SPORTS PHYSICAL THERAPY
Instructor: Chase Paulson, MS, ATC
E-mail: cpaulson@wvusd.k12.ca.us
Twitter: @DBHS_AthTr
Office: Athletic Training Facility
Phone: (909) 594-1405 ext.33811
COURSE MEETINGS
Sports Health Care is a yearlong course that will meet Monday through Friday in room 566. Some lab sessions
will be held in the Athletic Training Room, located between the boys and girls locker rooms. This course will
involve outside-of-class time homework and time required observing in the sports health care field. Students
from this class can also participate in the after school Student Athletic Training Program that will allow them
greater hands-on field experience.
COURSE INCENTIVE:
This class is currently articulated with Mt. SAC’s Sports Medicine (Kinesiology 19) curriculum. Therefore,
students who pass this class with a B or better, along with the Mt. SAC articulation examination (three-part
exam) can expect to earn junior college credit towards their transcript.
COURSE DESCRIPTION
Sports Health Care is designed to introduce the student to the vocabulary, theories, principles and skills
involved with the rapidly growing field of sports medicine. Sports medicine is a multidisciplinary approach for
those involved in sports, involving a variety of professionals, such as physicians, certified athletic trainers,
physical therapists, chiropractors, and nutritionists. This course will place a special emphasis on the anatomy
and physiology of the human body. The goal is to take the principles learned in the classroom and apply
them during the required field experience. Laboratory activities are included to increase student retention
and comprehension of the course material. Attention will be given to protective equipment, and
prophylactic taping, wrapping, and bracing; acute injury management – including emergency care and
universal precautions; and basic health care administration. The course content is designed to help build a
sound foundation for the student seeking a career in the health care industry. Students from this class can
also participate in the after school Student Athletic Training Program that will allow them hands-on field
experience.
AFTER SCHOOL COMPONENT
This course has a hybrid hands-on component that the ESGV ROP has deemed necessary to fully absorb,
practice, and learn the techniques of the course. Therefore, students should expect to work outside the
classroom actively observing in the sports health care setting. Students will not just learn; they will do.
Students will be exposed to private information regarding the patients they contact. At no time will any
student discuss private patient information. Information such as injury diagnosis, treatment, and clearance
are strictly prohibited from being discussed with anyone other than the instructor or the supervising
healthcare professional.
HIPPA, 1996
COURSE OBJECTIVES
Upon completion of Sports Health Care, each student will demonstrate an understanding related to the
responsibilities of certified athletic trainers/related healthcare providers, structural anatomy and physiology,
emergency preparedness, athletic injury prevention, protective sports equipment, taping/wrapping
techniques, acute injury management, and fundamental administration. Specifically, at the conclusion of
this course, each student will:
 Identify the history of athletic training, report on its current standards, and describe athletic training
and its purpose in society.
o Identify job opportunities in the field of athletic training and report on their requirements.
o Describe the education requirements to become a certified athletic trainer (ATC).
o Understand the function of the National Athletic Trainers Association (NATA) and related
organizations within the field of sports medicine (ACSM, etc.).
o Comprehend the function of the ATC and related professionals such as emergency
personnel (EMTs, paramedics, etc.), nurses, physicians, chiropractors, physical therapists, and
other sports health care professionals.
 Develop a working understanding of basic legal and ethical concerns in athletic training and sports
medicine.
 Understand the medical vernacular, vocabulary, and abbreviations associated with health
professions.
 Appreciate the various systems of the body and how they interact with each other at rest and during
exercise. Specifically the musculoskeletal system.
o Locate the bones and muscle of the body and name their function(s).
o Identify and report on ankle anatomy, function, common pathologies and specific testing
related to their function(s).
o Identify and report on knee anatomy, function, common pathologies and specific testing
related to their function(s).
o Identify and report on hip anatomy, function, common pathologies and specific testing
related to their function(s).
o Identify and report on wrist anatomy, function, common pathologies and specific testing
related to their function(s).
o Identify and report on elbow anatomy, function, common pathologies and specific testing
related to their function(s).
o Identify and report on shoulder anatomy, function, common pathologies and specific testing
related to their function(s).
 Demonstrate proper identification/evaluation procedures for various bodily injuries
o Recognize and participate in the prevention of injury and/or illness.
o Know and apply the proper basic wound care, hemorrhage control, and wound closure
techniques for injured individuals.
o Implement correct procedures for handling biohazardous waste (BBP, etc.).
