Introduction to Sports Medicine
Plumsted Township Public Schools
Science Program
Introduction to Sports Medicine Curriculum
Department Philosophy
The science department is committed to providing learning opportunities that foster high levels of student achievement and promote lifelong learning experiences. The program is aligned to the specifications in the New Jersey Core Curriculum Content Standards. Throughout the comprehensive science program, which includes courses in General Science I, II, III, Biology, Chemistry, Physics, and various elective courses, the curriculum stresses fundamental scientific principles, the development of effective communication skills, and critical thinking/problem solving techniques. To promote inquiry based learning, students are provided with hands on activities in a technology-based laboratory setting. Our department strives to increase our students’ environmental awareness, respect, and tolerance for the earth and living organisms.
Goals:
The learners will:
• Develop critical thinking and problem solving skills while addressing fundamental scientific benchmarks
• Use proficiency in technology as a mean of satisfying academic goals and objectives
• Improve environmental awareness in the local, national, international communities
• Apply scientific knowledge to promote a healthy lifestyle
• Extrapolate scientific knowledge within real life experiences
• Expand communication skills to grapple with methods, concepts and theories in Science
• Identify and develop respect and tolerance for others in the Scientific environment
Plumsted Township Public Schools
Mission Statement
The educational program of the New Egypt Schools shall foster high expectations, in both academics and behavior, giving attention to all students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.
Plumsted Township Board of Education
Herbert Marinari, President
Karen Amburgey, Vice President
Katherine McCaughey
Albert Petroni, III
Kathleen Sandford
District Administration
Dr. Gerald Woehr, Superintendent
Jim Edwards CPA, Business Administrator
Lisa Harper, Human Resources
Matt Jennings, Director of Special Services
Chris Carlson, Director of Curriculum and Instruction
Thomas Tramaglini, Supervisor of Curriculum and Instruction
Gerald North, Principal New Egypt High School
Toni Pennell, Assistant Principal New Egypt High School
Jerry Jellig, Principal New Egypt Middle School
Jean Morgan, Principal New Egypt Elementary School
Lynne Meara, Principal New Egypt Primary School
Lead Curriculum Writer
Megan Martin
Program Review Committee
Stephanie Seeds
Denise Kothe
Corinne DeVirgilio
Patricia Garces
Dr. Kathy Chesmel
Gee Ng
Megan Martin
Dayna Mennen
Scope and Sequence
I. American Red Cross First Aid and CPR
i. Standard First Aid
ii. Professional Rescuer CPR
iii. Backboarding basics
iv. Bloodborne Pathogens
II. Health Care Administration
i. Sports Medicine team
ii. Athletic Training
1. Facility design
2. Budget
iii. Legal Liability and Insurance
Injury Prevention and Health
iv. Fitness Training
v. Nutrition
vi. Protective Sports Equipment
vii. Sports Psychology
viii. Environmental Factors
ix. Performance Enhancing Drugs
III. Management of Sports Injuries
i. Bandaging and Taping
ii. Injury Rehabilitation
iii. Identification and Treatment of Specific Injuries
1. Foot
2. Ankle and Low Leg
3. Knee
4. Thigh, Hip, Groin and Pelvis
5. Shoulder
6. Elbow, Forearm, Wrist and Hand
7. Spine
8. Thorax and Abdomen
9. Head and Face
|Topic: American Red Cross First Aid and CPR |
|Enduring Understanding: The Learner Will Be Able To: |
|Provide basic care for injuries and sudden illness prior to the arrival of more medical personnel. |
|Understand ways to prevent disease transmission while providing care. |
|Suggested |Concepts |Objectives |Core Activities/Simulations |NJCCCS |
|Time | | | |(CPI) |
|Science Starter – |Standard First Aid |The Learner Will Be Able To: |Video Instruction – American Red Cross |2.1.12.E.1 |
|each day 5-10 |Essential Question (s): |Recognize an emergency |Skill Practice |2.1.12.E.4 |
|min. |What is an emergency? |Protect themselves from legal action and disease through |Class discussions | |
