BYU Athletic Training Procedures and Appendix
Contents
Communicable Disease Policy ..............................................................................................................................4
MISCELLANEOUS INFORMATION .......................................................................................................................6
TABLE 1. Work restrictions for health care personnel exposed to or infected with infectious diseases in
health care settings.....................................................................................................................................................8
ATHLETIC TRAINING ROOM INFORMATION ................................................................................................... 10
RULES FOR THE BYU ATHLETIC TRAINING ROOM .................................................................................. 10
ATHLETIC TRAINING ROOM CLOSING DUTIES .......................................................................................... 11
FILING MEDICAL RECORDS............................................................................................................................. 14
Local Hospital Information ................................................................................................................................... 18
OSHA Regulations for Exposure ............................................................................................................................. 19
EXPOSURE CONTROL POLICY FOR ................................................................................................................. 20
CONTROL OF INFECTIOUS DISEASES ............................................................................................................ 20
National Athletic Trainers’ Association Code of Ethics ............................................................................... 28
Job Descriptions ......................................................................................................................................................... 31
Springville High School .......................................................................................................................................... 32
Pleasant Grove High School .................................................................................................................................... 33
BYU Men‘s Volleyball ............................................................................................................................................ 33
BYU Men‘s Lacrosse .............................................................................................................................................. 35
American Fork High School .................................................................................................................................... 36
Timpanogos High School ........................................................................................................................................ 38
Cougarettes .............................................................................................................................................................. 39
Utah Valley University ............................................................................................................................................ 40
BYU Women‘s Volleyball ...................................................................................................................................... 41
BYU Gymnastics ..................................................................................................................................................... 41
BYU Women‘s Tennis ............................................................................................................................................ 41
BYU Baseball .......................................................................................................................................................... 42
UVU Track and Cross Country ............................................................................................................................... 43
BYU Football .......................................................................................................................................................... 43
Orem High School ACI-Dujuan Shakespaere ......................................................................................................... 44
Utah Valley Sports Medicine ................................................................................................................................... 46
On-Campus BYU Emergency Action Plans ............................................................................................................ 47
Emergency Procedure for MILLER PARK BASEBALL FIELD ....................................................................... 48
Emergency Procedure for SOFTBALL .............................................................................................................. 49
Emergency Procedure for FOOTBALL .............................................................................................................. 51
Emergency Procedure for GYMNASTICS ........................................................................................................ 54
Emergency Procedure for TENNIS .................................................................................................................... 56
Emergency Procedure for SOCCER .................................................................................................................. 57
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BYU Athletic Training Procedures and Appendix
Emergency equipment located on site: ................................................................................................................. 57
Emergency Procedure for SWIMMING & DIVING ........................................................................................... 58
Emergency Procedure for MEN‘S & WOMEN‘S BASKETBALL .................................................................... 60
Emergency Procedure for VOLLEYBALL.......................................................................................................... 61
Emergency Procedure for DANCE ..................................................................................................................... 65
Emergency Procedure for EXTRAMURAL SPORTS ...................................................................................... 67
Emergency Procedure for CHEER ..................................................................................................................... 70
Practice procedures ............................................................................................................................................... 70
Off-Campus Emergency Action Plans ..................................................................................................................... 73
Springville High School Emergency Action Plan .............................................................................................. 74
Timpview Football Emergency Action Plan ....................................................................................................... 76
Timpview Baseball Emergency Action Plan ...................................................................................................... 78
Timpview Boys‘ & Girls‘ Soccer Emergency Action Plan ................................................................................ 80
Timpview Softball Emergency Action Plan ........................................................................................................ 82
Timpview Boys‘ & Girls‘ Basketball and Volleyball Emergency Action Plan ................................................ 84
Timpview Boys‘ & Girls‘ Track Emergency Action Plan .................................................................................. 86
Pleasant Grove High School Athletics Emergency Action Plan ..................................................................... 88
Orem High School Emergency Action Plan ...................................................................................................... 90
American Fork High School Football Emergency Action Plan ....................................................................... 93
American Fork High School Soccer Emergency Action Plan ......................................................................... 95
American Fork High School Volleyball/Basketball/Wrestling Emergency Action Plan ............................... 97
Mountain View High School Emergency Action Plan ...................................................................................... 99
Lehi High School Emergency Action Plan ....................................................................................................... 101
Emergency Plan for Timpanogos High School ............................................................................................... 103
Physical & Sports Therapy Services — Springville Emergency Action Plan ............................................. 105
Athletic Training Course Descriptions and ........................................................................................................... 107
Learning Outcomes ................................................................................................................................................. 107
EXSC 302 ............................................................................................................................................................ 108
EXSC 320 ............................................................................................................................................................ 108
EXSC 321 ............................................................................................................................................................ 108
EXSC 362 ............................................................................................................................................................ 109
EXSC 394 ............................................................................................................................................................ 109
EXSC 395 ............................................................................................................................................................ 109
EXSC 400 ............................................................................................................................................................ 109
EXSC 414 ............................................................................................................................................................ 110
EXSC 415 ............................................................................................................................................................ 110
EXSC 416 ............................................................................................................................................................ 111
EXSC 417 ............................................................................................................................................................ 111
EXSC 418 ............................................................................................................................................................ 112
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BYU Athletic Training Procedures and Appendix
EXSC 419 ............................................................................................................................................................ 112
EXSC 423 ............................................................................................................................................................ 112
EXSC 460 ............................................................................................................................................................ 113
EXSC 463 ............................................................................................................................................................ 113
EXSC 464 ............................................................................................................................................................ 114
EXSC 468 ............................................................................................................................................................ 114
EXSC 494 ............................................................................................................................................................ 114
EXSC 495 ............................................................................................................................................................ 114
EXSC 498 ............................................................................................................................................................ 115
EXSC 501 ............................................................................................................................................................ 115
HLTH 320 ............................................................................................................................................................. 116
MMBIO 221 .......................................................................................................................................................... 116
NDFS 310 ............................................................................................................................................................ 116
PDBIO 220 ........................................................................................................................................................... 116
PDBIO 305 ........................................................................................................................................................... 116
PSYCH 111 .......................................................................................................................................................... 116
STAT 221 ............................................................................................................................................................. 117
STDEV 170 .......................................................................................................................................................... 117
Competencies and Clinical Proficiencies ............................................................................................................... 118
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BYU Athletic Training Procedures and Appendix
Communicable Disease Policy
Brigham Young University
College of Health and Human Performances
Department of Exercise Sciences
Prevention of Infection and Disease Transmission Policy
(Modified with permission from Duquesne University)
The purpose of this policy is to protect the health and safety of the students enrolled in
the Athletic Training Education Program as they participate in the didactic and clinical
education experiences required by the program. It is designed to provide students,
clinical instructors, and faculty with a plan to assist in the management of students with
infectious diseases as defined by the Centers for Disease Control and Prevention
(CDC). This policy was developed using the recommendations established by the CDC
for health care workers; the recommendations were established on the basis of ―existing
scientific data, theoretic rationale, applicability and potential economic impact.‖
Guidelines for Prevention of Exposure and Infection
1. All students must attend required OSHA and Blood-borne pathogen lecture
annually to learn, practice, and be evaluated as successfully performing all
skills and tasks that will assist them in limiting their exposure in health care
settings.
2. To limit exposure, students are required to use proper hand washing
techniques and practice good hygiene at all times.
3. Students are required to use Universal Precautions AT ALL TIMES when
functioning as health care professional students in health care settings and/or
working with potential sources of infectious disease.
Guidelines for Managing Potential Infection
1. A student who has been exposed to a potential infection before, during, or after
a clinical experience should report that exposure to his/her clinical instructor.
2. A student, who demonstrates signs of infection or disease that may place
him/her and/or his/her patients at risk, should report that potential infection or
disease immediately to the Student Health Center. If a student is in doubt of
his/her health risk, that student should immediately report to the Student Health
Center for evaluation by a qualified health professional. A student may utilize
his/her family physician; however, the same requirements and notifications
yielded from the Health Center will be required of the personal physician.
3. If a student feels ill enough (e.g. fever, diarrhea, other acute symptoms) to miss
more than one day of class or clinical experience, that student should be
evaluated by the Student Health Center or his/her family physician.
4. Upon review by the Student Health Center or the personal physician, the
student must make it known that he/she is an Athletic Training student and that
he/she is required to furnish the ATEP Director with notification of his/her health
status and ability to participate in the required academic and clinical activities of
the educational program.
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BYU Athletic Training Procedures and Appendix
5.
6.
7.
Upon receipt of the health status notification from the Student Health Center or
the family physician, the student must present that notification to the ATEP
Director or the Clinical Education Coordinator who will inform the other
appropriate Athletic Training faculty who (in compliance with HIPAA) are
required to know the student‘s health status. The health notification will be
placed in a sealed envelope in the student‘s program file.
The student is required to notify his/her clinical instructor(s) of missed clinical
experiences; this need to miss clinical time will be confirmed by the Clinical
Education Coordinator with the designated clinical instructor. The ATEP
Director will assume responsibility for the notification of the student‘s professors
if the student is required to miss further class time.
The student is responsible to keep the ATEP Director and the Clinical
Education Coordinator informed of conditions that require extended care and/or
missed class/clinical time. Additional health status notifications will be required
until such time as the student is cleared to return to full participation in all
academic and clinical requirements of the academic program.
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BYU Athletic Training Procedures and Appendix
MISCELLANEOUS INFORMATION
Bulletin boards: The bulletin boards in the training room and just outside the training
room are used for information for the students:, job placement, announcements, order
forms for sweatshirts and kits, etc. You should check these periodically. The dry erase
boards are used for important announcements; students must check these daily.
Eating with Teams: Legends Grille privileges are available for a limited number of
students during two-a-day football practices. Students assigned to Men's basketball and
Doctor‘s office may also have dinner with the teams. Occasionally, other teams will eat at
the Legends Grille; students will be notified if they are invited to partake.
Mailboxes: Each ATS will have a mailbox. With the large program ATEP at BYU, these
mailboxes are provided as a method of improving communication between staff and
students. This method of communication is useless if you do not check your box
periodically. Please check them daily, especially if you are assigned to a sport at BYU.
Also, dDo not use them for storage.
Lockers: Lockers are provided to a few senior athletic training students with assignments
at BYU. Usually, priority is given those students who arrive in early August for
assignments. Athletic issue, which is required for working out in the athletic weight room,
is given only with a locker. Only a limited number of lockers are allotted to us; please, do
not feel slighted if you do not receive one. While working in the training room, all personal
belongings should be kept in your locker. If you do not have a locker, these should be kept
in the designated area in the storage room. Backpacks, coats, books, etc. should not be
brought into the training room. Anything valuable should be left at home; due to the high
traffic in this area, you are taking a great risk leaving anything like that valuable around.
Telephones: Telephones should be answered by saying ―Athletic training room, ____
speaking.‖ If the call is for someone who is not there, please take a message. The
telephones in the athletic training room are not for conversations with friends or outside
business, but may be used by students when necessary. Athletes may not use the phones
without staff authorization.
Trucks and carts: The truck may bey used for any athletic training room business. A staff
trainer must approve the use of the truck by a student. However, if you are given an
assignment that would be made easier by using the truck, by all means, go ahead and ask!
If you are taking the truck, please sign out on the log located in the secretaries' office. Also,
let others know where you are going and how long you will be. If you take the truck, you
must also take a radio with you. The carts (the limousine, the gator, or the small cart)
should be used as needed. Several sports use the carts regularly. If you need one for
something out of the ordinary, check with a staff athletic trainer. The carts run on gasoline.
When the tank is about 1/4 empty, it should be filled with the gas cans in the garage. Once
you start using the gas in the last can, the others should be taken to the station across the
street from the car pool (900 North just west of 900 East) and filled. The secretary has a
gas card you will use to fill the cans. If the truck or carts break down, arrange to have them
repaired ASAP. Obviously, the the truck and the carts should be driven carefully: please,
do not hit a pedestrian or another car.
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BYU Athletic Training Procedures and Appendix
Telephones: Telephones should be answered by saying ―Athletic training room, ____
speaking.‖ If the call is for someone who is not there, please take a message. The
telephones in the athletic training room are not for conversations with friends or outside
business, but may be used by students when necessary. Athletes may not use the phones
without staff authorization.
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BYU Athletic Training Procedures and Appendix
TABLE 1. Work restrictions for health care personnel exposed to or infected with infectious
diseases in health care settings
Disease
Conjunctivitis (pink eye)
Diarrheal Diseases
Acute stage
Convalescent stage
Salmonella spp.
Work Restriction
Restrict from pt contact
and contact w/pt environment
Duration
Until discharge ceases
Restrict from pt contact, contact
w/patient's environment or food
handling
Restrict from care of high-risk pts
Until symptoms resolve
Diphtheria
Exclude from duty
Enteroviral infections
Restrict from care of infants
neonates, and immuno-compromised
patients and their environments
Restrict from pt contact, contact
w/patient's environment, and food
handling
Do not perform exposure-prone
procedures until counsel from an
expert review panel has been
sought; panel should make
recommendations; refer to state
regulations
Hepatitis A
Hepatitis B
(Personnel with acute or
chronic Hep B e antigenemia
who perform exposure-prone
procedures
Herpes simplex
Hands (herpetic whitlow)
Orofacial
Human Immunodeficiency
virus (HIV)
Until symptoms resolve;
consult w/local and state
officials regarding need for
negative stool cultures
Until antimicrobial therapy
completed and 2 cultures
obtained >24 hrs apart are
negative
Until symptoms resolve
Until 7 days after onset of
jaundice
Until Hep B e antigen is negative
Restrict from patient contact and
contact with patient's environment
Evaluate for need to restrict from care
of high-risk patient
Do not perform exposure-prone invasive
procedures until counsel from an expert
review panel has been sought; panel should
make recommendations; refer to state
regulations
Until lesions heal
Exclude from duty
Exclude from duty
Until 7 days after rash appears
From 5th day after 1st exposure
through 21st day after last
exposure and/or 4 days after
rash appears
Until 24 hours after
start of effective therapy
Measles
Active
Post exposure
Meningococcal infections
Exclude from duty
Reference: Bolyard EA, Tablan OC, Williams WW, Pearson ML, Shapiro CN, Deitchman SD, and The
Hospital Infection Control Practices Advisory Committee. Special Article: Guideline for Infection Control in
Health Care Personnel, 1998. Centers for Disease Control and Prevention. Public Health Service. US
Department of Health and Human Service.
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BYU Athletic Training Procedures and Appendix
Mumps
Active
Post exposure
Exclude from duty
Exclude from duty
Pediculosis (lice)
Restrict from patient contact
Pertussis (whooping cough)
Active
Exclude from duty
Post exposure
Rubella
Active
Post exposure
Scabies
Staphylococcus aureus
Infection
Active (draining skin lesions)
Until 9 days after onset of parotitis
From 12th day after 1st exposure
through 26th day after last exposure
or until 9 days after onset of parotitis
Until treated and observed to be free of
adult and immature lice
From beginning of catarrhal stage
through 3rd week after onset of
paroxysms or until 5 days after start
of effective antimicrobial therapy
Until 5 days after start of effective
antimicrobial therapy
Exclude from duty
Exclude from duty
Until 5 days after rash appears
Exclude from duty
From 7th day after 1st exposure
through 21st day after last exposure
Until cleared by medical evaluation
Restrict from patient contact
Restrict from contact with patients
Carrier state
Streptococcal infection,
group A
Restrict from patient care, contact with
Until lesions have resolved and
patient's environment or food handling
No restriction, unless personnel
are epidermiologically linked to
transmission of the organism
Until 24 hours after adequate treatment
patient's environment or food handling
started
Tuberculosis
Active disease
Exclude from duty
Until proved noninfectious
Varicella (chicken pox)
Active disease
Postexposure
Exclude from duty
Exclude from duty
Until all lesions dry and crust
From 10th day after 1st exposure through
21st day (18th day if VZIG given) after last
exposure
Cover lesions; restrict from care of
high-risk patients
Restrict from patient contact
Until all lesions dry and crust
Restrict from patient contact
from 10th day after 1st exposure
through 21st day (28th day if VZIG given)
after last exposure or, if varicella occurs
until all lesions dry and crust
Until acute symptoms resolve
of high risk patients or contact with
their environment during community
outbreak of RSV and influenza
Zoster
Localized, in
healthy person
Generalized or localized in
Immunosuppressed person
Post exposure
Viral respiratory infections,
acute febrile
Consider excluding from the care
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Until all lesions dry and crust
BYU Athletic Training Procedures and Appendix
ATHLETIC TRAINING ROOM INFORMATION
RULES FOR THE BYU ATHLETIC TRAINING ROOM
1.
You will not receive treatment or be taped if you are not in compliance with BYU
dress and grooming standards.
2.
No food or drinks are allowed in the athletic training room.
3.
No athletic equipment or athletic bags are allowed in the athletic training room.
4.
All athletes must shower before receiving treatment.
5.
All rehab must be approved by the team athletic trainer.
6.
No shoes on treatment table or taping bench.
7.
Cardio equipment is for rehab only.
8.
All rehab equipment must remain in the athletic training room.
9.
Everyone must shower and wash all dirt, grass, and rubber pellets off before using
the hydro area.
10.
All tape must be removed before entering the hydro area.
11.
Appropriate/modest attire must be worn in the hydro area.
12.
No running, jumping, diving or horseplay in the hydro area.
13.
Do not turn on/off turbines while in the whirlpool.
If you encounter a student athlete who is being non-compliant, remind them of the Athletic
Training Room rules. If they persist in being non-compliant, notify a Staff member
immediately. Do not attempt to enforce the Athletic Training Room rules yourself.
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BYU Athletic Training Procedures and Appendix
ATHLETIC TRAINING ROOM CLOSING DUTIES
All ATSs will be scheduled to assist in closing the Athletic Training Room. Closing duties
will begin at 6:00 p.m. and can take 1–2 hours depending on the number of teams
practicing. Closing duties are part of your clinical assignment, practicum, and the
profession. Part of your practicum grade depends on your compliance with this
assignment; thus, showing up late, not showing up, or complaining about your duties will
result in a 10-point reduction per occurrence. These duties are extremely important for
keeping a clean health care facility. Please help us take pride in our facility by keeping it
clean.
CLOSING DUTIES
Daily Tasks
 Clean conference room.
o Place chairs neatly around the table.
o Clean the table surface with ‗Whizzer.‘
o Put books back in the shelves.
o Hang up back packs, coats, etc., on the coat rack or place them out of the way (many
meetings are scheduled for mornings here).
 Place items left in the training room by the athletes in the lost and found box by the front door
(give more valuable items to Lynette to keep in her office).
 Clean the doctor‘s office waiting room.
o Organize magazines
o Throw away magazines three months or older, and those in poor condition
 Lock and close front and back doors, pharmacy door (top and bottom), doctor‘s office doors, xray room doors, secretary office doors, garage door, shop door, and storage door.
