Three Year Curriculum for Teaching a High School Sports ...



Three-Year Curriculum for Teaching a High School Sports Medicine Class

The following outline and suggestions are intended to help instructors develop a comprehensive plan for an expanded three-year sports medicine program. These suggestions are drawn from Introduction to Sports Medicine & Athletic Training, by Robert C. France.

First Year: Grade 10

During the first year of this course, students will be new and unaccustomed to the complexities of sports medicine and athletic training. In addition to using the book, the instructor will need to spend considerable time with hands-on activities to reinforce the material presented in the book. A basic outline of the major components of the first year, in recommended order, is as follows:

Chapter 1: Sports Medicine: The Multidisciplinary Approach to Athletic Health Care

Chapter 2: Athletic Training

Chapter 3: The Central Training Room

Chapter 4: The Athletic Training Student Aide Program

Chapter 5: Emergency Preparedness: Injury Game Plan

Chapter 6: The Pre-participation Physical Examination

Chapter 7: Prehabilitation and Preseason Conditioning

Chapter 11: Assessment and Evaluation of Sports Injuries’

Chapter 12: Therapeutic Physical Modalities

Chapter 13: Taping and Wrapping

Chapter 14: Kinesiology

Chapter 15: Bleeding and Shock

Chapter 16: The Bones and Soft Tissues

Chapter 17 The Foot, Ankle, and Lower Leg

In addition to completing the previous chapters, students in their first year of the class should be required to work in the training room. This will allow students to practice the skills and knowledge learned in class. The athletic trainer should log their work hours and grade them on their performance and professionalism. The required minimum of hours logged will differ with the individual philosophy of the instructor. The minimum should be sufficient enough to allow students to gain ownership in the program, and yet not become burned out.

Other activities that students may enjoy include creating posters, signs, graphs, and artwork dealing with specific topics related to sports medicine. Students should be encouraged to read sports medicine journals and articles related to the topics discussed. A weekly review of current topics in medicine is a good way for students to keep up-to-date on the newest trends and advances in sports medicine, exercise physiology, and nutrition.

Second Year: Grade 11

Now that students have completed their first full year of the course, they will be excited to learn new material. Before presenting new material, it is always a good idea to review major points from last year’s work. A “challenge” test, designed as a review tool, works well in keeping second-year students up to speed on last year’s material.

Students will also be motivated to be involved more in the daily workings of the program. Ownership in the program is the primary ingredient of a successful program. One measurement of the success of the program is retention of students from the year before. Students leaving the program prior to completing three years should be a rarity. Second-year students should be encouraged to mentor new students in the program. Mentoring can involve study groups, partners, teaching and review of material, and helping with the overall operation of the program.

The following chapters are recommended in the second-year curriculum:

Chapter 5: Emergency Preparedness, review

Chapter 13: Taping and Wrapping, review

Chapter 14: Kinesiology, review

Chapter 15: Bleeding and Shock, review

Chapter 18: The Knee

Chapter 19: The Hip and Pelvis

Chapter 20: The Elbow, Wrist, and Hand

Chapter 21: The Shoulder

Chapter 8: Nutrition and the Athlete

Chapter 9: Dietary Supplements and Performance Enhancers

Chapter 25: Special Considerations in Athletics

Other activities that students may enjoy are creating posters, signs, graphs, and artwork dealing with specific topics related to sports medicine. Students should be encouraged to read sports medicine journals and articles related to the topics discussed. A weekly review of current topics in medicine is a good way for students to keep up-to-date on the newest trends and advances in sports medicine, exercise physiology, and nutrition.

Third Year: Grade 12

The final year of the three-year curriculum should be a time for students to shine. Advanced leadership activities, as well as accelerated study and internships, highlight this important year. Continued ownership in “their” program is one key to a successful and fulfilling year. After two years in sports medicine, students are usually willing and eager to assist in the instruction and mentorship of younger students in the program. This includes lesson planning, presentations, program organization, training room scheduling, inventory, and so on.

One way to structure the third year is to divide it into two segments. The first would include the mentorship activities just reviewed, as well as learning chapters 10, 22, 23, and 24. Advanced research on these and other topics meet and enhance students’ desire to accelerate their learning. Two excellent companions to Introduction to Sports Medicine & Athletic Training are Donald C. Rizzo’s Fundamentals of Anatomy and Physiology, and Ann Scott and Elizabeth Fong’s Body Structures & Functions. Both texts are available from Thomson Delmar Learning.

{Place a catalog link to these texts here.}

The second semester of the final year often involves internship and a culminating project. Internship involves having the student work in the field of his or her choice. This may be a physical therapy clinic, doctor’s office, dentist’s office, or any number of different professional settings. A two-hour block, two or three times each week, seems to work best. The internship should last long enough for the student to gain valuable knowledge of the chosen field. This length of time is generally five to eight weeks.

The final semester also involves a culminating project. This project should be the student’s “legacy.” Students should choose the topic that interests them the most, preferably one that may be of value to future students in the program. A project of this magnitude will involve steady work over several months. It is important that third-year students begin planning for this project early in the final year. Once the topic is chosen, periodic checks on progress will help to keep interest and timelines on track. Projects should be designed so that they stay with the program in the future. A library of previous projects is a fascinating resource tool for new members in the program.

The following chapters are recommended in the third-year curriculum:

Chapter 10: Sports Psychology

Chapter 22: The Chest and Abdomen

Chapter 23: The Head and Face

Chapter 24: The Spine

Three-Year Course Description

A three-year course description could look similar to the one below.

(SPORTS MEDICINE 1-2

Credits Prerequisite Special Information

.5 per semester First Aid/CPR recommended

2-semester course

In this course, students will learn the basics of anatomy, physiology, biomechanics, kinesiology, general nutrition, and basic athletic training procedures. Instructional materials and activities support attainment of National Safety Council, American Sports Medicine Association, and The National Athletic Trainers’ Association industry standards. Lab sessions cover training-room operations, taping and wrapping, athletic injury assessment, advanced First Aid, use of heat and cold modalities, recordkeeping, rehabilitation, and time management skills. Also included are job shadow and internship opportunities. Extended hours are required per instructor’s specifications.

(SPORTS MEDICINE 3-4

Credits Prerequisite Special Information

.5 per semester Sports Medicine 1-2

2-semester course Instructor permission

Skills in this course build on those attained in Sports Medicine 1-2. Students learn rehabilitation strategies, indications and contraindications of modalities, advanced nutrition, myology (muscle physiology), protocols, and others. A job shadow experience is an integral part of this course.

(SPORTS MEDICINE 5-6

Credits Prerequisite Special Information

.5 per semester Sports Medicine 1-2, 3-4

2-semester course Instructor permission

Skills in this course build on those attained in Sports Medicine 1-2 and 3-4. Students employ physiology and advanced anatomy and physiology concepts. A senior comprehensive project and extended job shadow in a medical field of choice are required. Student leadership activities involve third-year students in all aspects of the sports medicine and athletic training program.

(SPORTS MEDICINE LAB

Credits Prerequisite Special Information

.5 per semester-VOC Instructor Permission After-school class

2-semester course First Aid/CPR recommended Must be taken with

sports medicine

classes

Taken concurrently with Sports Medicine, this course offers opportunities for application of skills in dealing with injuries of team members in various sport training programs. Students acquire on-the-job experience working with coaches, athletes, team physicians, and other health care professionals.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download