HHPE 490
HHPE 490
HHPE 400
HHPE 400
HHPE 366
HHPE 366
HHPE 360
HHPE 360
HLTH 233
HLTH 233
HHPE 360
HHPE 360
HHPE 360
HHPE 360
125
parents/guardians, and other
appropriate personnel.
PD-P1
PD-P2
PD-P3
PD-P4
Collect and disseminate injury
prevention and health care
information to health care
professionals, patients,
parents/guardians, other
appropriate personnel and the
general public (e.g., team
meetings, parents’ nights,
parent/teacher organization
[PTO] meetings, booster club
meetings, workshops, and
seminars).
Access by various methods the
public information policymaking and governing bodies
used in the guidance and
regulation of the profession of
athletic training (including but
not limited to state regulatory
boards, NATA, BOC).
Develop and present material
(oral, pamphlet/handout,
written article, or other media
type) for an athletic trainingrelated topic.
Develop a research project (to
include but not limited to case
study, clinical research project,
literature review) for an athletic
training-related topic.
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 360
HHPE 390
HHPE 390
HHPE 490
HHPE 490
126
XI. BOC Exam Study Guide
127
C-Spine
INSPECTION
Forward Head Posture
Position of the Head on the Shoulders Bilateral Soft
Tissue Comparison
Level of the Shoulders
PALPATION
Anterior Cervical Spine
Hyoid Bone
Thyroid Cartilage
Cricoid Cartilage
Sternocleidomastoid
Scalenes
Carotid Artery
Lymph Nodes
Posterior Cervical Spine
Occiput/Superior Nuchal Line
Transverse Processes
Spinous Processes
Trapezius
RANGE OF MOTION TESTS
Cervical Spine
AROM / PROM / RROM
LIGAMENTOUS TESTS
Spring Test
NEUROLOGICAL TESTS
Upper Motor Neuron Lesions
Babinski Test
Oppenheim Test
Lower Motor Neuron Lesions
Upper Quarter Screen
Lower Quarter Screen
SPECIAL TESTS
Brachial Plexus Pathology
Brachial Plexus Traction Test
Cervical Nerve Root Impingement
Shoulder Abduction Test
Cervical Compression Test
Spurling Test
Cervical Distraction Test
Vertebral Artery Test
Eye
INSPECTION
Periorbital Area
Discoloration
Gross Deformity
Globe
General Appearance
Eyelids
Cornea
Conjunctiva
Sclera
Iris
Pupil Shape & Size
PALPATION
Orbital Margin
Frontal Bone
Nasal Bone
Zgomatic Bone
Soft Tissue
FUNCTIONAL TESTS
Vision Assessment
Pupil Reaction to Light (PEARL)
Eye Motility
NEUROLOGIC TESTS
Cranial Nerve Check (ch. 18)
Numbness of Lateral Nose & Cheek
SPECIAL TESTS
Corneal Abrasion
Fluorescein Dye Test
128
Face & Related Structures
INSPECTION
Ear
Auricle
Tympanic Membrane
Periauricular Area
Nose
Alignment
Epistaxis
Septum & Mucosa
Saddle Nose Deformity
Face & Jaw
Bleeding
Ecchymosis
Symmetry
Muscle Tone
Oral Cavity
Lips
Teeth
Tongue
Lingual Frenulum
Gums
Throat
Thyroid Cartilage
Cricoid Cartilage
PALPATION
NasalBone
Nasal Cartilage
Zygoma
Maxilla
Temporomandibular Joint
Periauricular Area
External Ear
Teeth
Mandible
Hyoid Bone
FUNCTIONAL TESTS
Ear
Hearing
Balance
Nose
Smell
Jaw & Throat
TMJ Function
Respiration
LIGAMENTOUS TESTS
N/A
NEUROLOGIC TESTS
Facial Muscles
Cranial Nerves I, II, V, VII
Ear
Hearing: CN VIII
Balance: CN VIII
Nose
Smell: CN I
SPECIAL TESTS
Mandibular Fracture
Tongue Blade Test
129
Thorax & Abdomen
INSPECTION
Guarding Pattern
Breathing Pattern
Discoloration of Skin
Vomiting
Hematuria
Auscultation
PALPATION
Sternum
Xiphoid Process
Sternal Body
Costal Cartilage
Ribs
Spleen
Kidneys
Appendix
McBurney’s Point
VITAL SIGNS
Heart Rate
Respiratory Rate
Blood Pressure
Temperature
NEUROLOGIC TESTS
Referred Pain Patterns
Diaphragm
Kidneys
Spleen
Liver
Gallbladder
Appendix
Heart
SPECIAL TESTS
Kidney Function
Urinalysis
Abdominal Injury
Abdominal Percussion
Rib Fractures
Compression Test
Anterior/Posterior
Side-to-Side
130
131
Ankle
INSPECTION
General Inspection
Weight-bearing Status
General Bilateral Comparison
Swelling
Lateral Structures
Peroneal Muscle Group
Distal third of Fibula
Lateral Malleolus
Anterior Structures
Appearance of lower leg
Contour of malleoli
Talus
Sinus Tarsi
Medial Structures
Medial Malleolus
Medial Longituinal Arch
Posterior Structures
Gastrocnemius-Soleus Comp.