 Turn off the lights.
TREATMENT AREA
Daily Tasks
 Wipe down all treatment tables and pillows.
o Spray on HDQ first. Let it sit on the surfaces for 10 minutes.
o After 10 minutes, spray on Whizzer and wipe it off immediately.
 Organize pillows; distribute them evenly under the treatment tables.
 Organize hot packs in the appropriate places inside the hydrocollators.
 Fill hydrocollators with water to a level just to the top of the hot packs (do not overfill).
 Hang wet hydrocollator covers to dry. Put dry ones away.
 Follow the laundry schedule for the different sizes of covers.
 Empty the ice coolers. Dump the ice in the cold whirlpool or in the garage sink. Dry the coolers
and open the lids to air dry.
 Organize the modality shelves.
o Turn off all the modalities.
o Place all electrode leads in the drawers.
o Place all straps, compression sleeves, gel and lotion containers, etc. in the cabinet.
o Seal all electrodes inside the plastic containers and place in the drawers.
o Wipe down surfaces.
 Fill gel and lotion containers.
 Empty ‗Game Ready‘ ice compartments.
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BYU Athletic Training Procedures and Appendix
Weekly Tasks
 Clean modality cupboards with Whizzer.
 Clean one hydrocollator weekly on a rotating basis.
o Drain and rinse out debris in the garage or the WP area.
o Scrub inside surfaces and racks.
o Inspect hot packs; discard them if they are damaged.
o Clean outside with mineral oil.
Annual Tasks
 Use wood cleaner or polish on wood surfaces.
TAPING AREA
Daily Tasks
 Clean all surfaces.
o Spray on HDQ first. Let it sit on the surfaces for 10 minutes.
o After 10 minutes, spray on Whizzer and wipe it off immediately.
 Restock the tape drawers and staff tape benches (see the posted chart for specifics).
 Organize and restock supply shelf (band-aids, etc.).
 Clean the area around the desk, table storing ice-wrap, file-cabinets, and mailboxes.
 Make lube pads.
 Place open boxes of tape in designated cupboards under the tape drawers; do not overstock –
one open box each is enough.
WHIRLPOOL AREA
Daily Tasks
 Drain all whirlpools.
 Use HDQ to scrub out the inside of the whirlpool, rinse, and dry.
 Wipe down the seating areas.
 Cover the cold pool.
 Place the wet toe caps on the racks to dry.
 Empty any containers and set them against the wall to drain/ dry.
 Place any aquatic rehab items neatly on the shelves.
 Keep the top of the ice machine organized and clean.
Weekly Tasks
 Use mineral oil to polish and clean the outside of the whirlpool.
Annual Tasks
 Empty ice machine and clean thoroughly.
 Clean drying racks and white shelves.
REHAB AREA
Daily Tasks
 Turn off all machines.
 Wipe down appropriate surfaces (rehab machines, benches, etc.).
o Spray on HDQ first. Let it sit on the surfaces for 10 minutes.
o After 10 minutes, spray on Whizzer and wipe it off immediately..
o Do not use anything but water to clean the tracks on the elliptical machines; wipe these
down with a moist towel.
 Put equipment away neatly.
 Take all tape off the floor.
 Organize shelves.
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BYU Athletic Training Procedures and Appendix
GARAGE AREA
Daily Tasks
 Clean all coolers.
o See cooler cleaning sheet for proper cleaning instructions.
o Coolers with leftover PowerAde in them can be marked to save for the next day. They
can be left out— but please keep them out of the way.
o Each team is responsible to clean the coolers they used. However, if someone forgets,
closers should go ahead and clean them.
 Clean the preparation cart (see the sheet for specifics).
 Clean the ice shovel and ice scoops with soap and water.






Clean all appropriate surfaces (preparation surfaces, ice machine where we store ice scoops,
etc.).
o Spray on HDQ first. Let it sit on the surfaces for 10 minutes.
o After 10 minutes, spray on Whizzer and wipe it off immediately.
Park golf carts inside (appropriately space them so there is room to move around inside the
garage)
Park the Gem cart just outside the garage door and recharge it nightly.
Clean golf and cooler carts (remove garbage, put things away, wipe down major spills, etc.).
Sweep or squeegee water into drains.
Sweep out leaves and debris blown in by the outside door.
Weekly Tasks
 Clean ice machine filters.
 Clean out the cupboard above the sink.
 Leave the indoor storage door blocked open Monday evenings; call custodial and request they
clean the floor the next morning.
Annual Tasks
 Hose down and clean entire garage floor (including under the ice machine)
 Empty and thoroughly clean the inside of the ice machine.
 Clean racks.
 Wash cooler carts thoroughly.
COOLER CLEANING
Daily Tasks
1.
Rinse the cooler and lid with hot water. Be especially thorough if the cooler had Gatorade in
it.
2.
Clean inside and outside of the coolers.
3.
Squirt the cooler and lid with alcohol and scrub it. If it has stains, scrub it with 100% bleach.
Rinse VERY WELL with water.
4.
Wipe the cooler and lid dry with a clean towel. Dry both inside and outside.
5.
Place the cooler upside down on the drying racks with the lid near it. Leave all coolers and ice
chests open to air dry.
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BYU Athletic Training Procedures and Appendix
FILING MEDICAL RECORDS
You must write down and record everything you do in the Athletic Training Clinic including
evaluations, treatments, providing medication, or rehabilitation program changes. Keeping
proper documentation serves many purposes.
1.
2.
3.
4.
5.
6.
Medical records are legal documents that protect the athlete‘s and your rights.
Medical records are a means of communication with other health care providers.
Medical records are organized and provide a rationale for treatment (SOAP
notes).
Medical records provide quality assurance.
Medical records can be utilized in research.
Medical records help provide a basis for decisions such as discharge,
progression, surgery, etc.
BYU utilizes many different methods for documenting services including:
1.
Blue Athletic Injury Record: Every athlete with an injury who receives treatment
should have a blue Athletic Injury Record form filled out and utilized. The top
portion should be filled out completely with a short history and evaluation. The
left column is for recording treatment given, as specifically as possible. For
example, writing ―US x 10 min‖ is not specific enough. Instead, ―US 1.5 w/cm 2 3
MHz over distal ITBand x 8 min‖ is better. The right column is for comments,
including how the athlete feels that day, significant improvements or worsening,
plans to change treatment the next visit, etc. If treatment notes in the blue sheet
are reported as ‗unchanged‘ for over 1 week, a re-evaluation is in order. See
Appendix G for the blue Athletic Injury Record form.
2.
Report of Athletic Injury/Illness Form: This form is used to document a specific
injury with a specific mechanism that happens during practice or an event. The
white copy of the injury report form goes to the secretary, the yellow copy goes in
the treatment file. The back of the yellow copy is used exactly the same as a
blue treatment sheet (Appendix G).
3.
Rehabilitation Record: An athlete injured significantly enough to miss practice for
several days, or an athlete who is post-surgery will have a rehabilitation record.
Utilize SOAP format with this form.
4.
Daily Treatment Journal: Every treatment should be recorded on the log. It is an
important back-up to the other sheets, and we use it to keep track of which
modalities we utilize to justify purchasing new ones later.
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BYU Athletic Training Procedures and Appendix
General Recording Guidelines
1.
Use ONLY black pen.
2.
Be honest, even when you make a mistake. If you make a mistake DO NOT just
scribble it out. Instead, put a single line through the mistake, write ‗error‘ above it, and
initial the mistake.
3.
Write legibly
4.
Be as objective as possible. Listen to the athlete. DO NOT write down what you think
the athlete is saying. Write down what they said. Do not interject your personal
opinions.
5.
Do not leave blank lines. If you use only part of a line, draw a horizontal line to the
end of the line, sign your name and then get your ACI or staff ATC to approve and
sign.
7.
Preventative treatments consisting of singular ice bags, whirlpool, heat packs,
stretching, or massage do not need a treatment sheet, but should be recorded on the
log. However, if any of these are part of treatment for an injury, they should be
recorded on a treatment sheet.
Objectives for Team Physician Athletic Training Room Visits
1.
Establish a professional relationship with the team physician.
2.
Develop an awareness of the importance of communication with the team physician in
the prevention, recognition, treatment, and rehabilitation of athletic injuries.
3.
Develop communication skills with the team physician through professional dialogue.
4.
Have an opportunity to confer with the physician regarding particular assessments in
which pathology is uncertain.
5.
Have an opportunity to view the team physician utilizing assessment and evaluation
techniques.
6.
Be introduced to any new physical assessment techniques by the physician.
7.
Have the opportunity to ask questions regarding the anatomy and the body‘s
physiologic response to the injury.
8.
Have the opportunity to inquire about medication and/or electrical modality
prescriptions.
9.
Be able to ask questions relative to established and current surgical techniques used
in the field of orthopedic medicine.
10. Utilize the team physician as a resource following surgical procedure(s) relative to
development of rehabilitation protocols for the athlete.
11. The physician will see, by the ATC referral, athletes with injuries beyond the scope
and limitations of athletic trainers.
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BYU Athletic Training Procedures and Appendix
Treatment Policy
Home Events
1.
Injuries incurred by BYU athletes during a BYU venue must be cared for by, and
further assistance coordinated through, the athletic training staff.
2.
In the absence of an athletic training staff member, the ATS may provide necessary
first aid and initiate a primary injury evaluation. The injury occurrence will be
communicated to a member of the athletic training staff and all further care will be
coordinated through them.
3.
If deemed appropriate or necessary, the injured athlete may be referred to the team
physician(s) for further assessment. Referral to a team physician(s) must be
approved by and coordinated through a staff ATC, and should NEVER be initiated by
an ATS. Coaches should not refer an injured athlete for outside medical care prior to
discussing the situation with a staff ATC. Except in the case of medical emergencies,
coaches at BYU do not have the authority to make referrals to any physician(s)
without consulting and receiving approval from a staff ATC.
4.
If necessary, the team physician(s) will examine the injured student athlete and, as
warranted, refer them to a medical specialist, order further diagnostic tests, and/or
prescribe treatment for the injury.
5.
If further diagnostic tests are required, the team physician(s) will make any necessary
referral arrangements once the student-athlete has verified insurance stipulations
and/or restrictions. It is the student-athletes‘ responsibility to understand the specific
guidelines of their insurance policy.
6.
All team physician(s) prescribed injury treatment and rehabilitation will, when possible,
be carried out within the confines of the Athletic Training Clinic for in-season athletes.
Out-of-season athletes will be referred to the University Health Center for treatment.
7.
The athletic training staff may provide daily injury updates to individual coaches on all
injured team members. The update will provide injury status, as well as any
practice/game restrictions or modifications.
8.
If the student athlete is not satisfied with his/her injury assessment, treatment or
recovery, they should notify the staff ATC of their concerns.
9.
If, during the course of the season, an athlete is injured and restricted from
participation, he/she must be re-examined by the team physician(s) and/or staff ATC
and given clearance to resume activity prior to doing so.
Away Events
1.
When practicing/competing away from BYU, most first aid services for the
intercollegiate athletic teams may be provided by a BYU ATS (dependent upon
personnel and facilities made available by the host institution.)
2.
In the event an injury should occur and only a BYU ATS is present, the ATS must
consult with the host medical and athletic training personnel for treatment and
participation recommendations.
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3.
BYU Athletic Training Procedures and Appendix
At no time should a coach ask an ATS for a decision regarding ‗return to play‘ of an
injured athlete on the road. BYU ATS may share their findings from their preliminary
first aid evaluation and, if warranted, recommend referral of the injured athlete to the
emergency room. If an ATS is traveling unsupervised, it is the responsibility of the
COACH for deciding whether an athlete can play or not.
Coverage Policy of Non-BYU Student Athletes
1.
If a visiting student-athlete is injured on the BYU‘s campus while participating in an
intercollegiate sport activity, they will be afforded the same medical care as a BYU
student-athlete.
2.
If the visiting team has an ATC and/or team physician traveling with them, they will be
allowed to handle the injury according to their procedures and policies. All BYU
facilities will be placed at their disposal and they will be treated with the courtesy and
respect due their position.
3.
If a visiting team is traveling without an ATC or team physician, a member of the BYU
athletic training staff and/or team physician will provide medical care and make
appropriate recommendations to the student-athlete, coach, and ATS.
4.
Visiting student-athletes, who are treated in the BYU Athletic Training Clinic, will be
required to sign in and provide data for the treatment log.
Transportation Policy of Injured BYU Student Athletes
Life Threatening Injuries/Conditions
If an athlete is injured during a practice or competition and requires immediate emergency
medical attention, the Athletic Training Staff will activate the Emergency Medical System
and provide any necessary preventative or maintenance care prior to EMS arrival.
Dependent upon the personnel available and the extent of the injury, a member of the BYU
Athletic Training staff may accompany the injured athlete to the hospital by ambulance.
Non-Life Threatening (Emergency) Injuries/Conditions
If an athlete in injured during a practice or competition and requires medical attention, the
Athletic Training Staff will arrange transportation, whether by ambulance or protective
services, for the injured athlete. Dependent upon the personnel available, and the extent of
the injury, a member of the BYU Athletic Training staff or an athletic training student may
accompany the injured athlete to the hospital or other medical facility.
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BYU Athletic Training Procedures and Appendix
Local Hospital Information
Utah Valley Regional Medical Center
1034 N 500 W
Provo, UT
801-357-7850
1 Mile from BYU
HealthSouth Provo Surgical
585 N 500 W
Provo, UT
801-375-0983
1 Mile from BYU
Orem Community Hospital
331 N 400 W
Orem, UT
801-224-4080
6 Miles from BYU
Timpanogos Regional Hospital
750 W 800 N
Orem, UT
801-714-6000
6 Miles from BYU
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BYU Athletic Training Procedures and Appendix
APPENDIX A
OSHA Regulations for Exposure
to Infectious Materials
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BYU Athletic Training Procedures and Appendix
EXPOSURE CONTROL POLICY FOR
CONTROL OF INFECTIOUS DISEASES
I.
Job Classifications with Occupational Exposure at Brigham Young University.
A.
Physicians — general practitioner and orthopedic surgeons.
Category I — direct contact with blood or other body fluids to which universal
precautions apply.
B.
Athletic Trainers — staff & students.
Category II — activity performed without blood exposure but exposure may occur in
emergency.
C.
Laundry personnel
Category III — task does not entail predictable or unpredictable exposure to blood.
D.
II.
III.
Exposure areas — training room facilities in the SFH, MC & Cougar Stadium, physician's
offices in the SFH.
Tasks Which May Result in Exposure in the Athletic Training Setting.
A.
Physicians
1.
Aspiration of joint fluids — disposal of contaminated objects.
2.
Injections — disposal of contaminated needles.
3.
Suturing & care of open wounds, abrasions, weeping lesions, blisters.
4.
Care of open fractures.
5.
Care of infected areas where drainage is present.
6.
Performance of CPR
7.
Care of head injuries when drainage is present.
8.
Performance of pelvic & genital exams.
9.
Care of nose bleeds, dental & oral injuries.
B.
Athletic Trainers
1.
Care of open wounds, weeping lesions, abrasions, blisters.
2.
Care of open fractures.
3.
Care of infected areas where drainage is present.
4.
Performance of CPR.
5.
Care of head injuries where drainage is present.
6.
Care of nose bleeds, dental & oral injuries.
7.
Cleaning & disposing of contaminated objects & surfaces.
C.
Laundry Personnel
1.
Contact with contaminated laundry during cleaning.
Prevention Policies
A.
Observe the concept of 'Universal Precautions' — all patients should be assumed to be
infectious for HIV, HBV and other blood-borne pathogens in order to minimize exposure
to infectious diseases.
1.
Documented transmission of HIV & HBV occurs from: blood, amniotic fluid,
pericardial fluid, peritoneal fluid, pleural fluid, synovial fluid, cerebrospinal fluid,
semen, vaginal secretions, breast milk, or any body fluid visibly contaminated with
blood.
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BYU Athletic Training Procedures and Appendix
2.
3.
No documented transmission of HIV & HBV from: sweat, tears, urine, feces, nasal
secretions, sputum, saliva, and vomitus.
When encountering body fluids under uncontrolled, emergency circumstances in
which differentiation between fluid types is difficult, treat all body fluids as
potentially hazardous.
B.
Hepatitis B Vaccination.
1.
All employees whose jobs involve exposure to blood or other potentially infectious
fluids should be vaccinated with Hepatitis B vaccine at the expense of the
employer.
2.
Any employee or student who declines to accept Hepatitis B vaccine must sign the
statement in Appendix B.
3.
If an employee or student initially declines the Hepatitis B vaccination, he/she may
receive the vaccination at a later date.
4.
Athletic training students are not defined as employees of the university; as a
result, the university does not assume financial responsibility for student Hepatitis
B vaccines. Students are given the option to receive the vaccine at minimal cost to
them. If the student declines, he/she must sign the statement in Appendix B.
C.
Personal Protective Equipment.
1.
The employer shall provide at no cost to the employee appropriate personal
protective equipment:
a.
Gloves — should be worn when it is anticipated that there may be contact
with blood, other potentially infectious materials, mucous membranes and
non-intact skin; and when handling or touching contaminated items or
surfaces.
i.
disposable gloves should be used and should not be washed or
decontaminated for re-use.
ii.
gloves should be replaced as soon as possible when contaminated or if
they are torn, punctured, or no longer serve as a protective barrier.
iii.
remove gloves as instructed. Always wash hands after removal of
gloves.
iv. utility gloves used for cleaning may be decontaminated for re-use if the
integrity of the glove is not compromised.
b.
Masks, Eye Protection and Face Shields — should be worn whenever
splashes, spray, splatter or droplets of blood or other potentially infectious
materials may be generated and eye, nose or mouth contamination can be
reasonably anticipated.
c.
Gowns, aprons, and other protective body clothing - appropriate is defined as
but not limited to gowns, aprons, lab coats, clinic jackets.
d.
Resuscitation equipment - disposable airways, resuscitation bags, or pocket
mouth-to-mouth resuscitation masks should be provided.
e.
All personal protective equipment should be removed prior to leaving the
work area.
f.
When personal protective equipment is removed, it should be placed in
appropriate biohazardous containers for disposal or cleaning.
D.
Hand washing.
1.
Hands and other skin surfaces should be washed immediately and thoroughly,
using liquid (not bar) soap, and warm water following:
a.
contamination with blood or other potentially infectious fluids
b.
cleaning of contaminated objects and surfaces
c.
removal of gloves.
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BYU Athletic Training Procedures and Appendix
2.
3.
Dry hands thoroughly with disposable paper towels. Apply lotion to keep hands
from chapping if needed.
Waterless antiseptic hand cleanser should be used if hand-washing facilities are
not available.
E.
Cleaning & Disinfecting.
1.