| |How can people be proactive in protection from |basic actions |Scenario based assessment | |
| |disease through basic actions? |Evaluate a situation, prioritize care and alert the proper|Written assessment | |
| |What are the proper steps to assessing and acting in|medical personnel | | |
| |basic and advanced situation where first aid is |Care for wounds | | |
| |needed? |Care for musculoskeletal injuries | | |
| |How can an individual provide basic care for |Manage heat and cold emergencies | | |
| |injuries and sudden illness prior to the arrival of | | | |
| |more advanced medical personnel? | | | |
|1 week |Professional Rescuer CPR |The Learner Will Be Able To: |Video Instruction – American Red Cross |2.1.12.E.4 |
| |Essential Question (s): |Perform rescue breathing for an adult, child and infant |Skill Practice | |
| |How does CPR differ from other forms of aid? |Perform CPR for an adult, child and infant |Class discussions | |
| |What is CPR? |Use an automated external defibrillator (AED) |Scenario based assessment | |
| |Technically, what is CPR and how does it save lives?| |Written assessment | |
| |How can an individual provide basic care for | | | |
| |respiratory or cardiac arrest prior to the arrival | | | |
| |of more advanced medical personnel? | | | |
|2 classes |Backboarding basics |The Learner Will Be Able To: |Activity: CD –ROM tutorial on the human spinal cord |2.1.12.E.4 |
| |Essential Question (s): |Describe the anatomy of the cervical, thoracic, and lumbar|Video: Identifying head, neck and back injuries | |
| |Is backboarding effective and safe? |spine. |Practice: Assessment of patient and use of backboard | |
| |What is backboarding? |Describe measures to prevent injuries of the cervical and |Student Presentations: Specific injuries to the spine (cause, signs | |
| |How can an individual provide basic care for head, |lumbar spine. |and care) | |
| |neck and back injuries prior to the arrival of more |Identify specific injuries that can occur to various |Practical Assessment: head, neck and back injury scenarios | |
| |advanced medical personnel? |regions of the spine. |Written Assessment: scenario-based specific injury identification | |
| | |Provide emergency care for injuries to the head, neck and | | |
| | |spine. | | |
|1 class |Bloodborne Pathogens: |The Learner Will Be Able To: |Activity: HIV transmission simulation activity |2.3.12.B.7 |
| |Essential Question (s): |Identify bodily fluids that can potentially transmit | | |
| |What are bloodborne pathogens? |diseases |Debate: Determine if a student that has tested HIV positive should | |
| |How are bloodborne pathogend dangerous? |Identify activities that increase risk of contracting a |be allowed to participate in the school’s wrestling program | |
| |What are the universal diseases that can be |disease | | |
| |transmitted without proper protection? |Explain the universal precautions used for protection in |Letter: Compose a letter to the school board stating opinion | |
| |How can an individual protect themselves from |an athletic environment |regarding the wrestler that has tested HIV positive. | |
| |bloodborne pathogens? | | | |
|Topic: Health Care Administration |
| |
|Enduring Understanding: The Learner Will Be Able To: |
|Understand the roles and responsibilities of numerous medical professionals that provide support for athletes. |
|Understand ways to protect themselves from litigation associated with the care of athletes. |
|Suggested |Concepts |Objectives |Core Activities |NJCCCS |
|Time | | | |(CPI) |
|3 classes |Sports Medicine Team |The Learner Will Be Able To: |Project: Design a presentation, with a partner, that outlines one of |2.5.12.D.1 |
| |Essential Question (s): |Define the term sports medicine |the careers in sports medicine. Explain the roles and | |
| |How can a student determine their career path? |Identify the members of the sports medicine team |responsibilities, education or certification, salary and work | |
| |Who is on the sports medicine team? |Strength and Conditioning Coach |environment for the specific career. | |
| |What is the function of the SMT? |Physical Therapist |Assessment: Open-ended questions that assess student knowledge of | |