Achilles Tendon
Bursae
Calcaneus
PALPATION
Lateral Structures
Fibular Shaft
Interosseous Membrane
Ant. & Post. Tibiofibular lig.
Calcaneofibular ligament
Anterior Talofibular lig.
Posterior Talofibular lig.
Peroneal Tubercle
Cuboid
Base of 5th metatarsal
Peroneus Longus & Brevis
Peroneal Retinaculum
Anterior Structures
Anterior Tibial Shaft
Dome of the Talus
Extensor Retinacula
Sinus Tarsi
Tibialis Anterior
Long Toe Extensors
Peroneus Tertius
Medial Structures
Medial Malleolus
Deltoid Ligament
Sustentaculum tali
Spring Ligament
Navicular
Medial Structures (con’t)
Navicular Tubercle
Talar Head
Tibialis Posterior
Long Toe Flexors
Posterior Structures
Gastrocnemius-Soleus Comp.
Achilles Tendon
Subtendinous Calcaneal Bursa
Subcutaneous Calcaneal Bursa
Dome of the Calcaneus
Palpation of Pulses
Posterior Tibial Artery
Dorsalis Pedis Atery
RANGE OF MOTION TESTS
AROM / PROM
Plantarflexion & Dorsiflexion
Inversion & Eversion
RROM
Dorsiflexion
Plantarflexion
Gastrocnemius
Soleus
Inversion & Eversion
LIGAMENTOUS TESTS
Anterior Talofibular Lig.Instability.
Anterior Drawer Test
Calcaneofibular Lig. Instability
Inversion Stress Test (Talar Tilt)
Ankle Syndesmosis Instability
Kleiger’s Test
Squeeze Test
Deltoid Ligament Instability
Eversion Stress Test (Talar Tilt)
External Rotation Test
NEUROLOGIC TESTS
Anterior Compartment Syndrome
Peroneal Nerve Involvement
Sciatic Nerve Involvement
Lumbar Nerve Root Involvement
SPECIAL TESTS
Lower Leg Fractures
Squeeze Test (Compression)
Stress Fracture
Bump Test
Achilles Tendon Pathology
Thompson Test
Neurovascular Pathology
Homan’s Sign
132
Foot & Toes
INSPECTION
General Inspection
Callus & Blisters
Foot Type
Toes
Morton’s Alignment
Claw Toes
Hammer Toe
Hallux Valgus
Bunion
Corns
Ingrown Toenail
Subungual Hemotoma
Medial Structures
Medial Arch
Lateral Structures
FifthMetatarsal
Dorsal Structures
Plantar Surface
Plantar Warts
Callus
Posterior Structures
Achilles Tendon
Foot Alignment
Forefoot Varus
Forefoot Valgus
Rearfoot Varus
Rearfoot Valgus
Non-Weight Bearing
Inspection of foot alignment
Assessment of talar position
PALPATION
Medial Structures
1st MTP Joint
1st Metatarsal
1st Cuneiform
Navicular
Talar Head
Sustentaculum tali
Spring Ligament
Medial Talar Tubercle
Calcaneal Dome
Flexor Hallucis Longus
Flexor Digitorum Longus
Tibialis Posterior
Posterior Tibial Artery
Lateral Structures
5th MTP Joint
Lateral Structures (con’t)
5th Metatarsal
Styloid Process
Cuboid
Lateral Border of th eCalcaneus
Peroneal Tendons
Dorsal Structures
Sinus Tarsi
Dome of the Talus
Cuneiforms
Rays
Tibialis Anterior
Extensor Hallucis Longus