 Understand and evaluate the various vital signs of the human body.
o Describe the characteristics of body temperature and its relationship to exercise. Assess body
temperature
o Describe the characteristics of pulse and respiratory rates and their relationship to exercise.
Assess pulse and respiratory rates
o Describe the characteristics of blood pressure and its relationship to exercise. Assess blood
pressure
o Interpret the assessment of vital sign as normal or abnormal.
 Discuss correct pre-participation physical exam screening techniques:
o Height, weight, blood pressure, pulse/respiration rate, temperature, pupillary reflexes, vision
screening, musculoskeletal assessment, and neurocognitive assessment.
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Implement common prophylactic taping, wrapping, & bracing techniques for various athletic
injuries.
Describe the acceptable selection, fitting, and use of sports equipment
Describe and perform the various methods of modalities, including:
o Cryotherapy modalities
o Thermotherapy modalities
o Electrical modalities
o Rehabilitative exercises
STUDENT EXPECTATIONS
Class Rules
1. Respect yourself. Respect others. Respect the environment (classroom, materials, etc.).
2. Be in the classroom with materials prepared and ready to learn.
3. Follow directions the first time they are given.
Class Procedures
1. Entering the classroom:
a. When entering the classroom, do so quietly.
b. Pick up a copy of the handout for the day. (If applicable)
c. Check the PowerPoint for instructions for the opening activity.
d. Begin working on the opening activity.
e. ***Students not prepared by having textbook/workbook will lose participation point for that
day. (Always look to the white board the day before to see what you need for the following
day)
2. Picking up handouts:
a. Handouts will be located on the blue taping table by the door.
3. Daily schedule:
a. The daily schedule will be posted on the whiteboard.
4. Completing assignments & documentation
a. All assignments should be typed or completed in blue or black ink only. Pencil will not be
accepted.
i. Typed assignments should be formatted with 12pt Times New Roman, double spaced
(except for the heading) with 1” margins.
b. Students should place their name, date, and period in the upper right corner of the page,
and assignment title at the top middle of the page.
c. Students should write on one side of the paper only, and staple multiple pages as necessary.
5. Collecting assignments:
a. Assignments will be stored in your class notebook/folder in chronological order from the date
assigned.
b. There will be a table of contents (handout) in your class notebook/folder.
c. Assignments will be stamped on the day it is due. This will be done while you are completing
the opening activity.
d. The notebook/folder will be collected on every exam day along with your
exam.***Notebooks not ready to turn in when ENTERING the classroom on the day of the
exam will have a 10 point deduction from the total grade.
6. Late assignments:
a. No late assignments will be accepted.
7. Asking questions:
a. Please raise your hand and wait to be called upon.
8. Using the restroom:
a. Each student will be issued 8 restroom passes for the semester. Any unused restroom passes
may be handed in for 10 pts of extra credit each.
b. In emergencies, take the bathroom pass to the restroom.
9. Emergency alerts:
a. Earthquake alerts: continuous bell 1 minute in length – drop, cover, and hold
b. Fire alerts: short bursts – leave your belongings and exit the room quickly and organized.
10. Lab procedures:
a. Please be dressed in proper attire – PE shorts and a t-shirt.
i. Sweats are ok if the weather is cold.
ii. Participation point for day will be deducted for improper attire.
b. Lab partners/groups will be assigned for each lab.
c. Review lab handout prior to starting the assignment.
d. Gather necessary equipment.
e. Obtain instructor sign-off when finished with lab assignment.
11. Arriving late:
a. By arriving late, student will lose participation point for the day.
b. Enter the classroom quickly & quietly.
c. Gather the handouts for the day.
d. Join the conversation, lecture, or assignment.
12. When you are absent:
a. Assignments will be posted on the class website online the day they are assigned in class.
b. Print out a copy of the handouts on your own.*
c. Complete the assignment and place it in your class notebook/folder.
d. Absent assignments will be due promptly after the bell rings on the day of your return.
13. Make-up exams:
a. Exams must be made up with prior approval and arrangement from the instructor within one
week of absence, unless other arrangements have been made.
CELL PHONE POLICY
 Cell phones should be put away, out of sight during class. (In backpack, bag, purse, etc.)
 If cell phone is used, or seen out on desk, the student will lose participation point for the day.
 The DBHS Cell Phone Policy states that a student caught using their cell phone in class will receive an
automatic referral.
RECOMMENDED MATERIALS
These Materials are highly recommended for success in this course. If you have any questions in obtaining
these materials, please speak with the instructor.