| |How is sports medicine coordinated to make events |Team Nutritionist |unit objectives | |
| |safer for athletes? |Sports Psychologist | | |
| |Why are their a variety of professionals involved in|Team Dentist | | |
| |athletics |Nurse | | |
| | |Team Physician | | |
| | |Athletic Trainer | | |
| | |Athlete | | |
| | |Describe the role of the coach in injury prevention, | | |
| | |emergency care and management | | |
| | |Identify the responsibilities of the athletic trainer in | | |
| | |dealing with the injured athlete | | |
| | |Describe and extrapolate the responsibilities, education, | | |
| | |salary and work environment of the members of the sport | | |
| | |medicine team | | |
|2 classes |Athletic Training |The Learner Will Be Able To: |Class Activity: Students will perform the standard orthopedic exam |5.5.12.A.4, 5.3.12.A.1 |
| |Facility design |Design a well-planned athletic training facility |Field Trip: Visit the high school athletic training facility. The | |
| |Essential Question (s): |Identify the rules of operation in an athletic training |trainer will show students the four main components of a training | |
| |What is the role of an athletic trainer? |facility |facility and identify strengths and weaknesses of the room design | |
| |How does the AT work with the different teams to |Critique the athletic training facility in the high school|Project: Design an athletic training facility. Identify the | |
| |provide proper care among athletes? |Explain the importance of the preparticipation exam |location, number of athletes, and type of athlete (sports) that use | |
| |How can an athletic trainer maximize his |Identify the component s of the medical history and |the training room. | |
| |effectiveness through facility design? |physical exam |Assessment: Open-ended questions that assess student knowledge of | |
| | |Perform the standard orthopedic exam |unit objectives | |
| | |Identify the necessary records that must be maintained by | | |
| | |the athletic trainer | | |
| | |Evaluate the application of the Americans with | | |
| | |Disabilities Act as it relates to disqualification in | | |
| | |athletics | | |
|2 classes |Athletic Training |The Learner Will Be Able To: |Project: Develop a budget for supplies and equipment to open the |5.5.12.A.4, 5.3.12.A.1 |
| |Budgeting |Develop a budget for supplies and equipment to open the |athletic training facility the student designed in the previous unit | |
| |Essential Question (s): |athletic training facility the student designed in the |Activity: Compare budget projects with students that created a | |
| |How can an athletic trainer maximize his/her budget?|previous unit |similar athletic training room. Negotiate a budget that meets the | |
| |How does school size affect medical treatment of |Negotiate a budget with classmates for a typical |needs of a typical organization similar to their own facility in size| |
| |athletes? |organization similar to their own facility in size and |and purpose | |
| | |purpose | | |
|2 classes |Legal Liability and Insurance |The Learner Will Be Able To: |Reaction Paper: Read a current event article that relates to sports |2.2.12.F.3 |
| |Essential Question (s): |Explain the legal considerations for the coach acting as a|and litigation. Summarize the article and critique the topic and/or | |
| |How can schools protect themselves from litigation? |health care provider |writing | |
| |How do legal concerns affect athletics? |Define the terms liability, negligence, assumption of risk|Group Assessment (3 students per group): Three problems relating to | |
| |How can you choose a insurance policy? |and torts |objectives. Students will devise a solution and write a explanation | |
| |What precautions must a trainer take in order have |Identify measures that can be taken by coach and athletic |of actions | |
| |protection? |trainer to minimize chance of litigation | | |
| |What is improper care? |Explain product liability | | |
| |How can improper care be detrimental to patients? |Describe health insurance options | | |
| |Insurance? |Evaluate the benefits of various health care options | | |
| | | | | |
|Topic: Injury Prevention and Health |
| |