Extensor Digitorum Longus
Extensor Digitorum Brivis
Inferior Extensor Retinaculum
Dorsalis Pedal Artery
Intermetatarsal Neuromas
Plantar Structures
Medial Calcaneal Tubercle
Plantar Fascia
Sesamoid Bones of the Great toe
Metatarsal Heads
RANGE OF MOTION TESTS
Toes AROM / PROM / RROM
Flexion & Extension
Related Motions
Subtalar Joint
Inversion
Eversion
Talocrural Joint
Dorsiflexion
Plantarflexion
LIGAMENTOUS CAPSULAR TESTS
MTP & IP Joints
Valgus Stress Tests
Varus Stress Tests
Metatarsal & Tarsal Joints
Intermetatarsal Glide
Tarsometatarsal Joint Glide
Midtarsal Joint Glide
Mobility of the First Ray
NEUROLOGIC TESTS
Tarsal Tunnel
Peroneal Nerve
Sciatic Nerve
Lumbar or Sacral Nerve Root
Impingement
SPECIAL TESTS
Arch Pathologies
Test for Supple Pes Planus
Feiss’ Line
Navicular Drop Test
Tarsal Tunnel Syndrome
Tinel’s Sign
Metatarsal/Phalanx Fracture
Long Bone Compression Test
Intermetatarsal Neuroma
Pencil Test
Patella
INSPECTION
Patellar Alignment
Patellar Malalignment
Patellar Tendon Length
Patella Baja
Patella Alta
Squinting Patellae
“Frog-eyed” Patellae
Tibiofemoral Alignment
Q Angle
Knee Extended
Knee Flexed
Standing Leg Length Difference
Foot Posture
Areas of Scars
PALPATION
Tibial Tuberosity
Patellar Tendon
Patellar Tendon Bursae
Patellar Fat Pads
Patella
Patellar Bursae
Patellar Articulating Surface
Femoral Trochlea
Suprapatellar Bursa
Retinacular & Capsular Structures
Synovial Plica
Related Structures
RANGE OF MOTION TESTS
AROM
RROM
Lower Extremity Flexibility
LIGAMENTOUS TESTS
Patellar Glide
Medial Glide
Lateral Glide
Patellar Tilt
NEUROLOGIC TESTS
Peroneal Nerve
Femoral Nerve
Sciatic Nerve
Lumbar Nerve Roots
Sacral Nerve Roots
SPECIAL TESTS
Patellar Dislocation
Apprehension Test
Synovial Plica
Test for Medial Synovial Plica
Stutter Test
133
134
INSPECTION
Alignment of Patellae
Patellar Tendon
Quadriceps Muscle Group
Tone
Alignment of Femur on the Tibia
Tibial Tuberosity
PALPATION
Anterior Structures
Patella
Patellar Tendon
Tibial Tuberosity
Quadriceps Muscle Group
Sartorius
Medial Structures
Joint Line / Meniscus
Medial Collateral Ligament
Medial Femoral Condyle & Epicondyle
Medial Tibial Plateau
Pes Anserine Tendon & Bursa
Semitendinosus Tendon
Gracilis
Lateral Structures
Joint Line / Meniscus
Fibular Head
Lateral Collateral Ligament
Popliteus Tendon
Biceps Femoris
Iliotibial Band
Posterior Structures
Popliteal Fossa
Hamstring Muscle Group
Determining Intracapsular & Extracapsular Swelling
Sweep Test
Ballotable Patella
RANGE OF MOTION TESTS
Active Motion
Flexion & Extension
Internal & External Rotation
(screw home mech.)