All spills of blood and blood-contaminated fluids & should be immediately cleaned
up using a 1:10 solution of household bleach (see Appendix D) while wearing
gloves. Visible material should be removed first using disposable towels; then the
area should be decontaminated with the bleach solution. Hands should be washed
following removal of gloves. Contaminated cleaning equipment should be cleaned
and decontaminated or disposed of in biohazardous waste bags.
a.
contaminated carpet should be cleaned with the above bleach solution,
followed by scrubbing the stained area with metaquat cleaner in the
recommended dilution.
2.
Biohazardous waste bags are located in each of the training room facilities and the
physicians' offices. All soiled or contaminated disposable items (except sharps)
should be placed in these red containers.
a.
the trainers will empty these containers when filled, wearing appropriate
protective equipment. Biohazardous bags should be taken to room 917
WIDB for disposal.
b.
a red biohazardous plastic bag should be placed in kits where contamination
of disposable items (gauze, bandages, etc.) is likely to occur (i.e., football
field, gymnastics gym, wrestling, etc.)
3.
All equipment, environmental and working surfaces shall be cleaned and
decontaminated immediately following contact with blood or other potentially
infectious wastes. Surfaces should also be decontaminated at the end of the work
shift if surfaces may have been contaminated.
4.
Broken glassware or sharp objects which may be contaminated should not be
picked up directly with the hands. It should be cleaned up with a broom & dust
pan, tongs or forceps.
5.
All bins, cans, pails or receptacles intended for reuse which may become
contaminated should be decontaminated on a regular basis, and immediately upon
visible contamination.
F.
Contaminated Sharps, Needles, Scalpels.
1.
Needles & scalpels should not be recapped, purposely bent or broken, removed
from disposable syringes, or otherwise manipulated by hand. After use, sharp
instruments should be placed in puncture-resistant, labeled sharps containers for
disposal. These must be closeable and maintained in an upright position.
2.
Sharps containers should be located as close as practical to the use area.
3.
When filled, sharps containers will be transported to the BYU Health Center for
disposal as per their established policy.
4.
Reusable sharps (scissors, forceps, etc.) shall be disinfected by autoclaving before
being used again.
5.
When using sharps on road trips, a disposable sharps container should be part of
the trainer‘s equipment.
G.
Laundry.
1.
Soiled linen should be handled as little as possible and while wearing gloves. It
should be bagged at the location where it was used.
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BYU Athletic Training Procedures and Appendix
2.
3.
H.
IV.
A special bag will be used for contaminated laundry that dissolves when in water.
The container for contaminated laundry is labeled and will be located next to the
laundry bag on the northeast side of the training room.
Protective work clothing contaminated with blood or other body fluids should be
placed and transported in bags or containers that prevent leakage. Persons
handling such laundry should wear gloves. Protective clothing should be
laundered according to the manufacturer's instructions.
General Infection Control.
1.
Eating, drinking, applying cosmetics or lip balm, and handling contact lenses are
prohibited in work areas where there is a reasonable likelihood of occupational
exposure.
2.
Food & drink shall not be kept in refrigerators, freezers, shelves, cabinets, or on
counter tops or bench tops where blood or other potentially infectious materials are
present.
3.
Mucous membranes that have come in contact with blood or other potentially
infectious materials should be flushed with water immediately or as soon as
feasible following such contact. An eye wash facility should be available.
Exposure Procedures
A.
When any exposure is suspected as defined under the term 'exposure' in appendix A;
the employee exposed shall immediately report the exposure to a full-time staff member.
B.
There will be immediate compliance with the following:
1.
Immediate washing of contaminated skin with warm water and liquid soap for two
(2) minutes.
2.
Flushing or irrigation with water of contaminated mucous membranes.
3.
Encourage spontaneous bleeding of lacerations or needle sticks for 20 seconds.
4.
Completion of the Infectious Disease Exposure Form (See Appendix E).
C.
Post-exposure hepatitis prophylaxis can be made available if recommended by the U.S.
Public Health Service.
D.
A post-exposure confidential medical examination will be available to the exposed
employee or student. A completed copy of the Infectious Disease Exposure Form shall
be given to the examining physician in addition to a copy of the Federal Register
'Occupational Exposure to Blood borne Pathogens, Final Rule', December 6, 1991.
1.
The source individual's blood should be tested as soon as feasible and after
consent is obtained to determine HIV and HBV status. If consent is not obtained,
the employer should establish that legally required consent cannot be obtained. If
the source is already known to be infected with HIV and HBV, testing need not be
repeated.
2.
Results of the source individual's testing shall be made available to the exposed
employee or student.
3.
The exposed employee's blood should be collected and tested as soon as possible
with the employee's and/or student consent.
a.
If consent is not obtained, a sample should be drawn and retained for at least
90 days to be available for subsequent testing.
4.
The report of the examining physician shall be provided to the employee or student
by the employer within 15 days of the completion of the evaluation.
a.
The physician's written opinion for post-exposure evaluation and follow-up
should be limited to:
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BYU Athletic Training Procedures and Appendix
i.
ii.
iii.
iv.
E.
V.
whether Hepatitis B vaccine is indicated for an employee or student
that the employee or student has been told of medical conditions
resulting from exposure to blood or other potentially infectious materials
which require further evaluation and treatment
That the employee or student has been informed of the results of the
evaluation
all other findings or diagnosis shall remain confidential and shall not be
included in the written report.
Medical Records
1.
All records of an exposure incident should be maintained for the duration of
employment plus 30 years after termination. These records should include:
a.
name and social security number of employee or student
b.
employee's or student's hepatitis B vaccine status including dates of
vaccination or refusals to be vaccinated
c.
copy of all examinations, medical testing and follow-up procedures
d.
employer's copy of the physician's written opinion
e.
copy of the information provided to the health care professional
f.
a determination shall be made as to how future occurrences can be
prevented.
Information and Training
A.
All employees or students shall participate in an annual training program at no cost to
the either. Annual training should be provided within one year of previous training.
B.
Employers shall provide additional training when changes in procedures or modification
of tasks occurs.
C.
The training program shall contain the following elements:
1.
Access to a copy of the Federal Register, Dec. 6, 1991, Vol. 56, No. 235, pg.
64175-64182 if requested. Copies will be permanently kept with the sports
medicine secretary.
2.
General explanation of the epidemiology and symptoms of blood borne diseases.
3.
Explanation of the modes of transmission of Blood borne pathogens.
4.
Explanation of the employer's exposure control plan. Copies of this plan can be
obtained from the Sports medicine secretary.
5.
Instruction on how to recognize tasks at risk for exposure to blood-borne diseases.
6.
An explanation of the uses and limitations of methods that will prevent or reduce
exposure including work practices, appropriate engineering controls, and personal
protective equipment.
7.
Information on the types, proper use, location, removal, handling, decontamination
and disposal of personal protective equipment; and an explanation of the basis for
selecting such equipment.
8.
Information on Hepatitis B vaccine, including information on its efficiency, safety,
method of administration, the benefits of being vaccinated, that it is free of charge
to employees and available at cost to students.
9.
Instructions on who to contact in the event of exposure and emergency procedures
to follow after exposure occurs.
10. Explanation of the method of reporting the incident, medical follow-up available,
and post-exposure evaluation provided by the employer.
11. Explanation of the signs, color codings and labels of containers of potentially
infectious materials.
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BYU Athletic Training Procedures and Appendix
12.
An opportunity for questions and answers.
D.
Training Records — shall be maintained for 3 years from the date on which training
occurred, and shall include the following information:
1.
Dates of the training sessions.
2.
Contents or a summary of the training sessions.
3.
Names and qualifications of persons conducting the training.
4.
Names and job titles of all persons attending the training sessions.
E.
The person conducting the training shall be knowledgeable in the subject matter as it
relates to the work place that the training will address.
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BYU Athletic Training Procedures and Appendix
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BYU Athletic Training Procedures and Appendix
APPENDIX B
NATA Code of Ethics
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BYU Athletic Training Procedures and Appendix
National Athletic Trainers’ Association Code of Ethics
Preamble
The Code of Ethics of the National Athletic Trainers' Association has been written to make the
membership aware of the principles of ethical behavior that should be followed in the practice of
athletic training. The primary goal of the Code is the assurance of high quality health care. The
Code presents aspirational standards of behavior that all members should strive to achieve.
The principles cannot be expected to cover all specific situations that may be encountered by the
practicing athletic trainer, but should be considered representative of the spirit with which athletic
trainers should make decisions. The principles are written generally and the circumstances of a
situation will determine the interpretation and application of a given principle and of the Code as a
whole. Whenever there is a conflict between the Code and legality, the laws prevail. The guidelines
set forth in this Code are subject to continual review and revision as the athletic training profession
develops and changes.
Principle 1:
Members shall respect the rights, welfare and dignity of all individuals.
1.1
Members shall not discriminate against any legally protected class.
1.2
Members shall be committed to providing competent care consistent with both the
requirements and the limitations of their profession.
1.3
Members shall preserve the confidentiality of privileged information and shall not release
such information to a third party not involved in the patient's care unless the person
consents to such release or release is permitted or required by law.
Principle 2:
Members shall comply with the laws and regulations governing the practice of athletic training.
2.1
Members shall comply with applicable local, state, and federal laws and institutional
guidelines.
2.2
Members shall be familiar with and adhere to all National Athletic Trainers' Association
guidelines and ethical standards.
2.3
Members are encouraged to report illegal or unethical practice pertaining to athletic training
to the appropriate person or authority.
2.4
Members shall avoid substance abuse and, when necessary, seek rehabilitation for
chemical dependency.
Principle 3:
Members shall accept responsibility for the exercise of sound judgment.
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BYU Athletic Training Procedures and Appendix
3.1
Members shall not misrepresent in any manner, either directly or indirectly, their skills,
training, professional credentials, identity or services.
3.2
Members shall provide only those services for which they are qualified via education and/or
experience and by pertinent legal regulatory process.
3.3
Members shall provide services, make referrals, and seek compensation only for those
services that are necessary.
Principle 4:
Members shall maintain and promote high standards in the provision of services.
4.1
Members shall recognize the need for continuing education and participate in various types
of educational activities that enhance their skills and knowledge.
4.2
Members who have the responsibility for employing and evaluating the performance of other
staff members shall fulfill such responsibility in a fair, considerate, and equitable manner, on
the basis of clearly enunciated criteria.
4.3
Members who have the responsibility for evaluating the performance of employees,
supervisees, or students, are encouraged to share evaluations with them and allow them the
opportunity to respond to those evaluations.
4.4
Members shall educate those whom they supervise in the practice of athletic training with
regard to the Code of Ethics and encourage their adherence to it.
4.5
Whenever possible, members are encouraged to participate and support others in the
conduct and communication of research and educational activities that may contribute
knowledge for improved patient care, patient or student education, and the growth of athletic
training as a profession.
4.6
When members are researchers or educators, they are responsible for maintaining and
promoting ethical conduct in research and educational activities.
Principle 5:
Members shall not engage in any form of conduct that constitutes a conflict of interest or that
adversely reflects on the profession.
5.1
The private conduct of the member is a personal matter to the same degree as is any other
person's except when such conduct compromises the fulfillment of professional
responsibilities.
5.2
Members of the National Athletic Trainers' Association and others serving on the
Association's committees or acting as consultants shall not use, directly or by implication,
the Association's name or logo or their affiliation with the Association in the endorsement of
products or services.
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BYU Athletic Training Procedures and Appendix
5.3
Members shall not place financial gain above the welfare of the patient being treated and
shall not participate in any arrangement that exploits the patient.
5.4
Members may seek remuneration for their services that is commensurate with their services
and in compliance with applicable law.
REPORTING OF ETHICS VIOLATIONS
Anyone having information regarding allegations of ethical violations, and wishing to supply such
information to NATA, shall supply this information, with as much specificity and documentation as
possible, to NATA's Executive Director or Chair of the Ethics Committee. Information need not be
supplied in writing, and the reporting individual need not identify him or herself. Information,
however, that is too vague, cannot be substantiated without the assistance of the reporting person,
or information where, in the opinion of the NATA Executive Director or Ethics Chair, there is no
need for anonymity for the reporting individual will not be forwarded for action by the committee.
An individual may report information on the condition that the individual's name or certain other
facts be kept confidential. NATA may proceed with an investigation subject to such a condition;
however, NATA must inform the reporting individual that at some point in the investigation NATA
may determine that it cannot proceed further without disclosing some of the confidential information,
either to the applicant or member under investigation or to some other party. A reporting individual,
upon receiving this information from NATA, may decide whether or not to allow the information to
be revealed. If the reporting individual decides that the necessary information must remain
confidential, NATA may be required to close the unfinished investigation for lack of necessary
information. Individuals are strongly encouraged to provide relevant information, with as much detail
as possible, in writing to:
NATA
Ethics Investigations
2952 Stemmons Frwy
Dallas, TX 75247-6196
Information available at www.nata.org
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BYU Athletic Training Procedures and Appendix
Job Descriptions
Descriptions of all on- and off-campus
Athletic Training clinical opportunities
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BYU Athletic Training Procedures and Appendix
Springville High School
ACI – Lisa Walker
Job Description:
Students will be responsible for paperwork … enter information on athletes, fill out soap notes, treatment logs,
etc. … (completed on SportsWare program).
Open athletic training room (get it ready for athletes to come in)
Close athletic training room (clean up from the days activities)
Attend practice and games (home and away)
Perform athletic training room treatments before and or after practice or games
Expectations:
Be back for two-a-days (fall)
Stay to the end (spring, if they did not do two-a-days)
Be available for home and away contests
Be available by 2PM each day
End of day time will vary from day to day (no definite stop time)
Dress appropriately
Call or text me with scheduling issues (occasional problems that may arise)
When here, pay attention to what is going on here...avoid social texting and cell phone use
Bring your favorite textbook to refer to when injuries arise.
I will expect you to treat all athletes and sports equally.
Perks of interning at SHS:
Possible SHS apparel (depends on the coach)
Little or NO weekend work
In the high school we are not subject to the coaches demands
We do NOT do water.... we just make sure someone else does.
Great way to learn how to think critically and how to be independent.
You will be great with legal issues and liability knowledge.
During wrestling season you can make a little bit of money with wrestling tests.
SHS is very positive toward the Sports Medicine staff.
Great coaches to work with.
Experiences/exposure unique to SHS
I have been here for 17 years so the continuity of care and how things are done is tried and tested.
I am open for new ideas and want BYU students to bring ideas. There is always room for improvement!
You will learn about the NATA, RMATA and UATA organizations as you spend time here due to my
leadership positions.
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BYU Athletic Training Procedures and Appendix
Pleasant Grove High School
ACI – Kristin Pond
Job Description:
Assist in preparing athletes for practices and games, including taping, treatments, injury evaluations, and rehab.
Prepare supplies for the day – stock med kits, ensure that water and bottles have been filled.
Attend practices/games.
Treatment and rehab following as needed.
Assist with basic maintenance of the training room – cleaning tables, floors, stocking drawers, etc.
Homework allowed as long as it doesn‘t require your entire attention (you should still be able to keep an eye on
the athletes…)
Expectations:
I‘ve allotted Mondays for BYU AT students day off.
I am pretty easy to schedule with (regarding evening classes and work schedules) but please know that I expect
you to try and be here every day from 1-5:30, with the possibility of extended hours on game days.
Coverage for practices and home games (with priority given to Varsity and high risk sports). The only team I
consistently travel with is Varsity Football.
Fall Semester:
At the beginning of the year, we cover football, girl‘s soccer, girl‘s volleyball, girl‘s tennis and cross-country. I
expect BYU ATS to be here for football 2-a-days, which usually start the first full week in August.
Game schedule: Tuesday/Thursday – volleyball and soccer games, Thursday – JV/soph football games, Friday
– Varsity football games.
* Sports transition in November to boys and girls basketball and wrestling. Practice times are the basically the
same, but games alternate Tu/Th and W/F for basketball with most wrestling matches on Wed. I also encourage
students to become Assessors and help out with weight assessments for wrestlers (it‘s a great way to earn a few
bucks!!)
Winter (Spring) Semester:
Students come to PGHS in the middle of basketball and wrestling season. (See * above). The state wrestling
tournament happens in Feb. and I encourage my students to help out there as much as they can – it‘s a great
opportunity to get a lot of hands on action!
Sports transition in March to boy‘s soccer, boy‘s baseball, girl‘s softball, boy‘s tennis and track and field.
Games are spread out throughout the week.
Perks of interning at PGHS:
We have an AWESOME, brand new Athletic Training Room – one of the largest in the state for a high school.
Great athletes and coaches!
Always something new – you get to see multiple sports, different levels, and a ton of hands on application of
what you learn in the classroom!
BYU Men’s Volleyball
ACI – Blain Empey
Job Description:
Hours/Days:
o Fall Semester—11:00 to 4:00 M-F starting the second week of school and finishing the last day of
class. Thanksgiving week is off.
o Winter Semester
 2:00 to 7:00 PM, M-Th (practice) starting the first day of school finishing the last day of class.
AT students are invited to remain through the end of the season (first weekend in May);
however, this is not required nor expected.
 4:00 to 10:00 PM, Friday/Saturday (games).
o AT students cover pre-practice everyday; the senior student schedules a rotation of who leaves after
practice begins.
o AT students do not travel with this team.
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BYU Athletic Training Procedures and Appendix
o
AT students cover needs of athletes who do not travel by arranging a few hours of availability on days
while the rest of the team is gone. They stay in the AT room under the supervision of another ACI.
Competition schedule:
o Fall semester: The team will begin official off-season practices late October. This lasts four weeks
through the first weekend of December (Thanksgiving week off). They host games/tournaments or
travel each weekend during this time.
o Winter semester: The team will compete at home or away every Friday and Saturday night.
Occasionally, they will have a Thursday/Friday competition or compete mid-week.
Responsibilities:
o Senior students:
 Mentor first semester students in taping and modality ‗pass-off‘ (before they pass off to ACI).
 Train and supervise first semester students in mundane responsibilities such as drink
preparation and clean up.
 Stock and maintain the ‗practice kit‘.
 Tape and provide treatment for athletes before and after practice, supervise athletes while
doing established rehabilitation, accompany athletes to doc‘s office visits and report.
 Attend practice with ACI as first responders.
 Observe and perform evaluations and formulate treatment programs under ACI supervision.
 Manage coverage schedules. (Students rotate days off to limit hours to 20 per week).
 Manage records.
o First semester students
 ‗Pass off‘ taping and modality use within 2 weeks.
 Manage mundane tasks (treatment logs, drink preparation, clean up).
 Observe evaluations and treatments. Provide treatments under direct supervision.
 Assist the senior student and ACI generally in all tasks.
Expectations:
AT students must learn athlete‘s names by the first week.
AT students should have things prepared for practice early so they can assist/observe by the time the athletes
arrive. They should keep watch for opportunities to learn and leave mundane tasks for later if those
opportunities become available.