|Enduring Understanding: The Learner Will Be Able To: |
|Understand methods of improving their health through exercise and nutrition. |
|Understand how to prevent illness and injury during participation in athletics. |
|Suggested |Concepts |Objectives |Core Activities |NJCCCS |
|Time | | | |(CPI) |
|1 week |Fitness Training |The Learner Will Be Able To: |Group Activity: Perform and teach stretching techniques developed|2.1.12.A.2 |
| |Essential Question (s): |Identify the conditioning seasons and the focus of each |to increase flexibility |2.1.12.A.3 |
| |How can an athlete improve performance through |season |Group Activity: Perform and teach progressive resistance |2.1.12.B.1 |
| |training techniques? |Explain principles of conditioning |exercises developed to increase strength |2.1.12.B.3 |
| |How does fitness affect the human body? |Identify the components and importance of warm up and cool|Group Activity: Design a circuit training workout |2.6.12.A.1 |
| |What is fitness? |down activities |Group Activity: Develop five callisthenic exercises for three |2.6.12.B.1 |
| |What exercise affects what parts of the body? |Describe the importance of flexibility, strength, and |parts of the body |2.6.12.B.2 |
| |What is an annual sports medicine training plan? |endurance for athletic performance and injury prevention |Project: Develop an annual, sport specific training program that |5.1.12.B.1 |
| |How does a trainer create a sports medicine plan? |Demonstrate techniques for improving flexibility, muscular|includes the four seasons of conditioning. Design daily practice |5.1.12.B.2 |
| |How does conditioning differ between the athletic |strength and cardio respiratory endurance |plans for each season. | |
| |seasons? |Develop an annual, sport specific training program that |Writing Assignment: Evaluate the local fitness options available | |
| | |includes the four seasons of conditioning |to you in the summer and following high school | |
| | |Explain the effects of exercise on the heart |Lab: Personal Fitness Assessment | |
| | |Identify the parts of the heart and methods for evaluating|Assessment: Open-ended questions that assess student knowledge of| |
| | |aerobic capacity |unit objectives | |
| | | | | |
|1 week |Nutrition |The Learner Will Be Able To: |Group Presentation: Teach classmates the sources and importance |2.1.12.A.2 |
| |Essential Question (s): |Identify the six major nutrient classes and describe their|of one of the six classes of nutrients |2.1.12.A.3 |
| |How do the six classes of nutrient affect the human |functions |Project: Record all substances that are ingested over a three day|2.1.12.B.1 |
| |body? |Fats |period. Analyze and critique diet. Create a diet improvement |2.1.12.B.3 |
| |How can an athlete improve performance through |Proteins |plan. |2.1.12.C.1 |
| |nutrition? |Carbohydrates |Movie: “Super Size Me” |2.1.12.C.2 |
| |How can an athlete gain or lose weight through |Vitamins |Reaction Paper: Evaluate the movie and the impact of the |2.1.12.C.3 |
| |nutrition changes? |Minerals |experiment on the average American. |2.1.12.C.4 |
| |How does our society influence nutrition? |Water |Class Discussion: Create a Venn diagram that compares bulimia and|2.2.12.A.5 |
| | |Explain the importance of good nutrition as it relates to |anorexia nervosa. Discuss possible causes of eating disorders |2.2.12.C.1 |
| | |athletic performance and preventing injuries |among high school students. |2.2.12.E.7 |
| | |Interpret the USDA food guide pyramid and serving sizes of|Project: Student will design a method of educating their peers |2.3.12.B.1 |
| | |common foods |about nutrition. |2.3.12.B.3 |
| | |Critique a diet and provide suggestions for nutritional |Assessment: Open-ended questions that assess student knowledge of|2.6.12.B.3 |
| | |improvement |unit objectives | |
| | |Compare and contrast body weight and body composition | | |
| | |Describe methods for losing weight or gaining weight | | |
| | |Identify signs and symptoms of bulimia and anorexia | | |
| | |nervosa | | |
|2 classes |Protective Sports Equipment |The Learner Will Be Able To: |Project: Explain the type of equipment used in a specific sport. |2.5.12.D.2 |