 2” 3-ring binder for storing assignments
 3x5 flashcards for vocabulary terms (or smartphone app)
 Blue or black ink pens
 Lined Paper
 Poster Board (1 project)
REQUIRED TEXTBOOKS:
Clover, J. (2007). Sports medicine essentials: core concepts in athletic training and fitness instruction.
Thomson Delmar Learning.
Clover, J. (2007). Sports medicine essentials: core concepts in athletic training and fitness instruction. Student
Workbook. Thomson Delmar Learning.
TEXTS AND SUPPLEMENTAL INSTRUCTIONAL MATERIAL:
Prentice, W. (2011). Arnheim’s Principles of Athletic Training, McGraw-Hill.
Perrin, DH. (2005). Athletic Taping & Bracing. Human Kinetics
Hillman. (2004). Introduction to Athletic Training. Human Kinetics.
Starkey, C. (2009). Examination of Orthopedic and Athletic Injuries. F.A. Davis Company.
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Peer-reviewed Journals (Journal of Athletic Training, Journal of Strength & Conditioning Research,
Strength & Conditioning Journal, etc.)
Video, Power Point, and slide presentations
Anatomical models and charts
Guest Speakers
Internet
GRADING RUBRIC
Opening Activities / Participation Points
Chapter Outlines
Homework Assignments
Medical Terminology Quizzes
Skill Lab Competencies & Review Questions
Unit Exam (Written/Practical Hybrid)
Final Exam
Research Project
Observation Hours Project
Extra Credit is available
GRADING SCALE
A
90-100%
B
80-90%
C
70-80%
D
60-70%
F
60% and Below
1 pt. /day
25 pts. each
10 pts. each
25 pts. each
50 pts. each
100 pts. each
100 pts.
100 pts. each
250 pts.
OPENING ACTIVITIES (1 PT/DAY)
OAs will introduce students to the topic of discussion for the day. OAs will be titled OA month.day (i.e. OA
8.19 represents August 19th). OAs will be stamped at the beginning of class and should be added to the
table of contents—in chronological order—in the student’s notebook/folder for grading on exam day.
Students will not receive the daily Participation Point for: absence, arriving late, not completing assigned
tasks, not participating in group discussions, improper dress for lab days, failure to have notebook, improper
behavior.
CHAPTER OUTLINES (25 PTS EACH)
Students will be required to read the textbook chapter pertaining to the lesson’s topic ahead of class times
and complete a chapter outline packet. The outline will be handed out in class on the first day of lecture for
a given chapter. The packets will be due on the day of the Unit Exam.
HOMEWORK ASSIGNMENTS (10 PTS EACH)
Throughout the semester students will be assigned various forms of homework that may include: internet
research and write-ups, scenario challenges, review questions, and coloring and labeling activities.
Homework assignments should be formatted properly (see Classroom Procedures) and will be stamped at
the beginning of class. Homework assignments should be added to the table of contents in the student’s
notebook/folder for grading on exam day.
MEDICAL TERMINOLOGY QUIZZES (MTQ) & MEDICAL ABBREVIATION QUIZZES (MAQs) (25 PTS EACH)
Over the course of the year students will be exposed to a wide variety of language familiar to a healthcare
worker in the sports medicine field. Students can expect to be quizzed on 100+ terms in the fall, and 120+
common abbreviations in the spring.
SKILL LAB COMPETENCIES & REVIEW QUESTIONS (50 PTS EACH)
Many chapters introduce hands-on skills that students will perform during Skill Labs. The procedures learned
will be graded using a competency checklist. Once students feel they have mastered the procedure, they
will perform the task under the observation of the instructor for a final grade. Students will then answer review
questions pertaining to the procedure as homework to receive full credit for each Skill Lab.
UNIT EXAMS (WRITTEN/PRACTICAL HYBRID) (100 PTS EACH)
Unit Exams will consist of two portions: a written exam, and a practical exam. The written portion will be
formatted with multiple choice, true/false, and short response styled questions. Students will not receive a
study guide for unit exams, as their chapter outlines will serve as review. The practical portion will be an
evaluation of the Skill Lab Competencies learned for each unit. Students will be randomly assigned a date
and time, as well as a series of skills to perform in a timed manner. Students will be graded on successful
demonstration of their Skill Lab Competencies. Each portion is independently worth 50 points, for a
cumulative total of 100 points per unit.
FINAL EXAM (100 PTS)
Student knowledge will be tested at the end of each semester through a cumulative exam. The final exam
will be formatted with multiple choice, true/false, and short response styled questions from material learned
throughout the semester. Students will not receive a study guide for the exam, as their chapter outlines will
serve as review.
