Upper-division Writing Requirement Review Form (12/1/08)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH
HHP
HHP 372
Subject
455) or sequence
Course(s) Title
Rehab of Athletic Injuries
Description of the requirement if it is not a single course
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Valerie J. Rich
Phone / Email
Program Chair
Scott Richter
III Overview of the Course Purpose/ Description
Date
2/6/09
2/6/09
The primary purpose of HHP 372 is to enhance communication skills, both written and oral.
The course uses specific athletic injuries which serve as the basis for students to analyze and
develop rehabilitation programs suitable for those injuries. Students are expected to provide
clear rationales for developed rehab plans of care using evidence from current research and
literature. This is accomplished daily in the classroom in group work and activities, as well as
with two comprehensive writing assignments that require the students to develop these plans
from start to finish (time of injury to the time of return to participation).
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students are provided two different case
Student learning outcomes :
studies in the semester which require
Identify and pursue more sophisticated
extensive research on the appropriate
questions for academic inquiry
treatment algorithm for the assigned
injury/pathology. Students must collect a
variety of resources on the assigned
injury/case and synthesize current research
to formulate a plan of care for that
particular case. Students must write in
detail each step of the rehabilitation process
for that particular case study using the most
current research.
For the written assignments, students are
Find, evaluate, analyze, and synthesize
required to use multiple sources other than
information effectively from diverse sources
(see http://www.lib.umt.edu/informationliteracy/) internet sources. Textbooks, journals, and
other peer-reviewed references are utilized.
Throughout the class, students are presented
Manage multiple perspectives as appropriate
with current literature presenting multiple
perspectives on the appropriate approach to
rehabilitation. It is up to the student to
determine which approach is most useful
based on the information they are presented.
Recognize the purposes and needs of
discipline-specific audiences and adopt the
academic voice necessary for the chosen
discipline
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work
Follow the conventions of citation,
documentation, and formal presentation
appropriate to that discipline
Develop competence in information
technology and digital literacy
Journal articles that use AMA style of
writing, which is discipline specific for
athletic training, are used in class on a
regular basis. Students are required to read
assigned journal articles to help them
synthesize current literature on associated
athletic injuries. Students may use these
articles as references for their plans of care
Students are required to submit an outline,
at least one draft, and a final paper for each
plan of care. Students are told that they may
submit multiple drafts for feedback.
Students are provided with an AMA style
reference guide on blackboard (PDF file
posted) and are instructed to use that format
for all writing assignments.
Students are expected to use out-of-class
resources to gather materials for their
papers. The difference between questionable
and legitimate resources is discussed the first
day of class. Emphasis on finding legitimate
resources to enhance life-long learning is
critical for athletic training students who
will be practicing as health care providers in
the near future and must stay current on
cutting-edge research on treating injuries.
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
Are detailed requirements for all written
assignments including criteria for evaluation in the
course syllabus? If not how and when will students
be informed of written assignments?
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
†X Yes † No
†X Yes † No
† Yes †X No Students are informed of
course expectations in the first class meeting
and again during individual meetings once
the assigned case studies are provided to
the students
Students are allowed to submit multiple
drafts of the paper to obtain feedback from
the professor; students will meet individually
with the professor to discuss writing
strategies and editing; students are provided
with an AMA style guide to format the paper
appropriately for the athletic training major;
students are also advised to seek additional
help if necessary through the writing center
on campus
† XYes † No Students will submit each
case study at several points in the writing
process- outlines and multiple drafts will be
accepted from each student
† Yes †X No Students are informed of
course expectations for information literacy
during the first class meeting and during
individual meetings
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Students are assigned two plan of cares, one
Formal Graded Assignments
surgical case and one non-surgical case in
which the student is responsible for
researching the most recent treatments for
these particular cases and writing an
extensive rehabilitation plan addressing short
term goals, long term goals, phases of
rehabilitation, specific exercises that are
appropriate in each phase, specific return to
play criteria, as well as precautions and
contraindications of a variety of treatments.