AT students should plan on being in the AT room before practices every day. They will go out to practice to set
up, and stick around until the coach makes announcements at the white board. They can then leave if it is their
turn to have that day off.
AT students can make themselves available to help with practices. This includes keeping score, shagging balls,
and other non-athletic training responsibilities. I don‘t require this, but find that AT students who help out with
these things find the athletes know them and trust them to a greater degree. Of course, medical needs take
priority.
Eating lunch, doing homework, using a cell phone, and those types of things are allowed when athletes don‘t
need help. However, they should be done while sitting to the side and not in the front row. I want the athletes
to see that you are interested in them and in their practice.
AT students should never argue with coaches or players. This includes questionable officiating calls.
AT students dress more formally for competition. For men, this means shirt and tie. For women, nice slacks
and blouse (check with any female staff AT at BYU for details).
Perks:
Unfortunately, men‘s volleyball does not have the same budget as football. There are usually no tangible perks
such as clothing, training table, etc.
Experiences/exposure unique to men’s volleyball:
Great competition with a low-profile team (compared to football and basketball) allows great student
involvement without coaches having a ‗staff only‘ mentality about students working with athletes.
The ACI is a physical therapist and has experience and perhaps a different perspective with rehab.
Students have predicable hours with at least half of all weekends off.
Although lower profile, games are usually well attended and exciting.
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BYU Athletic Training Procedures and Appendix
BYU Men’s Lacrosse
ACI – Pete Webb
Job Description:
No commitment required before the first day of school
Lacrosse practice runs from 7 – 9 am MWF. The athletic training room is open one half hour before and after
Daily tape athletes and prepare to take water, injury ice, the AED
Do treatments before and after practice
Rehab and treatments are Tuesday and Thursday afternoon; typically 1-3:00 pm
During the fall the team participates in a weekend tournament in Las Vegas to which a student is commonly ask
to attend with the team
Competition season is during Winter semester
Home games are typically on Saturdays but the time of day varies
Expectations:
Students are invited and expected to travel with the team as much as possible
The players are committed through mid May and so will a student working with lacrosse during the winter
semester
Perks:
Early morning practice freeing up the remainder of the day for school and work; time on afternoons on Tuesday
and Thursday is limited
Traveling experience
High risk and equipment intensive sport with unique challenges
Opportunity to be creative in rehabilitation and other aspects of athletic training
Experiences/exposure unique to Lacrosse:
A wide range of athletic injuries
Opportunity to stretch your evaluation, rehab and problem solving skills
Fall and winter semesters are essentially the same with the addition of more competitions during winter
semester
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BYU Athletic Training Procedures and Appendix
American Fork High School
ACI – Becky Bailey
Job Description:
ATS assigned to AFHS will be involved in taping and rehabilitation of injured athletes.
They will have daily opportunities to evaluate injured athletes and suggest treatment for their injuries as well as
contribute to necessary referrals to other medical professionals.
Students will also be involved in the daily operations of the training room such as record keeping (paper and
computer), cleaning and maintenance of equipment.
Athletic Training Students assigned to AFHS are expected to ―jump in‖ and be willing to learn and have
initiative.
Practice schedule: Training Room Hours: 1:00-5:30 every day that there aren‘t games. At AFHS we have
athletics periods 4th period each day so practices start at 1:00. A good portion of treatments and taping occurs
between 1:00 and 2:00. Other teams will show up to get taped/treated when school gets out at 2:15. On
Monday afternoons we have district wide collaboration time that runs from 1:30-2:30. As a result student will
not need to be to AFHS until 2:30 on Mondays.
Games/matches: Games/matches may run late (9:00 pm or later for football, volleyball, basketball and
wrestling) and I can‘t always predict what time we will leave the athletic training room. The time spent after a
game is valuable in assessing injuries, establishing whether or not a referral is needed, and providing treatment
after the heat of a game. If there are serious injuries, sometimes a trip to the hospital after a game to check on
an athlete is required. Students are encouraged to participate in this if such an injury has occurred. We have an
excellent hospital here in American Fork with a staff that generally is willing to answer many questions. These
experiences can be an invaluable teaching/learning opportunity.
o Students will be given a packet of the game schedules of each sport as each season starts.
o During the fall sports (August-November), medical care is provided for all levels of football and
the varsity games of all other sports. In the winter (November-March) and spring (February-May),
medical care for games will only be provided for the varsity teams. Daily practice coverage is
provided for all teams.
Time off: ATS are generally given one day off a week to keep them under their 20-hour limit and to give them
personal and study time. If there are 2 students assigned to AFHS, they generally alternate another day off,
every other week, to meet the hour guidelines and allow for one-on-one time with me. I value peer-to-peer
learning opportunities but also need one-on-one time to work on individual goals and levels of the student.
Travel: AFHS is in a new region this year with schools from the Salt Lake Area. In general, travel will only be
to varsity football games. I drive to all football games and students will ride with me in my car. I also travel to
all state tournament games.
Expectations:
Initiative: One of the great things about the high school setting is the variety of injuries that you will get to
evaluate and treat each day. I expect students to have initiative and to look for opportunities to learn and to help
out. If I am evaluating an injury, doing a tape job or a treatment that you are not familiar with, I expect you to
be by my side watching what I‘m doing and asking questions.
You CANNOT be timid. The high school students will not trust you and they will wait in line for me to look at
them if you don‘t have confidence in yourself. I do not expect you to know everything, but I do expect you to
apply what you know and use it. I do not have the time to hold your hand and pamper you along. There is too
much to do in this setting with too many athletes.
Two-a-days: At AFHS our football, soccer and volleyball teams all run two-a-days. Soccer usually starts the
last week of July and football and volleyball start the 1st or 2nd week of August. The start date differs from year
to year so you will need to check with me to find out what the schedule will be that upcoming year.
o You are expected to be at each session and be there the entire week. It is critical that you are there for
2-a-days, as it is a great time to start to get to know the athletes‘ names and personalities, which will
aid you later in evaluations etc. At the end of the two-a-day week our football team always has a
football scrimmage/dinner on Saturday night from 4:30-9:ish. You will be expected to be there too.
Goals: I want all of the students that are assigned to AFHS to have goals for themselves. I want you to come to
AFHS with specific things that you want to accomplish from that assignment.
Studying while on assignment: I prefer that you not study while at your assignment. Each week you will be
given one, if not two days off specifically for that purpose. I will try very hard not to waste your time and ask
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BYU Athletic Training Procedures and Appendix
that when you are on assignment at AFHS, that you not use that time for studying. There is rarely down time at
the high school and if there is, I feel that we can better use it by working on the goals that you have set for
yourself and practicing taping or evaluative skills, etc. If you feel that your time is being wasted, then you need
to talk to me about it and you need to evaluate whether you are using your initiative to find opportunities.
Time off: If a student needs time off from their assignment, they must talk to me in advance and ask for that
time off, not just ―tell‖ me what they‘re doing and what days they‘ll be gone. The athletic training rotations
should be treated just like an internship, paid or unpaid, and taking time off without prior discussion or notice
could negatively affect your grade (evaluations) and any recommendations I might make on your behalf. It is
simply not professional.
Clothing and Appearance: At AFHS, we abide by the standards of the Athletic Training Program. While on
assignment you should wear either your athletic training shirts or any school provided apparel. I do allow jeans
to be worn at AFHS as long has they are nice (no holes), modest (no low-riders) and functional (too tight etc.) I
also want shirts to be tucked in so that when you need to bend over an athlete, there aren‘t any issues from the
backside viewing.
Cell phones: Don‘t let cell phones interfere with your assignment. An occasional phone call or text is fine but
incessant texting should not occur.
FUN!!! If we‘re not having fun then we need to change something. There isn‘t a day that goes by, as stressful
as they can get, that there isn‘t something fun we can laugh about and enjoy. Get to know the athletes
personally. Talk to them while they‘re icing or having a treatment. These are the moments you can‘t get back.
Perks:
Variety: There is not a day that goes by that there isn‘t something new to see or something new to do at the
high school. In any given season there are at least 3 different sports (6 in the spring) that are going on. At
AFHS you‘ll get the opportunity to work with many different sports.
View: As odd as it may sound, we have a great view of the Mt. Timpanogos temple from our campus and it has
a calming effect on almost everyone. Also, if you have a goal to get to the temple weekly/monthly it is nearby
and you can go to a session right after your assignment.
Experiences/exposure unique to AFHS:
Team Physician: We are very lucky during football season to have Mike Callahan, a local orthopedist as our
team physician. His partner, Dr. Paul Ritchie also frequents our games and we are able to learn from their
expertise. Dr. Callahan is trained in acupuncture and occasionally will treat our athletes with it for pain control
and other ailments. We also have Dr. Dale Greenwood, a dentist, at those games as well.
Large, fully equipped training room with various modalities and rehabilitation equipment. Modalities include:
Solaris e-stim unit, ultrasound, light therapy, 3 whirlpools, hydrocollators, & cryotherapy
State Championship Teams
Established program (13 years) with a full-time teacher/athletic trainer; also former employment in a physical
therapy clinic and a general medicine/sports medicine clinic.
Working relationships with local orthopedic brace companies and sports medicine supply representatives
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BYU Athletic Training Procedures and Appendix
Timpanogos High School
ACI – Jordan Hadlock
Job Description:
Athletic Training Students at Timpanogos will be treating athletes, taping, and observing practice or games
every day, Monday through Friday. Most days consist of the hours of 2-6 PM for a normal practice day and
games up to about 9 or 10 PM.
Fall - In fall we have Football games on Friday‘s and other sports normally on Tuesday and Thursday.
Student‘s do not need to report for fall camp, but are certainly welcome. They are expected when school
begins.
Winter – We have boys and girls basketball along with wrestling during the winter. This requires late games 3
to 4 nights a week. Practice schedules are the same as fall.
Spring – Spring sports do not really have late nights because they do not have lights for most high school
spring sports, practice schedules are the same.
Time off – Students are free to take days off whenever they need them. Often games are the best learning
chances for students to get real time action, so attendance on those days are encouraged.
Expectations:
Students are expected to perform evaluations and help with taping and getting athletes ready for practice and
games whenever athletes need the help.
Students can always study when there is down time.
If students are there, I expect them to be willing to perform in game evaluations, so come ready to run.
We rarely travel to away contests, so home games are the best opportunities to get live game time experience.
Students are expected to look professional, but can wear whatever they want at THS.
Perks:
Because of the low profile of high school sports the environment is the biggest perk of Timpanogos High
School.
We are very relaxed and want you to learn without the stress of set hours and high profile settings.
I cannot promise any clothes, but at least we have some great colors (blue and white) if that were to happen!
Experiences/exposure unique to THS:
One of the most unique and best things about this assignment is the fact that you will be able to perform in
game evaluations. If the student is available they will probably be performing the evaluation, even in the
games!
I understand the limitations of other assignments, but at the High School we have an environment where some
autonomy can start to develop. Like I said, come ready to run!
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BYU Athletic Training Procedures and Appendix
Cougarettes
ACI – Krista Prusak
Job Description:
Hours/Days:
o Fall Semester
 2:00-7:00 pm M/W 3:00-7:00 pm T/TH 1:00-5:00 pm F starting the first week of school and
finishing the last day of class.
 7:00 am- 5:00 pm M-F Two-A-Day practices every day the two weeks before fall semester
starts (the assigned student is invited to come but not required).
 May attend performances at Men‘s Basketball games, but there are most likely no sideline
passes for the Football games.
o Winter Semester
 2:00-7:00 pm M/W 3:00-7:00 pm T/TH 1:00-5:00 pm F starting the first week of school and
finishing the last day of class. AT students are invited to remain through the end of the season
(Finals week and last week of April); however, this is not required nor expected.
 May attend performances at Men‘s Basketball Games
 Performances at the Covey Center for Arts in February
o AT student cover pre-practice everyday.
o AT students do not travel with this team.
Competition schedule:
o Fall semester: Cougarettes perform at every home Football and Men‘s Basketball game. AT student
can attend the basketball games. Evening performances are possible at other venues (World of Dance,
etc.).
o Winter semester: The team will perform at all of the home Men‘s Basketball games. They perform
their winter concert in February, which the student will attend, and prepare for nationals in April,
which the student will not travel to.
Responsibilities:
o Drink preparation and clean up.
o Stock and maintain the ‗practice kit‘.
o Tape and provide treatment for athletes before and after practice, supervise athletes while doing
established rehabilitation, accompany athletes to doc‘s office visits and report.
o Attend practice without CI as first responders, when the CI is available. If not, stay in the AT room
during practice to cover any injuries that may come and doctor‘s visits.
o Observe and perform evaluations and formulate treatment programs under CI supervision.
o Manage records.
o ‗Pass off‘ taping and modality use within 2 weeks.
Expectations:
Learn athlete‘s names by the end of the first week.
Have everything prepared for practice early so they can assist/observe by the time the athletes arrive. Keep
watch for opportunities to learn and leave mundane tasks for later if those opportunities become available.
Plan on being in the AT room before practices every day. They will go out to practice to set up. After Set-up if
the CI cannot stay for practice the student may go back to the training room to study until the practice ends or
the athletes leave practice for injury or a doctor‘s visit.
Dress more formally for Men‘s Basketball performances and February concert. For men, this means shirt and
tie. For women, nice slacks and blouse (check with any female staff AT at BYU for details).
Perks:
Unfortunately, Cougarettes does not have the same budget as football. There are usually no tangible perks
such as clothing, food, etc.
Experiences/exposure unique to Cougarettes:
7 time national championship winning team.
Combination of jazz, ballet, modern dance and pom work.
Because of the nature of the sport the body is trained differently than many other athletes and will provide the
student with many opportunities to be creative with treatments and rehabilitation.
Predictable hours with several game performances.
Great opportunity to work with dance with the perk of the team unity rather than clinical feel.
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BYU Athletic Training Procedures and Appendix
Utah Valley University
ACI – Megan Shaw
Job Description:
Fall- Main sport coverage will be UVU Women‘s Soccer and UVU Women‘s Basketball (starting in Nov)
Spring- Main sport coverage will be UVU Women‘s Basketball and UVU Women‘s Softball (starting in March)
Practice Day responsibilities:
o Preparation of practice (water, Gatorade, ice chest, towels, etc).
o Pre-practice treatment (stim, ultrasound, massage, stretching, taping/wrapping).
o Assist ATC in injury evaluation and treatment.
o Post practice clean up.
o Post practice treatment (stim, ice, massage, stretching, etc).
o Assist ATC in rehabs and all treatments of athletes
Game Day responsibilities:
o Pregame preparation (similar to practice, as well as set up work station on sidelines).
o Greet opposing team‘s athletic trainer, inform them of our accommodations (water, ice, towels, doctor
on site, etc).
o Assist ATC in sideline injury evaluation and treatment.
o Assist ATC in on field/court injury evaluation, help assist injured athlete off the field/court, assist in
treatment of injury
o Ensure athletes are staying hydrated
o Postgame cleanup
o Post game treatments
o Assist ATC in rehabs and treatments throughout the day
Expectations:
Fall- Soccer 3-a-days start in August, be available for at least one practice a day
Be available for all HOME games
Studying is ok as long as all the athletes needs have been met.
In-State away games-can help out if ATC is informed ahead of time
Show Initiative
Punctual
Perks:
Experience collegiate sports at a different level than BYU.
UVU athletes are great to work with.
Creativity comes out when working at our institution. We don‘t have a large budget so we find ways to make
unique things work for our athletes.
Experiences/exposure unique to UVU and Megan Shaw:
Division 1 Athletics
One ATC covering 3 sports… very busy ATC. There will be quite a lot of opportunities for the athletic training
student to work one on one with athletes under the supervision of the ATC.
Extensive opportunities to develop many athletic training skills such as: taping, modalities, massage, injury
evaluation, and SOAP Note writing
I‘m very easy going, if you need a day off I typically don‘t have a problem with it, just let me know in advance
so I can make sure I have other help.
If you have a job, we can work around it, please let me know in advance.
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BYU Athletic Training Procedures and Appendix
BYU Women’s Volleyball
ACI – Gaye Merrill
Fall semester: students need to be available from 2 p.m. to 7 p.m. during fall semester, practice time is 3:00 – 6:00 p.m.
and is held on the main floor of the SFH. Practice begins the first part of August with 2-a-day practices, and the
competitive season runs from the end of August through the first part of December. Students can travel (not required) to
in-state matches, but will not travel to other matches. Any time the team is away on a road trip (usually alternate weeks),
the students will have days off. Students will be expected to help provide coverage for home matches, starting at 4:30
p.m. and ending around 10 p.m. Duties are the usual: taping, treatment, rehabilitation, getting water, ice & PowerAde
ready for practice, assist with clean up after practice. Expectations: Students must be able to come for the start of 2-adays and be available for all home contests (unless there are class conflicts). Students will go to practice and assist with
duties as needed at practice.
Winter Semester: Winter semester is the off-season for women‘s volleyball. The first 2 months (January and
February) they cannot have team practice per NCAA rules, but do have individual skill instruction, starting at noon and
going until 3 p.m. Team practice starts the end of February and ends the first part of April. During that time, practice is
scheduled from 12:00 noon – 3:00 p.m., again on the main floor of the SFH. Students should have availability from 11
a.m. – 4 p.m. There is spring competition that does not count toward the team‘s overall record, usually lasting most of
the day on several Saturdays in March and April. If it is in state, the students can travel (again, not required); if we are
hosting a spring tournament, the students would be expected to help provide medical coverage. Duties: during
individual drills, students will be located in the training room to provide treatment for players as they rotate in and out of
practice. Generally students can rotate days of coverage during this time. Once team practice starts, students will be at
practice every day the team practices.
BYU Gymnastics
ACI – Gaye Merrill
Fall semester: Gymnastics has pre-season practice, no competition. Practice begins the second week of school, and is
scheduled from 12:45 pm. – 4:30 p.m. in the gymnastics gym (149 SFH). Students should be available from 12 noon to
5:30 p.m. The team practices Monday, Tuesday, Thursday, Friday and some Saturday mornings (from 9 am – 12 noon);
Wednesdays they‘re off. Treatment is held on Wednesday from 12 noon – 1 p.m. Because practice time is long,
studying is allowed in the gymnastics gym during practice. Students are given one day off each week in addition to most
of the day Wednesday. Duties are the usual: taping, treatment, rehabilitation, getting water, ice & PowerAde ready for
practice, assist with clean up after practice. Expectations are that students would be available to assist with pre-season
physicals the first week of school and start practice coverage the second week.
Winter semester: competitive season begins the first part of January, with practice held during the same hours as fall
semester. Meets are usually held on Friday nights, occasionally during other days of the week. Students can travel to
most in-state meets (not required), but generally will not travel to other meets. Students will be expected to assist with
home meets, starting at 4 p.m. and finishing around 9:30 p.m. Practice schedule varies according to the meet schedule,
with more days off due to travel or to rest days. Students will usually still be given one day off per week if practical.
