High Point University
School of Health Sciences
Department of Athletic Training
ATR 1500 Introduction to Athletic Training Clinical Applications
SEMESTER FALL, SPRING
CLASS MEETING TIME
CLASS MEETING PLACE
COURSE DESRIPTION: This course is designed to introduce students to the scope of clinical practice of
athletic trainers through the examination of common clinical applications. Students will have the opportunity
to experience common techniques used across the continuum of patient care.
COURSE CREDIT: 1 credit
COURSE INSTRUCTORS AND CONTACT INFORMATION:
COURSE DIRECTOR:
Erica Thornton, MS, ATC
Assistant Professor
ethornton@highpoint.edu
COURSE INSTRUCTORS:
Yum Nguyen, PhD, ATC
Assistant Professor
anguyen@highpoint.edu
Nancy Groh, EdD, ATC
Assistant Professor
ngroh@highpoint.edu
Jolene Henning, EdD, ATC
Associate Professor & Chair, Dept. of Athletic Training
jhenning@highpoint.edu
218 Norcross Hall
336-841-4514
COURSE OBJECTIVES/LEARNING OUTCOMES:
Upon successful completion of this course students will be able to:
1. Define the scope of clinical practice for athletic trainers.
2. Explain clinical rationales for common clinical applications.
3. Describe common techniques used across the continuum of patient care.
REQUIRED TEXTS AND RESOURCES:
Required texts and other required resources, such as but not limited to websites, audio and visual
presentations, observations, etc. should be listed here; use complete citations/information.
RECOMMENDED TEXTS AND RESOURCES:
Recommended texts and other recommended resources, such as but not limited to websites, audio and visual
presentations, observations, etc. should be listed here; use complete citations/information.
TEACHING METHODS AND ASSIGNMENTS FOR ACHIEVING COURSE
OBJECTIVES/LEARNING OUTCOMES:
This section contains specific instructional methods and types of activities and assignments which will be
used by the instructor to facilitate student achievement of the stated learning objectives/outcomes. Such
methods include but are not limited to lectures; demonstrations; study of written, audio/visual, electronic or
other materials; in-class discussions; one-on-one conferences; group work; student presentations; reflection
papers, electronic chat activities, etc. Specific instructional methods and/or assignments must be tied to
specific student learning outcomes. This will assist students in understanding what skills, knowledge, or
understanding they are expected to master in and through each of the activities of the course.
COURSE ASSESSMENT AND GRADING:
The course is graded on a Pass/Fail system; passing is based on the following criteria:
1. Completion of reflective journal entries
2. Completion of other assignments with a score of 70% or higher.
COURSE EVALUATIONS:
All students are expected to complete course evaluations in the week preceding final exams. These
evaluations, which are delivered online, are an important part of High Point University’s assessment program,
so your cooperation in completing them is greatly appreciated. As the end of the semester or academic
session draws near, you will receive information from the Office of Institutional Research and Assessment
about how to complete the online evaluations. IMPORTANT NOTE: All communications from the Office
of Institutional Research and Assessment will be sent to your High Point University e-mail account, so please
be sure to check and maintain your account regularly.
STUDENT RESPONSIBILITIES:
UNIVERSITY HONOR CODE
Preamble
We, the students of High Point University, believe that honesty and integrity are essential to student
development, whether personal, social, or academic. Therefore, we assert that:
Every student is honor-bound to refrain from conduct which is unbecoming of a High Point University
student and which brings discredit to the student and/or to the University;
 Every student is honor-bound to refrain from cheating;
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Every student is honor-bound to refrain from collusion;
Every student is honor-bound to refrain from plagiarism;
Every student is honor-bound to confront a violation of the University Honor Code;
Every student is honor-bound to report a violation of the University Honor Code.
UNIVERSITY CONDUCT CODE
Preamble
We, the students of High Point University, shall seek excellence in the classroom, on the playing field, and in
positions of leadership and service across our campus.
As a community of scholars, we shall work together with faculty to create an environment conducive to
teaching and learning. As a community of persons, we shall treat each other with compassion, with dignity,
and with civility, avoiding bigotry, racism, and sexism and learning from each through the diversity we bring
to High Point. As persons, we shall be honest and just in all that we do, recognizing that we can never be
greater than the integrity of our word and deed. As citizens of global community, we shall act responsibly,
both on campus and off, governing our actions not only by our personal needs and desires but also by a
concern for the welfare of others, for the general good of humankind, and for the environment upon which
we mutually depend. Recognizing that communities cannot exist without values and codes of conduct, we
shall search for enduring values; and we shall adhere to those codes of conduct which have been established
by and for the members of High Point University. When we leave High Point, we shall leave it better than we
found it, and in support of this goal, we pledge our loyalty and our service to this University which we have
chosen as our own.
STUDENT RESPONSIBILITIES:
During the course, the student will be expected to:
1. Take responsibility of their learning by being a self-directed adult learner
2. Commit to achieving course objectives;
3. Read, study, re-read, and construct personally meaningful understanding of course materials;
4. Communicate with the instructor when clarification or explanation is needed;
5. Complete learning activities with integrity and at a standard appropriate for collegiate-level
work;
6. Respect other course participants;
7. Complete learning activities on time;
8. Participate in learning activities;
9. Be responsible and do the right thing.
Out of class expectations: This is a 1 credit hour course that meets for 50 minutes each week. Federal
guidelines require a minimum of two hours of out of class student work each week for each credit hour
spent in class. Therefore, students are required to spend an additional 2 hours each week engaged in
course material through required readings and homework assignments.