Each plan of care is worth 25% of the overall
grade (total 50%); The typical length for each
plan of care is 10-15 pages.
Outlines, drafts, and revisions of each plan of
Informal Ungraded Assignments
care are ungraded assignments, but critical
to the overall development of the final plan of
care graded for the class. Students will
receive extensive feedback on each of these
ungraded assignments.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation
see: http://teaching.berkeley.edu/bgd/syllabus.html
Will written assignments include an opportunity for
revision? If not, then explain how students will
receive and use feedback to improve their writing
ability.
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
Paste syllabus here.
REHABILITATION of ATHLETIC INJURIES
HHP 372
Instructor:
Valerie Rich PhD, ATC, CSCS
Semester: Spring 2008
Campus:
Missoula
Office: McGill 238C
Office Phone: 406-243-2703
Home Phone: 406-493-6351
Office Hours: Tuesday 11-12, Wednesday 11-12, 1-3, Friday 10-11, by appointment
E-mail:
valerie.rich@mso.umt.edu
Class Meeting: Monday, Wednesday 10:10-11:00 McGill Hall 235
Course Prerequisites: Approval from program coordinator.
Textbooks and Readings:
1) Prentice, W. Rehabilitation Techniques for Sports Medicine and Athletic Training. 4th ed. McGrawHill; New York: 2004.
2) Other readings will be assigned by the instructor
Course Description:
Theories and application methods of comprehensive therapeutic treatment and rehabilitation programs
for injuries commonly sustained by the physically active.
Course Objectives:
A. Objectives:
At the completion of the course students should be able to:
1) Identify components of a comprehensive plan of care for an injured athlete.
• Communicate components using a voice consistent and appropriate to the audience
(verbal and written)
• Provide clear rationales for developed plans of care using evidence from current research
and literature
• Enhance organizational skills in developing plan of care (create a cohesive plan using
appropriate transitions to connect ideas)
• Use correct spelling, grammar and punctuation
2) Describe the effects of therapeutic exercise on the inflammatory response, soft tissue and bony
repair and return to athletic participation.
3) Discuss all aspects of rehabilitation in relation to goals and goal setting
4) Describe the importance of case studies
5) Improve confidence with case studies to determine what is the most appropriate sequence of
rehabilitation
6) Integrate characteristics of the inflammation phase, pain cycle, and the physical principles and
physiological responses of an injury and develop a progressive therapeutic program.
7) Prepare and instruct patients in home programs of therapeutic exercise for specific sport
related injuries.
8) Develop injury care plans for injuries to the foot, ankle, knee, hip, spine, shoulder, elbow, and
hand.
9) Incorporate therapeutic exercise equipment within the rehabilitation process effectively.
10) Revise goals and objectives and develop criteria for progression and return to competition
based of level of function and patient outcomes
11) Demonstrate and describe appropriate measurements and functional measurements
12) Describe indications, contraindications, theory, and principles for the incorporation and
application of various contemporary therapeutic rehabilitation techniques
13) Further objectives are listed at the beginning of each chapter and will be highlighted during
class.
NATA Competencies and Laboratory Proficiencies:
The NATA Educational Competencies and Proficiencies were established by the National Athletic
Trainers’ Association identifying the minimum knowledge and skills to be mastered within an entry-level
athletic training education program. These competencies are specific to this course and are arranged based
on the twelve content areas that are the basis behind the Athletic Training Major. Each competency is
further categorized within their behavioral objective (domain) and assigned the same numerical listing as
defined by the NATA Competency document for accreditation referencing. Please see attached
proficiency master list in the student handbook. Proficiencies will be completed via practical examination,
projects, plans of care and clinical education.