BYU Women’s Tennis
ACI – Chelsea Smith
Job description:
Pre-practice set up (which includes: 10 gal water, 10 gal PowerAde, ice chest (with ice bags and wrap), tennis
kit, towels, tissues, cups, and water bottles)
Pre-practice treatments (including: tapping, using appropriate modalities for managing/preventing injuries
(ultrasound, electrical stimulation, heat/cold modalities, massage, etc.)
Practice coverage (including: possible injury evaluation/treatment at practice, students are allowed to bring and
do homework during this time)
Post-practice treatment (same description as pre-practice treatment)
Usually we don‘t have to clean up after practice, because we leave it out for Men's tennis practice
Set up starts around 11:40 am, treatments from 11:45-12:15pm, practice from 12:30-2:45pm, break from 2:453:45 (while girls are lifting/conditioning in weight room), treatments from 3:45ish-4:20ish.
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BYU Athletic Training Procedures and Appendix
BYU Baseball
ACI – Kaz Sakita
Job description:
Dealing with more upper extremity injuries and using hands-on-techniques such as PNF, shoulder stretch, and
joint mobilization
Learning and writing rehabilitation of upper extremity
Improvement of decision-making skill
Pre-treatment and field setup one hour before a practice and post-treatment one hour after a practice (only
practice day)
Pre-treatment and field setup 4 hours before a game and post-treatment one hour after a game (only game day)
Practice will be at Miller Park and IPF in afternoon (1 - 5pm)
During a season (from Feb to May), we will have 3-days (Thurs, Fri, & Sat) weekend series at least 5 times (I
am expecting you to be there during the series)
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BYU Athletic Training Procedures and Appendix
UVU Track and Cross Country
ACI – Spencer Mack
Job Description:
This assignment is specifically designed to give athletic training students experience working with track and
field and cross-country athletes.
Assignment schedules are usually Monday through Friday 12pm-6pm.
We currently host one home cross-country race in the fall and will begin hosting track and field races in the
spring upon completion of our track.
At this time there is no opportunity to travel. Weekends are therefore almost all free.
Fall assignments can expect to work primarily with cross-country from August to November.
Track holds limited practices from October to December.
In the spring Indoor Track starts the first week of January and goes into the month of March at which time
outdoor track begins and continues into May or June depending on the championship scheduling.
Expectations:
Students assigned to cross-country and track and field will be expected to report in the fall during Physicals in
August, or the first day of practice in January in the spring.
This is a demanding position as there is one ATC for the team, which consists of over 100 athletes.
Self-motivating students are a plus during busy peak treatment times.
When the ATC is traveling, the students will be responsible for the treatments of the team members that remain
at home under the supervision of the ACI in the athletic training room.
This position does however offer lots of ―down time‖ which can be used to pass off assignments or work on
homework.
Perks:
Lots of autonomy
Because of the numbers of athletes seen on a daily basis, you will have the opportunity to perform evaluations,
and set up treatments and rehabilitation based on the parameters you feel are appropriate and then approved by
the ACI
You will get to help make and define decisions with the ACI.
You will get your hands dirty.
Experiences/exposure unique to UVU and Spencer Mack:
One of the major unique exposures that you will have is that even though you have been assigned to Cross
Country/Track and Field, you will also gain experience with Wrestling, Baseball, Softball, and Women‘s
Soccer, as well as helping with Doctor‘s Clinic and learn from the Chiropractor and Massage Therapist. They
all work out of the same athletic training room, and because of our unique situation we will cover other sports
as travel and needs dictate.
It isn‘t all over use injuries and massage. It is also bloody wrestlers, broken bones, trashed knees, thrown out
shoulders, major contusions etc.
Bottom line is we have a ton of fun. We work like crazy at times (average 25-50 treatments per day) and we
have fun and relax at others.
BYU Football
ACIs – Kevin Morris and Jeff Hurst
Fall Semester
Report Date: 1 week prior to fall practice beginning. Usually the last week of July, or first week of August
Description of assignment: You will be assigned to work with a specific position group (linebackers, Oline, etc.). You
will be required to follow that position during practice, have a fanny pack with supplies to assist players during practice.
You will be able to evaluate injuries, and illnesses, under the direction, and supervision of an ATC, or your ACI
according to your knowledge, and proficiencies. You will be assigned to do treatments, taping, and field setup daily by
the Graduate Assistant over football, He/She will also assign you to be over a specific assignment such as records, knee
braces, caddies, etc. You will be responsible for packing game trunks, field set up of Big Fogg Fans, you will serve as a
host student athletic trainer for visiting teams, and work our sidelines at home games.
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BYU Athletic Training Procedures and Appendix
Hours: You will work 60+ hours a week during fall camp before school starts, but when classes begin you will be
working around 20 hours/week excluding games, and travel. We will try to accommodate your schedule, but you should
try to avoid scheduling classes after 1 p.m., or before 7 p.m. at night if at all possible. We understand that personal
things will come up during the semester, and you may need to miss, but please understand that this may affect your
travel opportunities.
Perks: When assigned to work football there will be opportunities for travel to away games. We reward hard work, and
dedication. We are limited to the number we can travel to 4, so this will be determined by the staff. If you work hard,
and are here, you will be guaranteed to travel at least one game, of our choosing.
Education: Football is a great opportunity to work with one of the nations top Division I football programs. You will be
able to see severe injuries, observe surgeries, and work with one of the best Athletic Training Staffs in the country. If
you work hard, and show dedication, we will write letters of recommendations for you if you apply for NFL internships,
or after graduation for employment, or Graduate School.
Winter Semester
Report Date: First day of classes
Description of assignment: You will be responsible for covering winter conditioning practices every afternoon, and
covering treatments, and rehabilitation of injured, or post surgical athletes. During spring football practice you will be
assigned to work with a specific position group (linebackers, Oline, etc.). You will be required to follow that position
during practice, have a fanny pack with supplies to assist players during practice. You will be able to evaluate injuries,
and illnesses, under the direction, and supervision of an ATC, or your ACI according to your knowledge, and
proficiencies. You will be assigned to do treatments, taping, and field setup daily by the Graduate Assistant over
football, He/She will also assign you to be over a specific assignment such as records, knee braces, caddies, etc.
Hours: You will be working around 20 hours/week. We will try to accommodate your schedule, but you should try to
avoid scheduling classes after 1 p.m., or before 7 p.m. at night if at all possible.
Education/Perks: Football is a great opportunity to work with one of the nations top Division I football programs. You
will be able to see severe injuries, observe surgeries, and work with one of the best Athletic Training Staffs in the
country. If you work hard, and show dedication, we will write letters of recommendations for you if you apply for NFL
internships, or after graduation for employment, or Graduate School.
Orem High School
ACI-Dujuan Shakespaere
Job Description:
Students will be responsible for paperwork. Enter information on athletes, fill out soap notes, treatment logs,
etc. (SportsWare)
Help athletes prepare for practices and games (taping, treatments, rehab)
Attend practice and games (home and away)
Assist in rehab program design
Expectations:
Be available for fall camp
Be available for home and some away contests
Most days we start at 2PM
End of day time will vary from day to day (no definite stop time)
Come ready to work – if you don‘t want to be here the kids will know
Show initiative and desire
Be creative – think outside the box
Dress in appropriate athletic training attire
Treat all athletes and sports equally
Perks:
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BYU Athletic Training Procedures and Appendix
Good coaches that are easy to get along with
Respectful athletes who appreciate you and your work
Possible OHS apparel (depends on the coach)
Little or NO weekend work
We do NOT do water or ice – each team provides their own
New athletic training room
New school - Fall 2010
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BYU Athletic Training Procedures and Appendix
Utah Valley Sports Medicine
ACI – Brent Rich
Job Description:
Intern will spend the semester experiencing the following:
Observation of a physician‘s sports medicine clinic
Teach exercise protocols (Jenn Frye and Lacey Lyman will teach our methods)
Learn casting and splinting techniques
Observe injections of various body parts
Learn to call in patient prescriptions, refills and office paperwork
Escort patient to doctors rooms
Fitting braces and splints
Organizing office supplies and maintenance of a physician office
Assist in office procedures (musculoskeltal ultrasound, examinations, etc)
Assist with office protocols (high school physicals, vital signs, height, weight, eye exam)
Perks:
Working with Utah Valley Sports Medicine!!!
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BYU Athletic Training Procedures and Appendix
APPENDIX C
On-Campus BYU Emergency Action Plans
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for MILLER PARK BASEBALL FIELD
In case of an injury requiring the use of emergency medical services (EMS), the following
procedures will be followed:
1.
EMS will be activated using the telephone in the home team‘s dugout or by the ATCs
cell phone.
2.
An ATS will meet EMS at the gate to aid in brining the gurney onto the field to the
injured athlete. The ambulance will stop at the fields edge.
Ambulance will proceed east on University Parkway to the Field entrance on the third base side just
prior to the 450 E. stoplight. Ambulance will pull down the concrete driveway to the field‘s edge.
Prior to ambulance arrival, the following task must be performed:
1.
Open gate along the sidewalk
2.
Open gate to the field. Padlock to be unlocked prior to the game.
3.
Move tarp out of the way.
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for SOFTBALL
Personnel
1. An ATC on staff will be present for all games. They will be seated n the dugout.
2. An ATS will be seated with the team in the dugout.
3. The host ATS will also sit in BYU‘s dugout but will be available tot eh other team for any of
their needs.
4. An MD will be on call if not in attendance.
5. During practice, a ATS will always be present, while a ATC will either be present or will have
contact with the student by radio or cell phone.
6. EMS will be summoned by calling 911. EMS is not usually present for practices or
competition.
Role of Personnel for Emergencies
1. The staff ATC will direct care and designate responsibilities during an emergency. Anyone
dealing with an emergency situation will deter control to the person most qualified (e.g., MD,
EMS) who is affiliated with BYU or summoned by BYU personnel.
2. If an injury occurs on the field, the staff ATC will attend to the athlete. One ATS will stand
nearby and assist. One ATS will also be responsible for calls to EMS, directions to the site
and retrieval of emergency equipment, as directed by the ATC.
3. If the visiting team brings a ATC, BYU personnel will assist as needed during any
emergency. The host ATS will contact the BYU staff ATC to communicate any needs if
there is not an obvious injury on the court. If the visiting team brings a student or does not
bring any medical staff, the staff ATC will direct care.
4. During practices when a ATC is not present, the ATS will call EMS if necessary (or direct
someone to do so) and initiate appropriate first aid. The ATS will contact the staff ATC as
soon as possible thereafter.
Location of Telephones
1. The staff ATC will have a cell phone at competitions. EMS should be requested via cell
phone to ensure Provo EMS services are contacted.
2. If necessary, the nearest phone is located in the BYU locker room. The code for this door
should be known to all athletic trainers working with softball.
3. If practice is held in the Indoor Practice Facility, the nearest phone is in the athletic training
room. All athletic trainers working softball should know the code to enter this room.
4. Calling 911 from a BYU phone will contact BYU emergency services. The person calling
should specifically point out that Provo EMS services are required for transportation. The
person calling should wait for verification from dispatch that Provo EMS has been contacted
and is en route. Be sure that BYU EMS is not the only service sent, as BUY EMS has no
ability to transport an injured athlete.
Emergency Equipment
1. During practices, the emergency equipment is located in the underground storage on the
BYU softball side of the stadium. This door should remain open during practice, but if it is
locked, the staff ATC or the coaches all have a key.
2. During competition, the emergency equipment will be under the bench in the BYU dugout.
3. Emergency equipment includes:
a. Spine Board & straps
b. Cervical Collars
c. Sam splints & Vacuum splints
d. Crutches
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e. AED
4. An AED is located in the training room during practices.
Location for Arrival of EMS
1. Miller Park: EMS will be directed to enter from the back of the stadium on the road between
Helaman Halls and the track. Pull into the stadium area and proceed west to the entrance
between the seating and the bullpen. Back into this area, the ambulance will not fit through
the fence. If transport on a spine board or stretcher are required, the gurney or the gator
must be brought out on the field. The athlete will be secured to either and transported to the
ambulance. A ATS will direct the ambulance from the parking lot of the stadium.
Indoor Practice Facility: EMS will be directed to the northwest roll up door of the facility. The
ambulance will enter through that door and go directly to the injured athlete.
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for FOOTBALL
I. Practice
a. Phones
Each staff member has a cell phone from which they can call 911 to activate EMS.
The radios that we have are also able to activate EMS by turning the radio to channel
1H. This channel connects you directly to the University Police who can send EMS. Be
sure to give you location, your name, and the extent of the injuries if known. Direct the
ambulance to come to the East gate through which they may enter. Land based phones
are located in the Athletic Training Room in the SAB (Room 123). The Head Football
ATC and the Head Equipment Manager have keys to this gate in the event that they are
locked. The ambulance can drive directly onto the field.
b. Personnel
An ATS will proceed to the East gate to wait for EMS to arrive, and direct them to
the athlete. Other ATS should provide a large enough space for the treating ATC to
work. They should keep athletes, media, and other non-essential personnel from
interfering with the evaluation, and treatment of the injured athlete.
II. Games
a. GTA Responsibilities
The GTA will be responsible for making sure all the emergency supplies (i.e., spine
board bag, O2, air splints, crutch bag) are located at the 50 yard line of the home bench.
b. EMS Liaison
When the home team sideline is on the press box side, West side, a ATS will be
assigned to have a radio, and be the EMS liaison. When the home team sideline is on
the East side a host ATC will be given a radio and serve as the EMS liaison.
The EMS liaison will accompany the staff ATC before the game to meet the EMS
crew, and show them their seats at the North 20-yard line West Side. When an athlete
is down the EMS liaison will position themselves on the 20 yard line and 5 yards on the
field where they can see both the staff ATC and the EMS crew. If the staff ATC gives
the emergency signal by circling their hand overhead the EMS liaison will notify the EMS
crew personally.
c. Ambulance Transportation
In the event of a spinal cord injury, or a suspected spinal cord injury the ambulance
crew and the ambulance will be brought on to the field directly to the location of the
injured athlete. They will enter through the portal on the northwest corner of LaVell
Edwards Stadium. Before the game, the ambulance will be situated in the turning lane of
Canyon Road in front of LaVell Edwards Stadium on the west side.
d. Medical Personnel
The following medical personnel will be at each football game, whether at home, or
away:
Head ATC: Responsible for all medical personnel, and equipment on the sidelines.
They are responsible for communication with the coaches, and the media. They are
responsible for all on the field, and off the field injuries unless a physician has been
asked to care for the athlete. They are also responsible for giving all signals to the
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BYU Athletic Training Procedures and Appendix
ATC assigned to receive them. The Head ATC is responsible for C-spine
stabilization during care for an injured athlete, and giving directions to all involved in
that situation. They will designate an ATC to assist them in removing the face mask.
Team Orthopedist: The team Orthopedist is responsible for al musculoskeletal
injuries occurring during the game. When asked to evaluate an injury by the Head
Football ATC, the Team Orthopedist will determine return to play, X-Ray, and any
other medical procedures required for the benefit of the athlete. They may ask the
Team Physician for assistance with these duties when they feel it is necessary, or
the Team Orthopedist is not available.
Team Physician: The Team Physician is responsible for all illnesses, concussions,
lacerations, or other non-musculoskeletal injuries occurring on the field, or during the
game. They will administer medications, IV‘s, and any other medical procedure not
covered by the Team Orthopedist. They may ask assistance from the Team
Orthopedist in the care of athletes if needed.
Team Chiropractor: The Team Chiropractor will be responsible for spinal
mobilization, acupuncture, and other chiropractic services before, and after the game
to athletes. If asked by the Team Orthopedist or Team Physician they may assist in
the care of athlete injuries during the game.
e. Game Day Signals
The Head Football ATC and a staff ATC proceed on to the field when an athlete is
injured. They may signal to the staff ATC designated to watch for these signals.
However, ATS‘s should also watch so that they can assist when necessary. Each ATS
must know the following signals and their meaning. The signals can be found on the
following pages.
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BYU Athletic Training Procedures and Appendix
FOOTBALL SIGNALS AND COMMANDS
Command
Signal
1.Assistance for removal of an
injured athlete from off the field.
1.
Hand placed forward with a number of fingers raised
designating how many people are needed to help (usually
two). The designated athletic trainer on the sidelines will
watch and choose two appropriate sized people. For
example, two fingers raised for a 6'6" three hundred
pound offensive lineman will require two large football
players, not two small managers.
2.
Several large circles made with the arm overhead.
3.
Thumb to ear, fifth finger to mouth, other fingers flexed, as
if making a telephone call.
4.
Hand placed palm down on top of the head.
6.Trainer's bag to be brought to
the field.
5.
Signal for the doctor followed by the signal for a bag
(shoulder abducted at 90 degrees, elbow bent, hand
down in a fist, as if carrying a bag).
7.Stretcher and assistance.
6.
8.Cervical collar to be brought to
the field.
Hand placed on chest followed by the signal for a bag, as
above.
7.
10.Tape or wrap to be brought to
the field.
Arm to the side with the elbow bent and forming a square
in front of the body with the palm up. This is followed by
the hand in front with a number of fingers raised indicating
the number of people needed for assistance. Again, the
designated athletic trainer should note the size of the
athlete to be transported.
8.
Hand cupped forming a C followed by grabbing the throat.
11.Ice bag needed.
9.
Index finger hooked and placed in the mouth on the lower
jaw, mouth open.
12.X-rays needed.
10. Hands held in front, one or two fingers extended, hands
rolling around each other. Body part to be taped is
pointed to.
2.Paramedics needed for a life
threatening emergency.
3.Call 911.
4.Doctor to come to the field.
5.Doctor's bag to be brought to
the field.
9.Airway to be brought to the
field.
13.Sports chair to be brought to
the field.
14.Athlete is cramping.
11. Both hands cupped, forming a snowball with each other.
Plastic wrap or ace is also needed.
12. Forearms crossed in front of face.
13. Same sign as for a stretcher, followed by one hand
making a rolling motion (like a wheel) at the side.
14. Shake fist, point to the body part affected.
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for GYMNASTICS
Gymnastics is a high risk sport for injury. Athletic training students must be prepared to handle
emergency situations and be competent in the evaluation and emergency care of injuries that
occur.
I.
Practice procedures
The practice facility is located in room 147 SFH. Athletic training students should be
familiar with the following:
A. Location of the nearest phone - the nearest telephones to make an emergency
phone call would be:
1. Cell phones which can be used to dial '911.'
2. Upstairs in the student weight room (293 SFH). Dial either '911' or '2-2222';
both calls will go to campus security when dialed from a BYU phone.
3. Athletic department weight room — located at the north end of the hall from
the gymnastics gym.