Passive Motion
Flexion & Extension
Resisted Motion
Knee
Flexion & Extension
Isolating the Sartorius
LIGAMENTOUS TESTS
ACL Instability
Anterior Drawer Test
Lachman’s Test
Modified Lachman’s Test
PCL Instability
Posterior Drawer Test
Godfrey’s Test
“Sag” sign
MCL Instability
Valgus Stress Test
LCL Instability
Varus Stress Test
Proximal Tibiofibular
Syndesmosis
Tibiofibular Translation Test
NEUROLOGIC TESTS
Peroneal Nerve
Femoral Nerve
Sciatic Nerve
Lumbar Nerve Roots
Sacral Nerve Roots
SPECIAL TESTS
Rotatory Knee Instabilities
Slocum Drawer / ALRI
Crossover Test
Lateral Pivot Shift
FRD Test
Meniscal Tears
McMurray’s Test
Apley’s Compression
Apley’s Distraction
ITB Friction Syndrome
Noble’s compression Test
Ober’s Test
Hip, Thigh & Pelvis
INSPECTION
Hip Angulations
Inclination
Torsion
Medial Structures
Adductor Group
Anterior Structures
Hip Flexors
Lateral Structures
Iliac Crest
Nelaton’s Line
Posterior Structures
Gluteus Maximus
Posterior Superior Iliac Spine
Median Sacral Crests
Leg Length Discrepancy
Functional Leg Length Discrepancy
True Leg Length Discrepancy
Apparent Leg Length Discrepancy
PALPATION
Medial Structures
Pubic Bone
Adductor Muscle Group
Anterior Structures
Anterior Superior Iliac Spine
Anterior Inferior Iliac Spine
Sartorius
Rectus Femoris
Lateral Structures
Iliac Crest
Greater Trochanter
Gluteus Medius
Tansor Fasciae Latae
Posterior Structures
Median Sacral Crests
Posterior Superior Iliac Spine
Ischial Tuberosity
Gluteus Maximus
Hamstring Muscles
Ischial Bursa
Sciatic Nerve
RANGE OF MOTION TESTS
Medial Structures
Pubic Bone
Adductor Muscle Group
Anterior Structures
Anterior superior Iliac Spine
Anterior Structures (con’t)
Anterior Inferior Iliac Spine
Sartorius
Rectus Femoris
Lateral Structures
Iliac Crests
Greater Trochanter
Gluteus Medius
Tensor Fasciae Latae
Posterior Structures
Median Sacral Crests
Posterior Superior Iliac Spine
Ischial Tuberosity
Gluteus Maximus
Hamstring Muscles
Ischial Bursa
Sciatic Nerve
RANGE OF MOTION TESTS
AROM / PROM
Flexion & Extension
Adduction & Abduction
Internal & External Rotation
RROM
Flexion
Iliopsoas
Rectus Femoris
Sartorius
Extension
Hamstrings
Gluteus Maximus
Adduction
Abduction
Internal & External Rotation
LIGAMENTOUS TESTS
Capsular Testing
Flexion / Extension
Internal / External Rotation
NEUROLOGICAL TESTS
Sciatic Nerve Compression
Lower Quarter Screen
SPECIAL TESTS
Muscle Weakness or Tightness
Trendelenburg Test
Thomas Test
Degenerative Hip Changes
Hip Scouring
Piriformis Syndrome
135
136
INSPECTION
General Inspection
Frontal Curvature
Scoliosis
Sagittal Curvature
Lordotic & Kyphotic Curves
Observation of Gait
Skin Markings
Thoracic Spine
Breathing Patterns
Bilateral Comparison of
Skinfolds
Lumbar Spine
General Movement & Posture
Lordotic Curve
Standing Posture
PALPATION
Thoracic Spine
Spinous Processes
Supraspinous Ligaments
Costovertebral Junction
Trapezius
Scapular Muscles
Paravertebral Muscles
Lumbar Spine
Spinous Processes
Step-off Deformity
Paravertebral Muscles
Sacrum & Pelvis
Median Sacral Crests
Iliac Crests
Posterior Superior Iliac Spine
Gluteals
Ischial Tuberosity
Greater Trochanter
Sacral Nerve
Pubic Symphasis
RANGE OF MOTION TESTS
AROM
Flexion & Extension
Lateral Bending
Rotation
PROM