| |Essential Question (s): |Identify legal considerations associated with |Identify the proper fit and injuries the equipment prevents. | |
| |How does sports equipment protect against injuries? |manufacturing, buying, and issuing commercial protective |Analyze typical injuries in the sport. Identify areas for | |
| |What is the importance of proper fitting of sports |equipment |potential improvement of current safety equipment. | |
| |equipment? |Explain the importance of proper fitting equipment | | |
| | | | | |
|1 class |Sports Psychology |The Learner Will Be Able To: |Journal Entry: Compare and contrast personal techniques for |2.5.12.E.1 |
| |Essential Question (s): |Describe the athlete’s psychological responses to |mental preparation prior to competition. | |
| |How can athletes mentally prepare for competition? |stressors imposed by competition |Group Discussion: Students share techniques and discuss | |
| |How can athletes prevent injuries through mental |Describe personality factors that can lead to sports |effectiveness | |
| |preparation? |injuries | | |
|3 classes |Environmental Factors |The Learner Will Be Able To: |Project: Create a poster that compares and contrasts sports |2.6.12.A.3 |
| |Essential Question (s): |Identify the signs and symptoms, treatment and method for |drinks and water. Identify the beverage of choice for athletes in| |
| |How can environmental factors affect performance and|prevention of hyperthermia and hypothermia |a specific sport. | |
| |safety of athletes? |Explain how athletes can protect themselves from the sun |Debate: Support or defend the use of tanning beds by teens under | |
| |Why is it important for athletes to protect |Describe precautions in an electrical storm |the age of 18. | |
| |themselves from the sun? | |Assessment: Open-ended questions that assess student knowledge of| |
| |What environmental factors can be dangerous to | |unit objectives | |
| |athletes? | | | |
| | | | | |
|3 classes |Performance Enhancing Drugs |The Learner Will Be Able To: |Poster Project: Create a warning poster for a specific |2.2.12.A.4 |
| |Essential Question (s): |Identify the types of performance enhancing drugs |performance enhancing drug. Include the types, uses, effects, and|2.2.12.A.5 |
| |What are performance-enhancing drugs? |Explain how the drugs affect athletes performance |dangers associated with use. |2.3.12.A.1 |
| |How can performance-enhancing drugs affect athletic |Describe side effects and dangers of performance enhancing|Debate: Debate the use of performance enhancing drugs by |2.3.12.A.2 |
| |performance and health of the athlete? |drugs |professional athletes |2.3.12.A.3 |
| |Is the use of performance enhancing drugs fair? |Evaluate the fairness of performance enhancing drugs by | |2.3.12.B.6 |
| | |athletes | |2.6.12.B.3 |
|Topic: Management of Sports Injuries |
|Enduring Understanding: The Learner Will Be Able To: |
|Understand how to manage a variety of common athletic injuries |
|Analyze, assess, and react to several crisis situations with regards to injury |
|Suggested |Concepts |Objectives |Core Activities |NJCCCS |
|Time | | | |(CPI) |
|1 week |Bandaging and Taping |The Learner Will Be Able To: |Lab: Practice bandaging techniques |2.2.12.B.1 |
| |Essential Question (s): |Explain the need for and demonstrate the application of |Project: Compose an easy-to-understand set of instructions for | |
| |How can bandages be used to protect injured |roller bandages |one of the taping procedures | |
| |athletes? |Explain the need for and demonstrate the application of |Activity: Trade directions and critique readability and ease of | |
| |How can tape be used to protect injured athletes? |triangular and cravat bandages |understanding for classmates projects | |
| |Why is there a need for different types of tapes and|Demonstrate site preparation for taping |Lab: Practice taping techniques | |
| |bandages? |Demonstrate basic skills in the use of taping in sports |Assessment: Practical exam to evaluate bandaging and taping | |
| |What are the basic skills of taping? | |techniques | |
|1 week |Injury Rehabilitation |The Learner Will Be Able To: |Project: Develop a rehabilitation protocol for a specific sport |2.2.12.A.1 |