B. Most accessible location for ambulance transport is through the south doors of the
gymnastics gym. Dispatchers should be told to have the ambulance drive up on the
sidewalk between the indoor tennis courts and south side of the Smith Fieldhouse.
C. Emergency equipment—vacuum splints, cervical collars and spine boards are
located in the storage room of the main athletic training facility in the SFH and in the
gymnastics gym at the southwest corner. Athletic training students should be
familiar with their location so that they can find them quickly when needed.
D. Special considerations:
1. Emergency transport of a gymnast who is lying in the foam pit involves
unique circumstances. The foam is unstable, which may cause unwanted
movement of the athlete, and makes it difficult for rescuers to get good
footing. Prior practice of this skill is needed before attempting it in an
emergency situation.
2. Be aware that the 4" and 8" foam mats are very soft, and can cause
unwanted movement of the athlete if the rescuer approaches it too quickly.
Take slow deliberate steps when approaching a gymnast who is lying on one
of these mats.
E. Medical Personnel—physicians and EMS are on call for practice. An ATC should be
in the gymnastics gym at all times.
II.
Meet procedures
Gymnastics meets are held on the main basketball floor of the SFH or in the Marriott
Center.
A. Location of nearest phone — the staff athletic trainer in charge of the event should
have a cellular phone available on the competition floor. The women's gymnastics
team coaches also have cellular phones. In the SFH, the courtesy telephone is
located next to the exit doors on the northeast end of the indoor track. In the Marriott
Center, the closest permanent phone is in the athletic training room.
B. Most accessible location for ambulance transport:
1. From main floor of SFH—the main entrance on the north side of the building.
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BYU Athletic Training Procedures and Appendix
2. From Marriott Center—the north side of the building (ticket office entrance).
C. Emergency equipment
1. For meets in the SFH, emergency equipment is brought down out of the
storage room on the south side of the indoor track. This equipment should
include: cervical collars, vacuum splints, and crutches. The equipment is
placed behind the curtains drawn on the west side of the competition floor.
The AED should be brought from the athletic training room and placed in the
same location.
2. For meets in the Marriott Center, emergency equipment will be left in the
athletic training room due to its close proximity to the competition floor.
Athletic training students should check the equipment the day prior to the
meet to make sure proper sizes of equipment are available. ).
D. A certified athletic training and a physician will be present for all meets. The
ambulance is on call.
1. In case an ambulance is needed, an ATS will be designated to open the roll
up door in the west side of the Marriott Center and direct the ambulance to
the playing floor level.
2. A second ATS will be designated to bring the bag with emergency equipment
on to the floor.
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for TENNIS
Outdoor Courts
The nearest phone is located in the building as you walk into the tennis complex. This phone
can be used to dial 911. If for some reason that phone is not in operation the next closest
phone is inside the field house. As you walk in the field house from the tennis courts, the phone
is located on the left hand side of the hallway in a public phone booth. This phone could also be
used to dial 911.
Direct the ambulance through the east gates of the tennis complex for any emergencies.
Directions to the ambulance will be to go to the south parking lot and drive up the sidewalk to
the main entrance.
Indoor Courts
The nearest phone is located in the indoor tennis office near the east doors of the building. This
phone should be used to call 911. If this phone is inoperable the same phone as described
above should be used inside the field house.
Direct the ambulance through the northwest doors as the other entrances may be less
convenient.
Notes
it is always advisable to familiarize yourself with the surroundings and locating the
nearest phone as phone hook-ups may change.
it is also advisable for one of the trainers to stay with the injured athlete until help arrives
while the other trainer, coach, or player goes to meet the emergency vehicle responding
to the call. This should be either at the gates of the outdoor tennis complex or at the
doors of the indoor building. This will help the emergency response team to locate the
athlete in need.
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for SOCCER
The Head ATC will normally be located on or behind team bench and will go onto the field for all
injuries.
The First Assistant will stay near the head trainer and go onto the field to assist the head trainer
with the injury and transportation of the athlete off of the field. Also, he/she will assume the
head trainer role on sideline if the head trainer is attending to other duties. The first assistant is
responsible for calling EMS and will stay on the phone until they arrive, and will go with the
athlete to the hospital.
The Second Assistant is the courtesy athletic trainer and is responsible for making sure the
visiting team has everything they need and will assist them with any injuries that might occur
during the game. He/she is responsible for meeting and directing the ambulance. Also, he/she
will retrieve any medical equipment or supplies needed on the field or sideline.
Team physician and orthopedic physician will be on call.
Emergency equipment located on site:
1.
2.
3.
4.
5.
6.
Spine board
Vacuum mattress
Vacuum splints
Sports chair
Crutches
Cellular phone
7.
8.
9.
10.
11.
12.
Two radios
Evaluation table
OSHA kit
CPR mask
Air way
Cart for transportation
Emergency procedure to be followed
If a player goes down on the field, the head athletic trainer and the first assistant will go onto the
field to attend to the athlete. The second assistant will step on to the field to retrieve the signals
for any needed equipment. In addition, he/she will be ready to assist in transporting the athlete
off of the field or finding players to help carry the athlete from the field. If an ambulance is
needed, the first assistant will contact EMS by using the head trainer's cellular phone and will
stay on the phone with EMS until the ambulance arrives or until instructed to hang up. The
ambulance will enter the field using the northwest gate. The second assistant will contact PE
services to open the gate and clear the area as well as meet the ambulance and crew. The first
assistant will go with the athlete to the hospital and will communicate with the head athletic
trainer by radio. The head athletic trainer will be responsible for informing and communicating
with the team physician or the team orthopedic physician as necessary.
Procedures for practice
During practice all procedures will remain the same except it will be the athletic training students
who will assist the injured athlete and contact the head athletic trainer by radio if he/she is not
on the field. The EMS will be contacted through the athletic training room or by cellular phone.
The ambulance will enter Haws field using the northwest gate and will be opened by the key
located in the athletic training kit.
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for SWIMMING & DIVING
Personnel
A certified athletic trainer will be present for all swim/dive meets. He/she will be present
on deck west of the area between the competition pool and the dive tank. An athletic
training student is also usually present. Athletic trainers are not usually present for
practices.
Lifeguards are present near the station of their choice for both competitions and
practices (usually at three separate stations during competitions: west, south, and
northeast sides of Pool C).
BYU coaches are trained in water safety and extrication and are qualified for inclusion in
this list. They are, of course, present at all meets and most practices.
Physicians are usually on call, but if present will be with the athletic trainers.
Role of personnel for emergencies
The certified athletic trainer will direct care and designate responsibilities for athletes
injured while competing in the meet. If an athlete requires extrication from the pool, the
certified athletic trainer‘s responsibility will begin after the athlete is extricated. Anyone
dealing with an emergency situation will defer control to the person most qualified (for
example, to a qualified physician or EMS) who is affiliated with BYU or summoned by
BYU personnel.
Lifeguards are responsible for extricating any injured athlete out of the water, and firstaid for non athletes. Whenever an athletic trainer is not present (as is the case normally
during practices) lifeguards are responsible for emergencies. If there is an emergency,
the lifeguard should call the athletic trainer after EMS is contacted and treatment is
initiated. Lifeguards will refer athletes with nonemergency injuries to the athletic trainers.
Coaches trained in water safety are present to assist the lifeguards as needed.
If EMS is required, the staff athletic trainer will call by cell phone or direct someone to
call.
The athletic training student at the pool will stand by to retrieve emergency equipment,
direct EMS to the site, or assist as necessary.
If the visiting team brings a certified athletic trainer or an athletic training student, BYU
personnel will assist as needed during any emergency. If the visiting team does not
bring any medical personnel, BYU‘s staff athletic trainer will direct care.
Location of telephones
The staff athletic trainer will have a cell phone at competitions. EMS should be
requested via cell phone to ensure Provo EMS services are contacted.
If necessary, the nearest telephone is located outside the lifeguard office near the 5
meter platform ladder. Telephones are also located inside the lifeguard office.
Calling 911 from a BYU phone will contact BYU emergency services. The person calling
from a BYU phone should specifically point out that Provo EMS services are required for
transportation. The person calling should wait for verification from dispatch that Provo
EMS has been contacted and is en route. Be sure that BYU EMS is not the only service
sent, as BYU EMS has no ability to transport an injured athlete.
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BYU Athletic Training Procedures and Appendix
Emergency equipment
The pool spine boards are designed for use in extrication as well as stabilizing a
suspected spine injury. These are located at the pool behind the 5 meter platform stairs
near the lifeguard office. Lifeguards are responsible for spine boards.
Sam splints, vacuum splints, crutches, and oxygen will be present at meets, and can be
brought from the athletic training room for practices. The athletic trainers are
responsible for this equipment.
An AED will be brought for competition with the above. An AED can be used at the pool;
AEDs may be used in "casual water". For a swimming pool environment, this means
that the victim may be sweaty or wet or the deck where the body is lying may be wet and
there is no danger. However, the guidelines recommend that, if possible, water is
removed as quickly as is reasonably possible without delaying the AED procedure. At
our facility, with so many towels readily available, this shouldn't be a problem. In real life
situations, the victim will have most likely been removed on a spinal board (ours are
fortunately wood) and the AED would be applied while the victim is still secured to the
board.
Location for arrival of EMS
The pool entrance is an unmarked door on the west side of the RB. This door is locked
from the outside, so someone will need to stand by to open the door when EMS arrives,
or it must remain open.
The athletic training student, a coach, or a lifeguard will open the door, watch for the
ambulance, and direct EMS to the injured athlete.
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for MEN’S & WOMEN’S BASKETBALL
Phone: Located in the Marriott Center athletic training room (422-2955). A phone is also
located at court side, which may be used in an emergency situation. The staff athletic trainer
will have a cellular phone available as well. EMS can be activated by dialing 911 directly from
any of the above phones.
EMS coverage: During games, an ambulance will be on site. They will be available to transport
injuries and assist in any critically injured athlete. The ambulance will enter through the west
tunnel into the flat portion of the Marriott Center where they may park.
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for VOLLEYBALL
Personnel
A certified athletic trainer on staff will be present for all matches. They will be seated with the
team or directly behind the team on the first row in the audience.
An athletic training student will be seated with the team.
Another athletic training student will act as ‗host trainer‘ and will sit behind the visiting
team on the first row of seats in the audience.
An MD will be seated in the audience or will be on call.
During practice, a athletic training student will always be present, while a certified
athletic trainer will either be present or will have contact with the student by radio or cell
phone.
EMS will be summoned by calling 911. EMS is not usually present for practices or
competition.
Role of personnel for emergencies
The staff athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the person
most qualified (for example, to a qualified physician or EMS) who is affiliated with BYU
or summoned by BYU personnel.
If an injury occurs on the court, the staff athletic trainer will attend to the athlete. The
athletic training student on the side of the injury will stand nearby and assist.
If EMS is required, the staff athletic trainer will call by cell phone or direct someone to
call.
The staff athletic trainer will direct the athletic training student to get the MD if needed.
The MD will come to the court and stand by or assist if their help is needed or requested.
The athletic training student on the court opposite of the injury will stand by to retrieve
emergency equipment, direct EMS to the site, or assist as necessary.
If the visiting team brings a certified athletic trainer, BYU personnel will assist as needed
during any emergency. The host athletic training student will contact the BYU staff
athletic trainer to communicate any needs if there is not an obvious injury on the court. If
the visiting team brings a student or does not bring any medical staff, the staff athletic
trainer will direct care.
During practices when a certified athletic trainer is not present, the athletic training
student will call EMS if necessary (or direct someone to do so) and initiate appropriate
first aid. The student will contact the staff athletic trainer as soon as possible thereafter.
Location of telephones
The staff athletic trainer will have a cell phone at competitions. EMS should be
requested via cell phone to ensure Prove EMS services are contacted.
If necessary, the nearest telephone is located in 60 SFH near the main entrance where
tickets are taken (the women‘s volleyball coaches‘ offices). If that door is locked, the
code to open the door is 268456. A courtesy telephone is also located in the hallway
near 6 SFH.
If practice is moved to the RB, telephones are located in many offices adjacent to the
several gyms; many of these offices are open after normal business hours:
o Health and Human Performance Services, 146A RB
o Lifeguards office, 147E RB.
o Human Performance Resource Center, 112A RB.
o Intramural activities, 145 RB.
o Custodial office, 142 RB.
o The men‘s and women‘s locker rooms.
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BYU Athletic Training Procedures and Appendix
o
Two courtesy phones are located in the RB. One is in the hall between the
men‘s locker room and the Y-Be Fit office and another is located at the
northernmost end of the hall.
Calling 911 from a BYU phone will contact BYU emergency services. The person calling
should specifically point out that Provo EMS services are required for transportation.
The person calling should wait for verification from dispatch that Provo EMS has been
contacted and is en route. Be sure that BYU EMS is not the only service sent, as BYU
EMS has no ability to transport an injured athlete.
Emergency equipment
Emergency equipment is located in the upstairs cage in the storage area attached to the
indoor track on the south side. The combination to that lock is 2–16–10. Some
emergency equipment is stored in the SFH training room storage (marked with an
asterisk*).
Equipment includes
o One tall/large spine board
o Appropriate straps and restraints for the spine board
o Cervical collars
o Sam splints, vacuum splints
o Crutches
o *AED
o *Oxygen
During competition, the emergency equipment will be placed outside the court exit on
the south side. The AED will be placed by the team chairs on the north side.
An AED is located in the training room during practices.
Location for arrival of EMS
SFH: Main entrance, north side of the building.
RB: Entrance at the southwest of building.
Both locations are accessible without needing keys, etc.
Special equipment or other considerations
Besides the tall spine board appropriate for many volleyball players, no special equipment is
necessary.
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BYU Athletic Training Procedures and Appendix
Emergency Procedure for CLARENCE ROBISON TRACK
In case of an emergency requiring the use of EMS, the following procedures will be followed:
1. EMS will be activated using the ATC cell phone. There is no permanent phone
located at the outdoor track.
2. ATS‘s will meet EMS at the South entrance and direct them to pull up the driveway,
and if necessary, drive the ambulance onto the track to the athletes‘ location. The
ATS‘s will aid in bringing the gurney onto the track to the injured athlete.
Personnel
An ATC will be present at all home meets. They will be on the infield near the Southwest turn
on the track during the meet. The ATC will be available 2 hours prior to the beginning of the
meet and will stay until the last even is over and all athletes are seen or treated in the training
room.
ATS‘s will be located on various parts of the infield during the meet. They will be in contact with
the ATC via radios or cell phones. We will have one student in the athletic training room at the
track at all times.
Physicians are on call during track meets, but if present, will be either seated in the west
bleachers, or standing with the ATC on the infield. The ATC will contact the physician if the
need arises.
Role of Personnel
The ATC will direct all care and designate responsibilities for all injured athletes while competing
in the track meet. All care will be the responsibility of the ATC until the Provo EMS or the BYU
team physician arrives.
All injuries on the track will be evaluated by the ATC with the ATS being called upon as needed.
Anyone dealing with the emergency situation will defer control to the person most qualified (e.g.,
physician or EMS) who is affiliated with BYU or summoned by BYU personnel.
The team physician (if needed) will be called by the ATC. If the team physician is present at the
meet, they will be called upon for assistance by the ATC.
ATS‘s will be called upon to help with the situation as needed. They will meet the ambulance at
the South entrance of the track and direct them to the injured athlete.
If visiting teams bring an ATC or an ATS, BYU personnel will assist as needed during the meet
and during an emergency. If no medical personnel are present for visiting teams, BYU
personnel will direct care.
Emergency Equipment
All emergency equipment (i.e., spine board, AED, air splints, etc.) will be located on the infield
on the Southwest turn next to the Powerade cart and water station.
Location of Arrival for EMS
Ambulance will proceed North on Canyon Road (150 East) to the stoplight just after the
Helaman Halls parking lots (approximately 1400 North). The ambulance will turn right and enter
the driveway leading to the south end of the track complex. The following will be done prior to
ambulance arrival:
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1.
2.
3.
4.
Open padlock at the south end of the track
Slide fence open in order to allow for ambulance entrance
ATS at the south entrance will direct ambulance
Spectators and athletes must stay clear to allow EMS passage.
All transports will be taken to Utah Valley Regional Medical Center (UVRMC) unless determined
otherwise by attending paramedics. The team physician will be notified of all athletes being
transported to the hospital facilities for care.
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Emergency Procedure for DANCE
The emergency action plan for the BYU dance athletic training room is:
1. Activate EMS
a. Call 911
2. Provide EMS with the following information:
a. Exact location of the injured athlete
b. Nature of the injury
c. Other information as requested by the emergency response team
3. Provide appropriate emergency care until EMS arrives
4. Document the emergency
When the emergency action plan is activated, personnel over the dance department must be
notified and given the sport/dance team of the athlete involved and the nature of the injury. The
decision to activate the emergency action plan should be made by the ATC on the scene, not by
a coach, or by-stander. The ATC on the scene will remain in charge until EMS arrives.
All other persons
1. Injuries seen by an ATC to non-Dance Department students and faculty/staff must be
recorded in the appropriate injury reporting system. For these people, an injury that
must be recorded is defined as ―an injury (acute or chronic) that causes a person to
report to the athletic training room except non-infectious abrasions or blisters.‖
Emergency Procedures for the 4 Dance Facilities
1. Athletic Training Room
a. Assess ABC‘s and other life threatening injuries
b. Assign someone to call 911 (indicate to emergency personnel to come to the
north door of the athletic training room in the Richards Building)
c. Assign someone to meet emergency personnel in the parking lot and direct them
in.
d. Continue to assess and monitor the patient, beginning CPR if needed, until
emergency personnel arrive.
2. Richard‘s Building Studio
a. Assess ABC‘s and other threatening injuries
b. Assign someone to call 911 (indicate to emergency personnel to come to the
northwest door of the Richard‘s Building)
c. Assign someone to meet emergency personnel in the northwest parking lot and
direct them in.
d. Continue to assess and monitor the patient, beginning CPR if needed, until
emergency personnel arrive.
3. Harris Fine Arts Center
a. Assess ABC‘s and other life threatening injuries.
b. Assign someone to call 911 (indicate to emergency personnel to come to the
tunnel entering the west side of the HFAC)
c. Assign someone to meet emergency personnel in the parking lot at the top of the
tunnel and direct them in.
d. Assign someone to notify the company director.
e. Continue to assess and monitor the patient, beginning CPR if needed, until
emergency personnel arrive.
4. Marriott Center
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a. Assess ABC‘s and other life threatening injuries.
b. Assign someone to call 911 (indicate to emergency personnel to come to the
tunnel entering the west side of the Marriot Center)
c. Assign someone to meet emergency personnel in the parking lot at the top of the
tunnel and direct them in.
d. Assign someone to notify the company director.
e. Continue to assess and monitor the patient, beginning CPR if needed, until
emergency personnel arrive.