Flexion & Extension
Rotation
Side Gliding
RROM
Flexion & Extension
Rotation
LIGAMENTOUS TESTS
Spring Test for Facet Joint Mobility
Thoracic & Lumbar Spine
NEUROLOGICAL TESTS
Beevor’s Sign
Thoracic Nerve Inhibition
Lower Motor Neuron Lesions
Upper Quarter Screen
Lower Quarter Screen
Sciatic Nerve Compression
SPECIAL TESTS
Herniated Disc
Valsalva Test
Milgram Test
Kernig’s Test / Brudzinski Test
Well Straight Leg Raising Test
Quadrant Test
Nerve Root Impingement
Quadrant Test
Femoral Nerve Stretch Test
Sciatic Nerve Involvement
Straight Leg Raise
Slump Test
Tension Sign / Bowstring Test
Dural Sheath Irritation
Kernig’ Test / Brudzinski Test
Spondylolysis / Spondylolisthesis
Single Leg Stance Test
Sacroiliac Joint Dysfunction
Sacroiliac Compression
Sacroiliac Distraction
Fabere Test
Gaenslen’s Test
Long Sit Test
Hoover Test
137
Shoulder
INSPECTION
General
Position of Head
Position of Arm
Anterior Structures
Level of the Shoulders
Contour of the Clavicles
Symmetry of Deltoid Muscles
Anterior Humerus
Biceps Brachii
Lateral Structures
Deltoid Muscle Group
Acromion Process
Step Deformity
Position of the Humerus
Posterior Structures
Alignment of Spinal Vertebrae
Position of Scapula
Muscle Tone
Position of the Humerus
PALPATION
Anterior Structures
Jugular Notch
SC Ligament
Clavicular Shaft
Acromion Process
Piano Key Sign
Coracoid Process
Pectoralis Major
Pectoralis Minor
Deltoid Muscle Group
Humerus
Humeral Head
Greater / Lesser Tubercles
Bicipital Groove
Humeral Shaft
Coracobrachialis
Biceps Brachii
Long Head Tendon
Short Head Tendon
Scapula
Spine of Scapula
Superior Angle
Inferior Angle
Rotator Cuff
Teres Major
Rhomboids
Levator Scapulae
PALPATION (con’t)
Scapula
Trapezius
Latissimus Dorsi
Triceps Brachii
RANGE OF MOTION TESTS
AROM
Flexion
Extension
Gerber Lift-Off Test
Abduction
Adduction
Internal Rotation
External Rotation
Horizontal Adduction
Horizontal Abduction
PROM / RROM
Flexion / Extension
Abduction / Adduction
IR / ER
Horizontal Add/Horizontal Abd
Scapular Movements
Elevation
Depression
Retraction
Protraction
Rotation
LIGAMENTOUS TESTS
SC Glide
AC Glide
GH Joint
Apprehension Test
GH Glide
NEUROLOGIC TESTS
Brachial Plexus C5 – T1
Cervical Nerve Root
Thoracic Outlet Syndrome
Adson’s Test
Allen Test
Military Brace Position
SPECIAL TESTS
Acromioclavicular Joint Sprain
AC Traction Test
AC Compression Test
SPECIAL TESTS (con’t)
Glenohumeral Pathology
Relocation Test
Posterior Apprehension Test
Posterior Apprehension Test in
Scapular Plane
Sulcus Sign
Active Compression Test
Rotator Cuff Pathology
Drop Arm Test
Neer Impingement Test
Hawkins-Kennedy Shoulder
Impingement
Empty Can Test
Biceps Tendon Pathology
Yergason’s Test
Speed’s Test
Ludington’s Test
138
Elbow
INSPECTION
Anterior Structures
Carrying Angle
Cubital Fossa
Medial Structures
Medial Epicondyle
Flexor Muscle Mass
(Common Flexor Tendon)
Lateral Structures
Alignment
Cubital Recurvatum
Extensor Muscle Mass
Posterior Structures
Bony Alignment
Olecranon Process & Bursa
PALPATION
Anterior Structures
Biceps Brachii
Cubital Fossa
Brachioradialis
Wrist Flexor Group
Pronator Quadratus
Medial Structures
Medial Epicondyle
Ulna
Ulnar Collateral Ligament
Lateral Structures
Lateral Epicondle
Radial Head
Lateral Ulnar Collateral Lig.