RESEARCH PROJECT (100 PTS)
Each semester there will be an assigned research project detailing the various aspects of Sports Physical
Therapy. More details will be provided when the research topic is chosen.
OBSERVATION HOURS PROJECT (250 PTS)
During the course of the semester students will be required to complete active observation assisting the
DBHS athletic training program with athletic events. A total of 10 events must be completed. Special
circumstances will be made for athletes participating in their sports’ activities. Proper lab attire must be
worn. See Classroom Procedures 9.a for more information.
During the semester, observation hours must be structured as follows:
 2 Varsity football games
 1 off-site observation of a practicing
o 1 home, 1 away
healthcare practitioner
 2 Lower-level football games
o Physician, physical therapist,
 5 football practices
chiropractor, athletic trainer, etc.
Students will be graded on completion of hours, and the completion of the Observation Overview & Report
(OR). Each OR and the subsequent hours are worth a total of 25 points, with one OR due at the completion
of each observation.
Point Breakdown per OR:
Hours
10 points
Events
10 points
Interaction
5 points
Total
25 points
Observation Hour Packet is due by December 12, 2015
DISCLAIMER:
At any time during this course the instructor reserves the right to alter or change any item contained in this
syllabus. That includes: grading rubric, grading scale, and tentative course outline.
Updated 3/24/2016
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NATIONAL ATHLETIC TRAINERS’ ASSOCIATION
OFFICIAL STATEMENT ON PROPER SUPERVISION OF HIGH SCHOOL STUDENT ATHLETIC TRAINERS
Introduction
This Official Statement of the National Athletic Trainers’ Association provides support and guidance to school
administrators and athletic trainers in the education and supervision of high school students enrolled in sports
medicine courses or participating in high school athletic training programs. The goal of this statement is to
continue to foster a positive, safe learning environment where students benefit from the instruction of
qualified health care professionals.
Official Statement
The NATA recognizes that allowing high school students the opportunity to observe the daily professional
duties and responsibilities of an athletic trainer can be a valuable educational experience. This unique
experience may expose students to the foundations of various health related careers as well as provide
them with important life skills. Regardless of practice setting, it is understood that all athletic trainers must
comply with their state practice act, BOC Standards of Practice when certified, and Code of Ethics when a
member of NATA. These legal and ethical parameters apply when incorporating student aides outside of
the classroom and within the activities of athletic programs.
Student aides must be under the direct visual supervision of a licensed/certified athletic trainer when
assisting with any athletic training services. Coaches and school administrators must not allow or expect
student aides to act independently with regards to the evaluation, assessment, treatment and rehabilitation
of injuries. Additionally, it is paramount that student aides not be expected, asked or permitted to make
“return to play” decisions. Specifically, student aides must not engage in the following activities:
(1) Interpreting referrals from other healthcare providers
(2) Performing evaluations
(3) Making decisions about treatments, procedures or activities
(4) Planning patient care
(5) Independently providing athletic training services during team travel.
National Athletic Trainers’ Association
3/09/10
Updated 3/24/2016
9
STUDENT CONTRACT
If I am found to have broken this contract at any time by the instructor, disciplinary actions may be taken.
The final say in this matter is at the discretion of the instructor.
Initials
I will conduct myself in an honorable fashion both while in class and during observations.
I will not be late to class. I will enter the classroom quietly and pick up any handouts for the day.
I will check the board and begin the opening activity.
I will bring my notebook to each class.
I will complete my assignments in the proper manner: using type or blue/black ink; name, date,
period in upper right corner; and kept in my notebook in chronological order.
I will raise my hand and wait to be called upon if I have a question.
I will be dressed appropriately for all lab sessions.
I will dress professionally and appropriately while observing outside of class.
I will not discuss what happens during my observations at any time. Information such as injury
diagnosis, treatment, and status are strictly prohibited from being discussed with anyone other than
the instructor or the supervising healthcare provider.
I understand that by being in the athletic training room or by being on the sidelines of an athletic event or
practice, I increase my risk of being injured through the natural course of play, or through an errant travel of
a ball associated with the sport I may be covering. I also understand that I increase my risk of coming into
contact with blood or bodily fluids that can carry diseases such as HIV or Hepatitis. I can expect to be
provided with and properly instructed in the use of barriers and procedures to minimize the risks of exposure;
however, the risk still remains.
Student Signature
Date
/
/
Parent/Guardian Signature
Date
/
/
Updated 3/24/2016
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