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Emergency Procedure for EXTRAMURAL SPORTS
Lacrosse, Rugby, and Soccer Practice
Haws Field, RB Turf, Indoor Practice Facility, and Helaman Field
Personnel
● Staff ATC
A certified athletic trainer on staff will be present for all practices and games.
● Athletic training student
A athletic training student may or may not be present at a practice or a game.
● Coaches
Head Coach
Assistant Coaches
● EMS
EMS will be activated by calling 911. EMS is not usually present at practices or games.
Role of Personnel During Emergency
● Staff ATC
The staff athletic trainer will direct care and designate responsibilities during an emergency.
If EMS is required, the staff athletic trainer will direct someone to call. The ATC will defer
control to someone who is more qualified (physician or Provo EMS) when he/she feels
comfortable with doing that.
● Athletic training student
A athletic training student, if present, will assist by helping with an evaluation, retrieving
emergency equipment, and following directions given by the ATC or team physician.
● Coaches
Head and assistant coaches will assist by calling 911, directing EMS personnel to the site,
providing crowd control, and giving priesthood blessings.
● EMS
EMS will be called from a cell phone. The person who calls will stay on the line, give
directions, and meet the EMS personnel at the gate/door to allow them in. Also, the person
who calls must make sure that Provo EMS is dispatched, not just BYU EMS.
Emergency Equipment
● Spineboard/Cervical Collar
Located in the Extramural Sports Athletic Training Room (ESATR) in the Indoor Practice
Facility (IPF) – not taken out to every practice.
● AED
Extramural Sports has two. One is taken out to every practice.
● Splints/Crutches
Located in the ESATR. Not taken out to every practice.
● Cell Phone
Each ATC has a personal cell phone, as does each coach. Whoever calls will use their own
phone.
Other Considerations
● Insurance Information
All Athletes insurance/emergency contact information is located in a plastic folder in the
ATC's athletic training kit.
● Accompaniment
An athletic training student or coach will accompany the athlete to the hospital if the practice
is continuing. The ATC will go to the hospital when practice is over.
Emergency Procedure for EXTRAMURAL SPORTS
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BYU Athletic Training Procedures and Appendix
Lacrosse, Rugby, and Soccer Games
South Field and Helaman Field
Personnel
● Staff ATC
A certified athletic trainer on staff will be present for all games.
● Athletic Training Student
An athletic training student may or may not be present.
● Team Physician
A team physician is usually present at every home game.
● Coaches
Head Coach
Assistant Coaches
● EMS
EMS will be activated by calling 911. EMS is not usually present at practices or games.
Role of Personnel During Emergency
● Staff ATC
The staff athletic trainer will direct care and designate responsibilities during an
emergency. If EMS is required, the staff athletic trainer will direct someone to call. The
ATC will defer control to someone who is more qualified (physician or Provo EMS) when
he/she feels comfortable with doing that.
Athletic Training Student
An athletic training student, if present, will assist by helping with an evaluation, retrieving
emergency equipment, and following directions given by the ATC or team physician.
● Team Physician
A team physician will assist with any emergency when summoned by the ATC.
Coaches
Head and assistant coaches will assist by calling 911, directing EMS personnel to the
site, providing crowd control, and giving priesthood blessings.
● EMS
EMS will be called from a cell phone. The person who calls will stay on the line, give
directions, and meet the EMS personnel at the gate/door to allow them in. Also, the
person who calls must make sure that Provo EMS is dispatched, not just BYU EMS.
Emergency Equipment
● Spineboard/Cervical Collar
A spineboard and cervical collar will be located by the ―home‖ bench at every game.
● AED
Extramural Sports has two. One is taken out to every game and kept by the ―home‖
bench.
● Splints/Crutches
Located by the ―home‖ bench at every game.
● Cell Phone
Each ATC has a personal cell phone, as does each coach. Whoever calls will use their
own phone.
● Consecrated Oil
A vial of consecrated oil is located in the ATC's athletic training kit.
Other Considerations
● Insurance Information
All Athletes insurance/emergency contact information is located in a plastic folder in the
ATC's athletic training kit.
● Accompaniment
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A student trainer or coach will accompany the athlete to the hospital if a family member
is not present. The ATC will go to the hospital when the game is over.
If Athlete Is a Visiting Team Member
● Visiting team has an ATC with them
The BYU staff ATC will find out before the game if the visiting team has an ATC with
them. The BYU staff ATC, student trainer, and/or team physician will assist with any
emergency as needed.
● Visiting team does not have an ATC with them
The BYU ATC will handle an emergency in this case the same as with any BYU athlete.
When BYU Is Traveling
● Personnel
A staff ATC will always travel with an Extramural team. A student trainer may or may not
be present. A team physician will not be present. The staff ATC will direct care and
designate responsibilities during any emergency situation. The coaches will assist by
conferring with someone who can call 911 and direct EMS to the site, crowd control,
giving priesthood blessings, and assisting the trainer in any way necessary.
● Emergency Equipment
An AED will always be taken when traveling. Also, a bag with crutches and splints will
be taken if there is not a conflict with other games at home when it might be needed.
The ATC will always have a personal cell phone. When traveling internationally, the
coach will have cell phone that will work. A vial of consecrated oil is kept in every ATC's
athletic training kit.
● Insurance Information
All athletes‘ insurance/emergency contact information is located in a plastic folder in the
ATC's athletic training kit.
● Accompaniment
A coach will accompany the athlete to the hospital in the event no family member is
present. The ATC will go to the hospital once the game is over.
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Emergency Procedure for CHEER
Personnel
A certified athletic trainer on staff will be present for team performances. They will follow
the bulk of the team or be seated at a spot designated and known to the team.
A certified athletic trainer will travel with the squad for major competitions and
performances, unless the performance is with a sport staffed by a certified athletic
trainer (for example, a football game competing away from home).
An MD is available at football and basketball games. An MD will be present or on call
during women‘s volleyball games.
All athletic trainers at BYU will cover emergency care for ‗Cosmo‘ according to that
sport‘s emergency protocol.
While traveling for football games, cheer will contact the athletic trainers over football for
any emergency needs; they will be available as per football‘s emergency protocols.
Although not usual, that same guideline applies to any team cheer follows. The cheer
coach will have a way to contact that athletic trainer, usually by cell phone.
A certified athletic trainer will always be present during practice.
EMS is usually on site during football and men‘s basketball games. EMS will be
summoned by calling 911 during women‘s basketball and volleyball games, and cheer
practice.
Role of personnel for emergencies
The certified athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the person
most qualified (for example, to a qualified physician or EMS) who is affiliated with BYU
or summoned by BYU personnel.
If EMS is required, the staff athletic trainer will call by cell phone or direct someone to
call.
The staff athletic trainer will direct the coach or cheerleader to get the MD if needed, if
present. The MD will come and stand by or assist if their help is needed or requested.
The athletic trainer will direct someone to contact the athletic trainer over the competing
team to assist in emergency care, retrieving emergency equipment, directing EMS to the
site, and so on. If that athletic trainer is not available, the cheer coach will appropriately
assist as needed.
Telephone locations for practices
Cellular phones can be used to dial '911.'
Upstairs in the student weight room (293 SFH). Dial either '911' or '2-2222'; both calls
will go to campus security when dialed from a BYU phone.
Athletic department weight room — located at the north end of the hall from the
gymnastics gym.
Calling 911 from a BYU phone will contact BYU emergency services. The person calling
should specifically point out that Provo EMS services are required for transportation.
The person calling should wait for verification from dispatch that Provo EMS has been
contacted and is en route. Be sure that BYU EMS is not the only service sent, as BYU
EMS has limited or no ability to transport an injured athlete.
Practice procedures
The practice facility is located in room 147 SFH (the gymnastics gym).
The most accessible location for ambulance transport is through the south doors of the
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gymnastics gym. Dispatchers should be told to have the ambulance drive up on the
sidewalk between the indoor tennis courts and south side of the Smith Fieldhouse.
Emergency equipment: vacuum splints, cervical collars and spine boards are located in
the storage room of the main athletic training facility in the SFH and in the gymnastics
gym at the southwest corner.
Special considerations:
o Emergency transport of a cheerleader who is lying in the foam pit involves unique
circumstances. The foam is unstable, which may cause unwanted movement of
the cheerleader, and makes it difficult for rescuers to get good footing. Prior
practice of this skill is needed before attempting it in an emergency situation.
o Be aware that the 4" and 8" foam mats are very soft, and can cause unwanted
movement of the cheerleader if the rescuer approaches it too quickly. Take slow
deliberate steps when approaching a cheerleader who is lying on one of these
mats.
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APPENDIX D
Off-Campus Emergency Action Plans
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BYU Athletic Training Procedures and Appendix
Springville High School Emergency Action Plan
Personnel
Head ATC: Lisa Walker
 ATC is available in person or by phone for all home practices/competitions. Will
be seated with the team or available by phone and will go to needed venue as
able.
Athletic Training Students (ATS)
 A athletic training student may be with the team by assignment.
EMS will be summoned by calling 911
Athletic Director/Administration Present at all varsity games. Available by phone.
Role of Personnel During Emergency
Head ATC
 The ATC will direct care and designate responsibilities during an emergency.
Athletic Training Students (ATS)
 ATS will proceed under the direction of the ATC
Physician (if available) will stand by or assist if their help is needed or requested.
Other (coaches, EMS, etc)
 If the visiting team brings a certified athletic trainer, SHS personnel will assist as
needed during any emergency. If the visiting team does not have an ATC, visiting
team will be informed of ATC at SHS. ATC will assist the visiting team with care
of the injured athlete.
 If the ATC is not available, responsibility of injury treatment rests on the coach or
AD. SHS requires that all coaches maintain a current CPR and First Aid
certification.
EMS when summoned will follow local EMS protocol
Location of Communication Devices
Standard telephone
 If necessary, there is a telephone located in the Athletic Training Facility at the
underground track, in any classroom or at the main office. You must dial 9 (dial
tone) 9 (dial tone) to get an outside line.
Cell Phone
 Cell phones are the best form of communication to the EMS system, as it allows
for direct relay of information to the EMS. ATC, AD/ADMN carry cell phones.
Location and Directions for EMS
Person calling 911 will direct EMS to the correct venue/location of the injured athlete.
The address of Springville High School is 1205 East 900 South, Springville. The EMS
personnel should enter the large student parking lot on the West side of the main
building. EMS will be met by a coach/administrator and directed to the location of the
injured athlete.
Location of Emergency and Specialty Equipment
Spineboard — located in the athletic training facility or classroom G-3 (Walker).
Splints — located in athletic training facility, under the treatment table, or classroom G-3
(Walker) in the 2nd cabinet behind the desk. Small splints may be present in Medical Kit
with team.
AED-NOAEDINSCHOOL
Crutches — located in the athletic training facility or classroom G-3 (Walker)
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Other Considerations
All head coaches, AD/Admin, ATC have keys to the Athletic Training facility, outside
doors and gates. ATS will have keys to the athletic training facility and the athletic
department.
The athlete‘s contact and health insurance information is located in the Medical kit. The
ATC and the AD also have this information.
All efforts will be made to notify the parent/guardian or other approved contact of the
athlete with information about the whereabouts of the athlete.
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Timpview Football Emergency Action Plan
THS Football Field
Personnel
Ben Ross ATC
 Games: on sideline with team.
 Practices: on practice field with team or in Training Room.
BYU Athletic Training Students
 Games: on sideline with team.
 Practices: on practice field with team or in Training Room.
Dr. Scott Jackson—Team Physician
 Games: on sideline with team; varsity only, on call for sophomore and JV games.
(He may be at some the sophomore games 2006 football season.)
 Practice: on call.
Rogan Taylor—Physical Therapist (Or a Therapist from his office.)
 Games: on sideline with team. (Varsity games only; other games on call.)
 Practices: on call.
Timpview Athletic Training Students
 Games: on sideline with team
 Practices: on field with team or in the Training Room.
Other (Coaches, EMS, Administrator, etc.)
 Games: EMS will be motioned onto the field when needed, Varsity only. Other
games EMS will be summoned by calling 911.
 Practice: EMS will be summoned by calling 911.
Role of Personnel during Emergency
ATC
 The athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the
person most qualified (for example, to a qualified physician or EMS).
Athletic Training Students
 Assist with athlete as needed.
 To get MD if needed.
 Stand by to retrieve emergency equipment, direct EMS to the site, or assist as
necessary.
Team Physician
 The MD will come onto the field and stand by or assist if their help is needed or
requested.
Other (Coaches, EMS, Administrator, etc.)
 Assist as requested and needed.
 If a visiting team brings a certified athletic trainer, Timpview personnel will assist
as needed during any emergency. If the visiting team does not bring qualified
medical staff, the Timpview ATC will direct care.
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Location of Communication Devices
Cell phone
 ATC will have a cell phone at competitions and practices. Coach Wong and
others will have a cell phone on the field.
Standard telephone
 If necessary, the nearest telephone is located in the weight room office. The
weight room door is located just north of the Public Restrooms. The ATC, football
coaches, administration, and janitorial staff will have keys to unlock the doors.
Walkie talkie
 Usually administer on sideline has a walkie talkie to communicate to staff (varsity
games only).
Location and Directions for EMS
EMS on location for varsity games only.
 EMS parks at the northeast corner of the track/field.
For all other games call 911. The person calling should wait for verification from dispatch
that Provo EMS has been contacted and is en route. If using school phone dial ―9‖ (to
get outside line) then dial 911.
Directions
 Address: 3570 North 650 East (Timpview Drive). Go north of Timpview High to
the corner of Timpview Drive and Quail Drive. Drive east on Quail Drive to the
second parking lot. Turn right into student parking lot. Drive to the southeast
corner of the parking lot until you see an opening between the seminary building
and the industrial arts building. Turn up into the driving range/upper parking lot
and drive to the gate and ticket booth at the southeast corner of the driving
range. From there you will see football field and the road that goes down to the
field.
Location of Emergency and Specialty Equipment
AED—located on home sideline
Splint bag—located on home sideline
Crutches—located on home sideline
Spine board—located on home sideline or training room
Other Considerations
The ATC will have keys to the building doors and gates where EMS must enter.
Administrators and janitorial staff will also have building and gate keys.
The athlete‘s contact and health insurance information is located in the team training kit
on the sideline.
A coach or athletic trainer will be sent to the ER if a guardian is not available.
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Timpview Baseball Emergency Action Plan
THS Baseball Field
Personnel
Ben Ross ATC
 Game: In dugout with team or on call from another THS field.
 Practices: on practice field with team or in Training Room.
BYU Athletic Training Students
 Game: In dugout with team
 Practices: on practice field with team or in Training Room.
Team Physician
 Game: on call
 Practice: on call.
Timpview Athletic Training Students
 Games: in dugout with team.
 Practices: on field with team or in the Training Room.
Other (Coaches, EMS, Administrator, etc.)
 Games: EMS will be summoned by calling 911.
 Practice: EMS will be summoned by calling 911.
Role of Personnel during Emergency
ATC
 The athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the
person most qualified (for example, to a qualified physician or EMS).
Athletic Training Students
 Assist with athlete as needed.
 Get MD if needed.
 Stand by to retrieve emergency equipment, direct EMS to the site, or assist as
necessary.
Team Physician
 On call
Other (Coaches, EMS, Administrator, etc.)
 Assist as requested and needed.
 If a visiting team brings a certified athletic trainer, Timpview personnel will assist
as needed during any emergency. If the visiting team does not bring qualified
medical staff, the Timpview ATC will direct care.
Location of Communication Devices
Cell phone
 ATC will have a cell phone at competitions and practices. Coaches and others
will have a cell phone.
Standard telephone
 If necessary, the nearest telephone is located in the training room. The ATC,
BYU SAT, administration and janitorial staff will have keys to unlock the doors if
needed.
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Location and Directions for EMS
EMS
 Call 911: The person calling should wait for verification from dispatch that Provo
EMS has been contacted and is en route. If using school phone dial ―9‖ (to get
outside line) then dial 911.
 Directions
Address: 3570 North 650 East (Timpview Drive). The Baseball field is
south of the High School. From the intersection of 3230 North and
Timpview Drive just past the first house to your right heading north on
Timpview Drive turn right heading east into a gated road that goes up
past the city park around the back of the baseball field, and brings you
onto the field by the dugouts.
Location of Emergency and Specialty Equipment
AED—located on home dugout or at another THS field
Splint bag—located on home sideline or at another THS field.
Crutches—located in training room.
Spine board—located in training room.
Other Considerations
The ATC will have keys to the building doors and gates where EMS must enter.
Administrators and janitorial staff will also have building and gate keys.
The athlete‘s contact and health insurance information is located in the team training kit
on the sideline or coaches bag.
A coach or athletic trainer will be sent to the ER if a guardian is not available.
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Timpview Boys’ & Girls’ Soccer Emergency Action Plan
THS Football/Soccer Field
Personnel
Ben Ross ATC
 Games: on sideline with team.
 Practices: on practice field with team or in Training Room.
BYU Athletic Training Students
 Games: on sideline with team.
 Practices: on practice field with team or in Training Room.
Team Physician
 Games: on call
 Practice: on call.
Timpview Athletic Training Students
 Games: on sideline with team
 Practices: on field with team or in the Training Room.
Other (Coaches, EMS, Administrator, etc.)
 Games: EMS will be summoned by calling 911.
 Practice: EMS will be summoned by calling 911.
Role of Personnel during Emergency
ATC
 The athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the
person most qualified (for example, to a qualified physician or EMS).
Athletic Training Students
 Assist with athlete as needed.
 To get MD if needed.
 Stand by to retrieve emergency equipment, direct EMS to the site, or assist as
necessary.
Team Physician
 On call
Other (Coaches, EMS, Administrator, etc.)
 Assist as requested and needed.
 If a visiting team brings a certified athletic trainer, Timpview personnel will assist
as needed during any emergency. If the visiting team does not bring qualified
medical staff, the Timpview ATC will direct care.
Location of Communication Devices
Cell phone
 ATC will have a cell phone at competitions and practices. Coaches and others
will have a cell phone on the field.
Standard telephone
 If necessary, the nearest telephone is located in the weight room office. The
weight room door is located just north of the Public Restrooms. The ATC,
coaches, administration, and janitorial staff will have keys to unlock the doors.
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Location and Directions for EMS
EMS
 Call 911: The person calling should wait for verification from dispatch that Provo
EMS has been contacted and is en route. If using school phone dial ―9‖ (to get
outside line) then dial 911.
 Directions
Address: 3570 North 650 East (Timpview Drive). Go north of Timpview
High to the corner of Timpview Drive and Quail Drive. Drive east on Quail
Drive to the second parking lot. Turn right into student parking lot. Drive to
the southeast corner of the parking lot until you see an opening between
the seminary building and the industrial arts building. Turn up into the
driving range/upper parking lot and drive to the gate and ticket booth at
the southeast corner of the driving range. From there you will see
football/soccer field and the road that goes down to the field.