Teaching Methodology The primary method of instruction will be through lecture and demonstration/discussion. The
lecture/demonstrations will be supplemented by directed laboratory experiences and discovery learning as it
pertains to the development of skills necessary to perform rehabilitation of athletic injuries. Students should
be practicing the skills learned in this class and completing appropriate proficiencies while in the clinical class
and at their clinical setting.
Evaluation of Student Outcomes:
Written Examinations
These examinations are intended to assess the student's awareness and understanding of the concepts
covered by the course content. Items on these examinations will be derived from the text, discussions,
course handouts. The content of each examination will usually mirror the content of the unit most
recently studied. Examination methodology may include multiple choice, true-false, short answer, and
essay questions. The final examination is cumulative.
Quizzes
Short quizzes will be given each Wednesday reviewing applied anatomy and related concepts. Students
will be allowed to drop his/her lowest quiz score.
Rehab Project 1
Groups of 2-3 students will design and create a product that may be used for therapeutic exercise and
can be integrated into a rehabilitation program for a facility that has a small budget. Students will be
responsible for the cost of the materials to design their product. Students will then create an infomercial
video to present their product, demonstrate the function of the equipment, and advertise their product to
classmates. Classmates will be providing feedback and will impact presentation grade. A project
handout will be provided with more details.
Rehabilitation Plans of Care
Students will prepare two Plans of Care describing the rehabilitation of an injured athlete. Students will
be randomly assigned 2 cases each- one that is an operative injury and the other that is non-operative
injury. A brief history and evaluation findings will be provided for each case to guide each student in
developing their plans of care.
The following should be addressed for each plan of care:
1) The clinical findings and functional limitations that suggest the need for rehabilitative care in
returning the athlete to competition,
2) A plan of care to address the needs of the injured athlete,
3) Short and long term clinical functional goals,
4) Estimated time required to achieve goals and the rationale for your selections,
5) Specific rehabilitation techniques you would use to achieve the goals and the rationale for
your selections,
6) Contraindications/precautions you considered in devising your plan of care, and
7) Criteria for returning the athlete to practice and competition.
All papers must be prepared on a computer/word processor and double-spaced. Reference
to peer-reviewed medical literature related to pathology, medical management, surgical
management and rehabilitation is required. References must be in AMA format (see
Journal of Athletic Training). A minimum of 5 references is required, only 1 of which can
be a book. The other 4 or more references must be peer-reviewed journals. The typical
length of each plan of care is 10-15 pages.
Attendance
Mandatory - Prior arrangements should be made for excused absences to make-up work. For any
unexcused absence, makeup work will not be accepted.
Course Evaluation:
10% - Quizzes
20% - Rehab Project 1
15% - Midterm Exam (Written)
20% - Plan of Care- Operative Injury
20% - Plan of Care- Non-Operative Injury
15% - Final Exam (Written)
100%
*All quizzes and exams are cumulative unless otherwise noted
Scale: (percentage of total points)
A = 93.50 – 100.00
A- = 90.00 – 93.49
B+ = 87.50 – 89.99
B = 83.50 – 87.49
C+ = 77.50 – 79.99
C = 73.50 – 77.49
D = 65.00 – 69.99
F = < 65 %
B- = 80.00 – 83.49
C- = 70.00 – 73.49
American w/Disabilities Act (ADA): The University of Montana upholds the ADA by providing reasonable
accommodations to individuals with disabilities. If any student requires reasonable accommodations to adequately
perform the duties of the class, please see the instructor as soon as possible so that a plan can be made for specific
modifications.