ATTENDANCE POLICY
CLASS STARTS ON TIME, ATTENDANCE WILL BE TAKEN, COMING IN LATE
DISRUPTS CLASS. Be responsible and do the right thing. My expectation is for you to attend every class period.
Your exam grades are a by-product of your daily class attendance, active note taking skills, and regular study habits.
You will earn the grade you receive in this class, so work diligently to achieve success.
You will be allowed three (3) absences in this class. You will receive an Attendance Probation
Notice after three (2), and be dropped from the class when a fourth (4th) absence is taken. Athletes
are not exempt from this policy; however, classes missed due to athletic competition will be noted.
This does not mean that an athlete has an additional three absences to those excused for athletics. If
extenuating circumstances arise, please notify me ASAP via telephone or e-mail. Personal illness that
keeps you away from class for extended periods of time or deaths in the family should be reported
to the Dr. Allen Goedeke, Associate Dean for Academic Development
INSTRUCTOR RESPONSIBILITIES:
1. Consult the current body of knowledge and practices to develop appropriate course
objectives;
2. Design learning activities through which course participants will demonstrate achievement of
course objectives;
3. Monitor learner progress, reinforce appropriate construction of knowledge, and correct
misconceptions;
4. Establish and maintain a learning environment in which each course participant is respected,
encouraged to learn, and willing to help others achieve course objectives;
5. Protect the integrity of the academic process, maintain reasonably high standards, and
evaluate evidence of learning accordingly.
HPU WRITING CENTER:
The Writing Center, on the fourth floor of Smith Library, provides writing assistance at any stage in the
writing process, from invention through revision, for students at all levels, from freshman to graduate. The
Center is staffed by student writing consultants and will be open Sunday through Thursday from 1:00 p.m. to
10:00 p.m., starting Tuesday, September 6th. Appointments for twenty-five or fifty-minute sessions may be
made on the fourth floor of Smith Library at the Grades First kiosk using an HPU Passport or student ID
number. Consultants at the Writing Center do not proofread or edit students’ papers for them, but they do
work with students to help them develop strategies for improving their writing in light of their respective
assignments, instructors, and personal writing styles. For more information, please visit the Writing Center in
430 Smith Library, or contact the Center’s Faculty Coordinator, Dr. Joe Goeke, at jgoeke0@highpoint.edu or
(336) 841-9633.
DISABILITIES STATEMENT:
Providing academic accommodations to students with disabilities is a shared responsibility of the campus.
High Point University is committed to meeting the needs of students with disabilities. If you have a diagnosed
disability that requires you to have accommodations in the classroom or testing environment, please contact
Ms. Dana Bright at (336) 841-9361 or dbright@highpoint.edu for your accommodation memos. It is your
responsibility to communicate your accommodation needs to your professor. Accommodations are not
retroactive.
COURSE/TOPIC OUTLINE:
Date Or
Week
Topic/Content
/Examination
Instrumentation Used
Assignment
Learning Objectives/
Outcomes
Week 1
Evidence-based practice
HRQL
1-3
Week 2
Body Comp
Food labels
Taping
Bracing
1-3
Week 3
Health promotion &
Nutrition
Prevention
Week 4
Prevention
Week 5
Clinical examination &
diagnosis: concussions
Dynamic warm-ups
Functional movement
screens
IMPACT, Dynavision,
Balance assessment
Week 6
Week 8
Clinical examination &
diagnosis: orthopedics
Clinical examination &
diagnosis: medical conditions
Emergency care
Week 9
Acute care
Week 10
Therapeutic interventions
Week 7
Instructor
Jolene
Henning
Nancy Groh
Subjective comparison
between modes of
extrinsic stabilization inclass assignment
Qualitative evaluation
using the FMS
1-3
Jolene
Henning
1-3
Erica
Thornton
Reflective journal re:
“Head Games: The
Global Concussion
Crisis”
Qualitative video analysis
in-class assignment
identification worksheet
1-3
Erica
Thornton
1-3
Yum Nguyen
1-3
Nancy Groh
Vacuum splints and spine
boarding
Casting, Bracing, &
Students will be required
Crutches
to use their assigned
assistive device for 48
hours and complete a
reflective journal re:
patient empathy &
quality of life
Modalities
Reflective journal due
1-3
Jolene
Henning
Nancy Groh
Video analysis
High fidelity simulator
1-3
1-3
Jolene
Henning
Week 11
Therapeutic interventions
Week 12
Therapeutic interventions
Week 13
Reconditioning & Sports
performance (assessment)
Week 14
Reconditioning & Sports
performance (training)
Clinic based
rehabilitation tools &
techniques
Laboratory based
rehabilitation tools and
techniques
Timing gates, FitLite for
reaction, Biodex balance
system
Agility ladder,
plyometrics, slide board,
Fitter
Exercise selection based
on therapeutic goals inclass assignment
Clinical application inclass assignment
1-3
Yum Nguyen
1-3
Yum Nguyen
Qualitative assessment of
performance in-class
assignment
Exercise selection based
on performance goals inclass assignment
1-3
Erica
Thornton
1-3
Erica
Thornton