| |Essential Question (s): |Explain the rehabilitative process in a sports medicine |related injury. Include the following: |2.2.12.A.2 |
| |How can an athlete recover from injury and prepare |environment |Athlete Profile |2.2.12.A.4 |
| |to return to activity? |Identify the short-term and long–term goals of a |Explanation of injury | |
| |What specific steps can be employed to prevent |rehabilitation program |Rehabilitation program | |
| |further injuries following treatment for sports |Describe the criteria and decision-making process for |Presentation: Teach classmates about the injury and | |
| |related injuries? |determining when the injured athlete may return to full |rehabilitation protocol. Demonstrate the exercises used for | |
| | |activity |rehabilitation of the specific injury. | |
| | | |Assessment: Open-ended questions that assess student knowledge of| |
| | | |unit objectives | |
|3-4 classes |Identification and Treatment of Specific Injuries |The Learner Will Be Able To: |Activity: Create a game to teach others the anatomy of the foot |5.5.12.A.4 |
| |Foot |Describe the anatomy of the foot |Practice: Assessment of patient with a specific foot injury | |
| |Essential Question (s): |Perform an injury assessment of the foot. |Student Presentations: Specific injuries to the foot (cause, signs| |
| |How do injuries to the foot affect athletes? |Identify steps that will reduce injuries to the foot |and care) | |
| |How can foot injuries be managed? |Explain the causes of common foot injuries |Practical Assessment: foot injury scenarios | |
| | |Describe the appropriate care for specific foot injuries |Written Assessment: scenario-based specific injury identification | |
| | | | | |
|3-4 classes |Identification and Treatment of Specific Injuries |The Learner Will Be Able To: |Activity: Coloring book page to learn the anatomy of the ankle |5.5.12.A.4 |
| |Ankle and Low Leg |Describe the anatomy of the ankle and low leg |and low leg | |
| |Essential Question (s): |Perform an injury assessment of the ankle and low leg |Practice: Assessment of patient with a specific ankle or low leg | |
| |How do injuries to the ankle and low leg affect |Identify steps that will reduce injuries to the ankle and |injury | |
| |athletes? |low leg |Student Presentations: Specific injuries to the ankle and low leg | |
| |How can ankle and low leg injuries be managed? |Explain the causes of common ankle and low leg injuries |(cause, signs and care) | |
| | |Describe the appropriate care for specific ankle and low |Practical Assessment: ankle and low leg injury scenarios | |
| | |leg injuries |Written Assessment: scenario-based specific injury identification | |
|3-4 classes |Identification and Treatment of Specific Injuries |The Learner Will Be Able To: |Activity: Create a poster for a specific knee injury. Include |5.5.12.A.4 |
| |Knee |Describe the anatomy of the knee |the anatomy, cause, signs and care for the injury | |
| |Essential Question (s): |Perform an injury assessment of the knee |Assessment -Gallery walk: Identify specific knee injuries using | |
| |How do injuries to the knee affect athletes? |Identify steps that will reduce injuries to the knee |information from student posters | |
| |How can knee injuries be managed? |Explain the causes of common knee injuries |Practice: Perform assessment techniques used to identify a | |
| | |Describe the appropriate care for specific knee injuries |specific knee injury | |
|3-4 classes |Identification and Treatment of Specific Injuries |The Learner Will Be Able To: |Practice: Assessment of patient with a specific elbow, forearm, |5.5.12.A.4 |
| |Elbow, Forearm, Wrist, and Hand |Describe the anatomy of the elbow, forearm, wrist and hand|wrist and hand injuries | |
| |Essential Question (s): |Perform an injury assessment of the elbow, forearm, wrist |Student Presentations: Specific injuries to the elbow, forearm, | |
| |How do injuries to the elbow, forearm, wrist and |and hand |wrist and hand (cause, signs and care) | |
| |hand affect athletes? |Identify steps that will reduce injuries to the elbow, |Practical Assessment: elbow, forearm, wrist and hand injury | |