Student Conduct Code: All students must practice academic honesty. Academic misconduct is subject to an
academic penalty by the course instructor and/or a disciplinary sanction by the University. All students need to
be familiar with the Student Conduct Code. The Code is available for review online at
http//www.umt.edu/SA/VPSA/index.cfm/p
REHABILITATION OF ATHLETIC INJURIES
HHP 372
UNIVERSITY OF MONTANA
COURSE OUTLINE/SPRING 2008
January 22
January 24
January 29
January 31
February 5
February 7
February 12
February 14
February 19
February 21
February 26
February 28
March 5
March 7
March 12
March 14
March 19
March 21
March 26, 28
April 2
April 4
April 9
April 11
April 16
April 18
April 23
April 25
Course Syllabi; Introduction to Therapeutic Rehabilitation
Goals for Course; Designing a Rehabilitation Program;
Designing a Rehabilitation Program; Review of Healing Process;
Objective Measurement in Rehabilitation
Due: Read Ch 1 and Ch 2 in Prentice
Objective Measurement in Rehabilitation
Rehabilitation of Foot and Ankle Injuries Quiz #1
Due: Read Ch 24 in Prentice
Rehabilitation of Foot and Ankle Injuries Outline Plan of Care #1
Due
Rehabilitation of Lower Leg Injuries
Quiz#2
Due: Read Ch 23 in Prentice
Rehabilitation of Knee Injuries
Due: Read Ch 22 in Prentice
Rehabilitation of Knee Injuries
Quiz #3
President’s Day- No Class
Rehabilitation of Knee Injuries
Rehabilitation of Groin, Hip, Thigh Injuries Quiz #4
Due: Read Ch 21 in Prentice
Draft POC #1 Due
Group Presentations Rehab Project 1
Rehabilitation of Groin, Hip, Thigh Injuries
Rehabilitation of Lumbar Spine Injuries
Due: Read Ch 17 in Andrews, Harrelson, Wilk (will be distributed
in class)
Quiz #5
Finish Lumbar Spine; Review for Midterm exam
Midterm Exam
Due: Plan of Care #1
Rehabilitation of Shoulder Injuries
Due: Read Ch 18 in Prentice
Rehabilitation of Shoulder Injuries
Quiz #6
SPRING BREAK NO CLASSES!
Rehabilitation of Elbow Injuries
Due: Read Ch 19 in Prentice
Outline POC #2 Due
Rehabilitation of Elbow Injuries
Quiz #7
Rehabilitation of Wrist, Hand, and Finger Injuries
Due: Read Ch 20 in Prentice
Rehabilitation of Wrist, Hand, and Finger Injuries Quiz #8
Guest Lecturer: Joint and Soft Tissue Mobilizations
Due: Read Ch 14 in Prentice
Draft POC #2 Due
Joint and Soft Tissue Mobilizations
Quiz #9
Rehabilitation of Cervical and Thoracic Spine Injuries
Due: Read Ch 18 in Andrews, Harrelson, Wilk (will be distributed
in class)
Rehabilitation of Cervical and Thoracic Spine Injuries Quiz #10
April 30
May 2
May 8
(Tuesday)
Wrap up Upper Extremity Rehabilitation
Due: Plan of Care #2
Review for Final Exam; Tie up loose ends
Final Written Exam 10-12
HHP 372
TM-C9g
Interpret physician notes, postoperative notes, and physician prescriptions
as they pertain to a treatment plan.
DI-C17
Describe the components of medical documentation (e.g. SOAP, HIPS and
HOPS).
AC-C33
Describe home care and self-treatment plans of acute injuries and
illnesses.
EX-C2
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 mobilization.
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.
EX-C3
EX-C4
EX-C4a
EX-C4b
EX-C4c
EX-C4d
EX-C4e
EX-C5
EX-C7h
EX-C8
EX-C9
EX-P2
EX-P4
PS-C3
NU-C4
AD-P5
AD-P6
Describe manufacturer’s, institutional, state and federal guidelines for the
inspection and maintenance of therapeutic exercise equipment.
Obtain and interpret baseline and postexercise objective physical
measurements to evaluate therapeutic exercise progression and interpret
results.
Demonstrate the appropriate application of contemporary therapeutic
exercises and techniques according to evidence-based guidelines.
Describe the motivational techniques that the athletic trainer must use
during injury rehabilitation and reconditioning.
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).
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.