Capitulum
Annular Ligament
Radial Collateral ligament
Posterior Structures
Olecranon Process
Olecrannon Fossa
Triceps Brachii
Anconeus
Ulnar Nerve
Wrist Extensors
Thumb Musculature
RANGE OF MOTION TESTS
AROM / PROM / RROM
Flexion
Extension
Pronation
Supination
LIGAMENTOUS TESTS
Valgus Stress Test
0 & 30 degrees
Varus Stress Test
0 & 30 degrees
NEUROLOGIC TESTS
Radial Nerve
Medial Nerve
Ulnar Nerve
SPECIAL TESTS
Elbow Sprains
Posterolateral Rotatory
Instability Test
Epicondylitis
Tennis Elbow Test
Nerve Trauma
Tinel’s Sign
139
Wrist & Hand
INSPECTION
General
Posture of Hand
Gross Deformity
Palmar Creases
Areas of Cuts or Scars
Wrist & Hand
Continuity of Distal Radius &
Ulna
Continuity of Carpals &
Metacarpals
Alignment of MCP Joints
Posture of Wrist & Hand
Ganglion Cyst
Thumb & Fingers
Skin & Fingernails
Subungual Hematoma
Felon
Paronychia
Alignment of Fingernails
Finger Deformities
PALPATION
Palpation of Hand
Metacarpals
MCP Collateral Ligaments
Phalanges
IP Collateral Ligaments
Thenar Webspace
Central Compartent
Hypothenar Copartment
Ulna
Ulnar Styloid Process
Ulnar Collateral Lig.
Radius
Radial Styloid Process
Lister’s Tubercle
Radial Collateral Lig.
Palpation of Carpals
Scaphoid
Trapezium
Lunate
Pisiform
Hamate
Capitate
Trapezoid
Triquetral
RANGE OF MOTION TESTS
Wrist
AROM / PROM / RROM
Flexion / Extension
Abduction / Adduction
Thumb
AROM / PROM / RROM
Flexion / Extension
Abduction / Adduction
Fingers
AROM / PROM / RROM
Flexion: MCP; IP
Extension: MCP; IP
Abduction: MCP
Adduction: MCP
Grip Dynamometry
NEUROLOGIC TESTS
Radial Nerve
Median Nerve
Ulnar Nerve
SPECIAL TESTS
Carpal Tunnel Syndrome
Phalen’s Test
DeQuervain’s Syndrome
Finklestein Test
140
NATA Oral Practical Exam Study Guide
CognitiveTests (recall, serial 7's, digit span)
Cerebeller function
Romberg's test
Finger-to-nose test
Heel-toe walking
Heel-to-knee standing
Spinal Nerve Roots
Upper quarter screen
Lower quarter screen
Blood Pressure Evaluation
Body Fat Percent Evaluation Using Skinfold Calipers
Head and Facial Injuries
Reflex Hammer Exam
Crutch Fitting
Helmet Fitting
Shoulder Pad Fitting
Mouthpiece Fitting
Prophylactic ankle and knee bracing
Rib Brace
Proper Footwear
Taping
Protective Padding
Sling Psychrometer
Ultrasound Applications
EMS Applications
Manual Eccentric/Concentric Exercises
Joint Mobilizations
Therapeutic Exercise Activities