| |How can elbow, forearm, wrist and hand be managed? |forearm, wrist and hand |scenarios | |
| | |Explain the causes of common elbow, forearm, wrist and |Written Assessment: scenario-based specific injury identification | |
| | |hand injuries | | |
| | |Describe the appropriate care for specific elbow, forearm,| | |
| | |wrist and hand | | |
|3-4 classes |Identification and Treatment of Specific Injuries |The Learner Will Be Able To: |Case Study Activity: Find a case study for an athlete that has |5.5.12.A.4 |
| |Thigh, Hip, Groin and Pelvis |Describe the anatomy of the thigh, hip, groin and pelvis |sustained a thigh, hip, groin or pelvis injury. Write a | |
| |Essential Question (s): |Perform an injury assessment of the thigh, hip, groin and |synopsis of cause, signs and care. | |
| |How do injuries to the hip, groin and pelvis affect |pelvis. |Student Presentations: Case study presentation including relevant| |
| |athletes? |Identify steps that will reduce injuries to the thigh, |anatomy | |
| |How can hip, groin and pelvic injuries be managed? |hip, groin and pelvis |Written Assessment: Scenario-based specific injury identification | |
| | |Explain the causes of common thigh, hip, groin and pelvic | | |
| | |injuries | | |
| | |Describe the appropriate care for specific thigh, hip, | | |
| | |groin and pelvis injuries | | |
|3-4 classes |Identification and Treatment of Specific Injuries |The Learner Will Be Able To: |Activity: CD –ROM tutorial on the shoulder |5.5.12.A.4 |
| |Shoulder |Describe the anatomy of the shoulder |Practice: Assessment of patient with a specific shoulder injury | |
| |Essential Question (s): |Perform an injury assessment of the shoulder |Student Presentations: Specific injuries to the shoulder (cause, | |
| |How do injuries to the shoulder affect athletes? |Identify steps that will reduce injuries to the shoulder |signs and care) | |
| |How can shoulder injuries be managed? |Explain the causes of common shoulder injuries |Practical Assessment: Shoulder injury scenarios | |
| | |Describe the appropriate care for specific shoulder |Written Assessment: Scenario-based specific injury identification | |
| | |injuries | | |
|3-4 classes |Identification and Treatment of Specific Injuries |The Learner Will Be Able To: |Activity: Each student will be given a structure from the |5.5.12.A.4 |
| |Thorax and Abdomen |Describe the anatomy of the thorax and abdomen |thorax/abdominal region to teach the class | |
| |Essential Question (s): |Perform an injury assessment of the thorax and abdomen. |Game: Matching form and function of thorax/abdominal structures | |
| |How do injuries to the thorax and abdomen affect |Identify steps that will reduce injuries to the thorax and|Practice: Assessment of patient with a specific thorax/abdominal | |
| |athletes? |abdomen |injury | |
| |How can abdominal injuries be managed? |Explain the causes of common thorax and abdomen injuries |Student Presentations: Specific injuries to the thorax and/or | |
| | |Describe the appropriate care for specific thorax and |abdomen (cause, signs and care) | |
| | |abdominal injuries |Written Assessment: scenario-based specific injury identification | |
|3-4 classes |Identification and Treatment of Specific Injuries |The Learner Will Be Able To: |Activity: Create a game to teach others the anatomy of the face |5.5.12.A.4 |
| |Head and Face |Describe the anatomy of the head and face |Venn diagram: Compare and contrast three different pieces of | |
| |Essential Question (s): |Perform an injury assessment of the head and face. |sports equipment used to protect the head and face | |
| |How do injuries to the head and face affect |Identify steps that will reduce injuries to the head and |Student Presentations: Specific injuries to the head and face | |
| |athletes? |face |(cause, signs and care) | |
| |How can head and face injuries be managed? |Explain the causes of common facial injuries |Practical Assessment: Evaluation and emergency care for head and | |
| | |Describe the appropriate care for specific head and facial|facial injuries | |
| | |injuries |Written Assessment: Scenario-based specific injury identification | |
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