Location of Emergency and Specialty Equipment
AED—located on home sideline
Splint bag—located on home sideline
Crutches—located on home sideline or training room.
Spine board—located in training room.
Other Considerations
The ATC will have keys to the building doors and gates where EMS must enter.
Administrators and janitorial staff will also have building and gate keys.
The athlete‘s contact and health insurance information is located in the team training kit
on the sideline.
A coach or athletic trainer will be sent to the ER if a guardian is not available.
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Timpview Softball Emergency Action Plan
THS Softball Field
Personnel
Ben Ross ATC
 Game: In dugout with team or on call from another THS field.
 Practices: on practice field with team or in Training Room.
BYU Athletic Training Students
 Game: In dugout with team
 Practices: on practice field with team or in Training Room.
Team Physician
 Game: on call
 Practice: on call.
Timpview Athletic Training Students
 Games: in dugout with team.
 Practices: on field with team or in the Training Room.
Other (Coaches, EMS, Administrator, etc.)
 Games: EMS will be summoned by calling 911.
 Practice: EMS will be summoned by calling 911.
Role of Personnel during Emergency
ATC
 The athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the
person most qualified (for example, to a qualified physician or EMS).
Athletic Training Students
 Assist with athlete as needed.
 Get MD if needed.
 Stand by to retrieve emergency equipment, direct EMS to the site, or assist as
necessary.
Team Physician
 On call
Other (Coaches, EMS, Administrator, etc.)
 Assist as requested and needed.
 If a visiting team brings a certified athletic trainer, Timpview personnel will assist
as needed during any emergency. If the visiting team does not bring qualified
medical staff, the Timpview ATC will direct care.
Location of Communication Devices
Cell phone
 ATC will have a cell phone at competitions and practices. Coaches and others
will have a cell.
Standard telephone
 If necessary, the nearest telephone is located in the main office of the school
which is across the street east of the softball field. Administration and janitorial
staff will have keys to unlock the doors if needed.
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Location and Directions for EMS
EMS
 Call 911: The person calling should wait for verification from dispatch that Provo
EMS has been contacted and is en route. If using school phone dial ―9‖ (to get
outside line) then dial 911. If using main office phone push a number key to get
an open line.
 Directions
Address: 3570 North 650 East (Timpview Drive). The Softball field is
directly across the street west of the front of the High School.
Location of Emergency and Specialty Equipment
AED—located on home dugout or at another THS field
Splint bag—located on home sideline or at another THS field.
Crutches—located in training room.
Spine board—located in training room.
Other Considerations
The ATC will have keys to the building doors and gates where EMS must enter.
Administrators and janitorial staff will also have building and gate keys.
The athlete‘s contact and health insurance information is located in the team training kit
on the sideline or coaches bag.
A coach or athletic trainer will be sent to the ER if a guardian is not available.
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Timpview Boys’ & Girls’ Basketball and Volleyball Emergency Action Plan
THS Thunderdome
Personnel
Ben Ross ATC
 Games: on bench with team.
 Practices: in gym with team or in Training Room.
BYU Athletic Training Students
 Games: on bench with team.
 Practices: in gym with team or in Training Room.
Team Physician
 Games: on call; quite often in stands.
 Practice: on call.
Timpview Athletic Training Students
 Games: on bench with team or in the stands behind the bench.
 Practices: in gym with team or in the Training Room.
Other (Coaches, EMS, Administrator, etc.)
 Games: EMS will be summoned by calling 911.
 Practice: EMS will be summoned by calling 911.
Role of Personnel during Emergency
ATC
 The athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the
person most qualified (for example, to a qualified physician or EMS).
Athletic Training Students
 Assist with athlete as needed.
 Get MD if needed.
 Stand by to retrieve emergency equipment, direct EMS to the site, or assist as
necessary.
Team Physician
 On call. If in stands will assist when requested or if obviously needed without
request.
Other (Coaches, EMS, Administrator, etc.)
 Assist as requested and needed.
 If a visiting team brings a certified athletic trainer, Timpview personnel will assist
as needed during any emergency. If the visiting team does not bring qualified
medical staff, the Timpview ATC will direct care.
Location of Communication Devices
Cell phone
 ATC will have a cell phone at competitions and practices. Coaches and others
will have a cell phone.
Standard telephone
 If necessary, the nearest telephone is located in the coaches‘ offices. The offices
are located at the south end of the Thunderdome upper level. The ATC, coaches,
administration, and janitorial staff will have keys to unlock the doors.
Walkie-talkie
 Usually administer in the gym has a walkie-talkie to communicate to staff (varsity
games only).
Location and Directions for EMS
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EMS on call.
 Call 911: The person calling should wait for verification from dispatch that Provo
EMS has been contacted and is en route. If using school phone dial ―9‖ (to get
outside line) then dial 911.
 Directions
Address: 3570 North 650 East/(Timpview Drive). Go north of Timpview
High to the corner of Timpview Drive and Quail Drive. Drive east on Quail
Drive to the second parking lot. Turn right into student parking lot. Drive to
the southeast corner of the parking lot until you see an opening between
the seminary building and the industrial arts building. Turn up into the
driving range/upper parking lot and drive to the gate and ticket booth at
the southeast corner of the driving range. Go through the gate and follow
the road down the hill to the back doors of the Thunderdome. This is very
close to the court and the training room.
Location of Emergency and Specialty Equipment
AED—located at home bench.
Splint bag—located at home bench or in training room.
Crutches—located in training room.
Spine board—located in training room.
Other Considerations
The ATC will have keys to the building doors and gates where EMS must enter.
Administrators and janitorial staff will also have building and gate keys.
The athlete‘s contact and health insurance information is located in the team training kit
at the team bench.
A coach or athletic trainer will be sent to the ER if a guardian is not available.
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Timpview Boys’ & Girls’ Track Emergency Action Plan
THS Track
Personnel
Ben Ross ATC
 Meet: at north end of track by high jump
 Practices: on practice field with team or in Training Room.
BYU Athletic Training Students
 Meet: at north end of track by high jump
 Practices: on practice field with team or in Training Room.
Team Physician
 Meets: on call
 Practice: on call.
Timpview Athletic Training Students
 Games: at north end of track by high jump
 Practices: on field with team or in the Training Room.
Other (Coaches, EMS, Administrator, etc.)
 Games: EMS will be summoned by calling 911.
 Practice: EMS will be summoned by calling 911.
Role of Personnel during Emergency
ATC
 The athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the
person most qualified (for example, to a qualified physician or EMS).
Athletic Training Students
 Assist with athlete as needed.
 Get MD if needed.
 Stand by to retrieve emergency equipment, direct EMS to the site, or assist as
necessary.
Team Physician
 On call
Other (Coaches, EMS, Administrator, etc.)
 Assist as requested and needed.
 If a visiting team brings a certified athletic trainer, Timpview personnel will assist
as needed during any emergency. If the visiting team does not bring qualified
medical staff, the Timpview ATC will direct care.
Location of communication Devices
Cell phone
 ATC will have a cell phone at competitions and practices. Coaches and others
will have a cell phone on the field.
Standard telephone
 If necessary, the nearest telephone is located in the weight room office. The
weight room door is located just north of the Public Restrooms. The ATC,
coaches, administration, and janitorial staff will have keys to unlock the doors.
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Location and Directions for EMS
EMS
 Call 911: The person calling should wait for verification from dispatch that Provo
EMS has been contacted and is en route. If using school phone dial ―9‖ (to get
outside line) then dial 911.
 Directions
Address: 3570 North 650 East (Timpview Drive). Go north of Timpview
High to the corner of Timpview Drive and Quail Drive. Drive east on Quail
Drive to the second parking lot. Turn right into student parking lot. Drive to
the southeast corner of the parking lot until you see an opening between
the seminary building and the industrial arts building. Turn up into the
driving range/upper parking lot and drive to the gate and ticket booth at
the southeast corner of the driving range. From there you will see the
track and the road that goes down to the field.
Location of Emergency and Specialty Equipment
AED—located on home sideline
Splint bag—located on home sideline
Crutches—located on home sideline or training room.
Spine board—located in training room.
Other Considerations
The ATC will have keys to the building doors and gates where EMS must enter.
Administrators and janitorial staff will also have building and gate keys.
The athlete‘s contact and health insurance information is located in the team training kit
on the sideline.
A coach or athletic trainer will be sent to the ER if a guardian is not available.
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Pleasant Grove High School Athletics Emergency Action Plan
Personnel
Head ATC: Kristin Pond
 ATC is available in person or by phone for all home practices/competitions. Will
be seated with the team or available by phone and will go to needed venue as
able.
Athletic Training Students (ATS)
 An athletic training student may be with the team by assignment.
EMS
 Will be summoned by calling 911. An ambulance will only be on site for home
football games.
Athletic Director/Administration
 Present at all varsity games. Available by phone.
Role of Personnel During Emergency
Head ATC
 The ATC will direct care and designate responsibilities during an emergency.
Athletic Training Students (ATS)
 ATS will proceed under the direction of the ATC
EMS
 When summoned, will follow local EMS protocol.
Other (coaches, physician, administration, etc)
 If the ATC is not available, responsibility of injury treatment rests on the coach or
AD. SHS requires that all coaches maintain a current CPR and First Aid
certification.
 Physician (if available) will stand by or assist if their help is needed or requested.
 AD/Administration will assist as needed.
Visiting Teams
 If the visiting team brings a certified athletic trainer, PGHS personnel will assist
as needed during any emergency. If the visiting team does not have an ATC,
visiting team will be informed of ATC at PGHS. ATC will assist the visiting team
with care of the injured athlete.
Location of Communication Devices
Cell Phone
 Cell phones are the best form of communication to the EMS system, as it allows
for direct relay of information to the EMS. ATC, AD/ADMN carry cell phones.
Standard telephone
 If necessary, there is a telephone located in the Training Room in the C gym, in
any coach‘s office, in any classroom or at the main office. You must dial 9 to get
an outside line.
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Location and Directions for EMS
Person calling 911 will direct EMS to the correct venue/location of the injured athlete.
The address of Pleasant Grove High School is 700 East, 200 South in Pleasant Grove
City.
Ambulance entrances:
 Football, Soccer, Basketball, Wrestling, Tennis, Track/Field—enter through
northwest gate (―top of the drag‖ by the football field.)
 Baseball or Softball fields—enter through Battlecreek Park, east of the school.
EMS will be met by a coach/administrator and directed to the location of the injured
athlete.
Location of Emergency and Specialty Equipment
Spineboards — located in Room 182 (Kristin Pond‘s classroom.)
Splints — Far right lower cupboard in training room (near whirlpool) or Room 182 in the
cupboard under the window.
AED — NO AED IN SCHOOL
Crutches – located behind the door in training room or Room 182 next to filing cabinet.
Other Considerations
All head coaches, AD/Admin, ATC have keys to the Training Room, outside doors and
gates. ATS will have keys to the Training Room and the athletic department.
Coaches have copies of their athlete‘s contact and health insurance information.
Transporting Athletes with EMS: If a parent/guardian is present, they will accompany
athlete in ambulance. If no parent, a coach or assistant coach will ride in ambulance
with the student athlete. ATC will follow as permitted.
All efforts will be made to notify the parent/guardian or other approved contact of the athlete with
information about the whereabouts of the athlete.
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Orem High School Emergency Action Plan
Personnel
Head ATC
 A certified athletic trainer will be present for all home athletic events competitions.
They will be seated with the team or directly behind the team on the first row in the
audience. If there is more than one event at the same time, and the certified athletic
trainer is not present at the time of injury, the ATC will need to be contacted via cell
phone.
Other ATC
 No other ATC
Athletic Training Students (ATS)
 An athletic training student will be seated with head athletic trainer at all events and
competitions.
Team Physician
 An MD will be on call. An MD is not usually present for practices or competitions.
Other (coaches, administrators, EMS, etc.)
 EMS will be summoned by calling 911. EMS is not usually present for practices or
competition.
Role of Personnel During Emergency
Head ATC
 The certified athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the
person most qualified (for example, to a qualified physician or EMS) who is
summoned by the head athletic trainer.
 If an injury occurs on the field or court, the head athletic trainer will attend to the
athlete. The athletic training student on the side of the injury will stand nearby and
assist when requested.
 If EMS is required, the head athletic trainer will call by cell phone or direct someone
to call.
Other ATC
 No other ATC
Athletic Training Students (ATS)
 Athletic training student to contact the MD if needed.
 The athletic training student on the field or court opposite of the injury will stand by to
retrieve emergency equipment, direct EMS to the site, or assist as necessary.
Team Physician
 The MD will come to the field or court when called and stand by to assist if their help
is needed or requested.
Other (coaches, administrators, EMS, etc.)
 If the visiting team brings a certified athletic trainer, the home ATC will assist as
needed during any emergency. The host athletic training student will contact the
head home athletic trainer to communicate any needs if there is not an obvious injury
on the field or court. If the visiting team brings a student or does not bring any
medical staff, the head athletic trainer will direct care as needed.
 The school officer or administrator on duty will direct EMS once they have arrived
and will unlock any gates or doors necessary.
 Coaches will need to contact the certified athletic trainer if there is more than one
athletic event occurring simultaneously and the head athletic trainer is not present
when an injury occurs.
Location of Communication Devices
Standard telephone
 If necessary, the nearest telephone is located in the training room at the north
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end of the Fieldhouse. The ATC, student trainer, coaches, and administrators will
have keys to access this room. You must dial two ―9‖s in order to dial out.
Pay phone
 Not available
Cell phone
 The certified athletic trainer will have a cell phone available at competitions.
Emergency phone
 Not available
Walkie talkie
 Not available
Location and Directions for EMS
Calling 911 will contact Orem emergency services. The person calling should wait for
verification from dispatch that EMS has been contacted and is en route for transportation
of the injured athlete.
 Location
Not applicable
 Directions
The address for Orem High School is 175 S. 400 E. Specific destinations
for arrival of EMS is divided into 4 separate destinations or entrances.
Football practice, soccer, and softball fields. EMS should arrive on the
east side behind the school on Campus Drive. Someone will be waiting
at the fence to allow them through the gate and further direct EMS.
Football and wrestling competitions. EMS should arrive at the main
parking lot from 400 E. and drive east toward the football field, between
the main high school and technology buildings. Someone will be waiting
at the gate to unlock it and further direct EMS.
Baseball field. EMS should arrive on 400 E. at the entrance between the
high school and seminary buildings. Someone with keys will be waiting at
the gate to allow entrance and further direct EMS.
Basketball and volleyball competitions, or Tiger Fieldhouse location.
EMS should enter through the main parking lot and head east between
the high school and technology buildings. The Fieldhouse is then north
from this point. Someone will be waiting to open the gate to allow
entrance to the Fieldhouse and further direct EMS.
Location of Emergency and Specialty Equipment
Spineboard—located behind the ―home‖ bench or in the football training room
Splint bag—located behind the ―home‖ bench or in the football training room
AED—none available
Crutches—located behind the ―home‖ bench, or in the Fieldhouse training room
Scoop stretcher—none available
Lightning detector—none available
Other Considerations
The head ATC, athletic training student, coaches, and administrators will have keys to
the training room. School administrators or the school officer on duty will have keys to
the outside gates and building doors where the EMS must enter.
The athlete‘s contact and health insurance information is located in the Fieldhouse
training room or in the head ATC‘s athletic training kit for football. It is positioned behind
the end of the ―home‖ bench.
All coaches must be certified in basic emergency procedures. If the head athletic trainer
is needed at another event, coaches will need to call EMS and will need to notify the
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head ATC.
Administrators and the athletic director must be present at all home events and
competitions to direct EMS and to unlock necessary gates and entrances.
Athlete's parents will be notified of any emergency involving their child. If a guardian is
not present at the competition, a coach will be sent with the athlete.
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American Fork High School Football Emergency Action Plan
 NOTE: An ambulance will be on site for all home Varsity football games, but not for
JV/Sophomore. Dr. Michael Callahan, will also be present for most varsity games.
 A coaching staff member who has keys to the compound gate, the outside doors to the
school and the training room needs to be present at every game, for the entire game. It
would also be helpful if they had a cell phone.
 In the event of an emergency, the Certified Athletic Trainer (ATC) will be summoned if not
already on site. If the ATC is not available, the head coach is now in charge.
Emergency Personnel
Certified Athletic Trainer
Coaches
 (Should all be CPR and First Aid certified)
Other First-aid/CPR trained staff
Emergency Communication
Individual cell phones are best. If you have one, please bring it to the games.
Land-line phone in the training room.
 Dial 9 to get out of the system and then 9-1-1
 Phone number for the training room is (801) 756-8547 Ext. 238
To get into the training room you will possibly need three keys, one for the outer doors to
the school (TE8), one to the east gym (1) and one for the training room (TR).
Emergency Equipment
Team medical kit (on field)
 Crutches—Right hand wall of training room storage closet
 Air Splints—Last shelf, left hand side of training room storage closet
 Ice cooler with bags—on the field and in the training room; bags on left hand side
of ice machine
Role of First Responder #1
Immediate care of injured or ill student-athlete
Activation of emergency medical system (EMS) if needed
 Call 911. Provide your name, address, telephone number, number of individuals
injured, age, conditions and other information as requested.
 Notify administration during school hours
 Notify the student-athlete‘s parents. Locate the athletes physical in the team
physical folder included in the medical kit. The physicals should be in
alphabetical order.
Role of First Responder #2
Emergency equipment retrieval
Direction of EMS to the scene
 Open appropriate gates (Compound gate key will be needed here.)
 Designate or be the individual to ―flag down‖ EMS and direct them to the scene
 Scene control: Limit scene to first aid providers and move bystanders and
teammates away from the area
Venue Directions
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For any injuries on the football fields, direct EMS to come to the south end of the school
to the compound gate. Have them come to their right to the football field (or give them
further information as to where you are specifically.) It may be necessary to recruit the
help of others to keep the crowd back so the ambulance can get in.
Medical Emergencies
Include but are not limited to:
 An athlete who is not breathing with or without a pulse
 Severe difficulty breathing, whistling sound while breathing, gurgling sound, high
pitched wheeze
 Loss of consciousness or altered mental state longer than 10 minutes
 Allergic reaction (bee sting, something ingested)
 Broken bones, especially those through the skin
 Severe bleeding
Other
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American Fork High School Soccer Emergency Action Plan
 An administrator/athletic director who has keys to the compound gate, the outside doors to
the school and the training room needs to be present at every game, for the entire game. It
would also be helpful if they had a cell phone.
 In the event of an emergency, the Certified Athletic Trainer (ATC) will be summoned if not
already on site. If the ATC is not available, the head coach is now in charge.
Emergency Personnel
Certified Athletic Trainer
Coaches
(Should all be CPR and First Aid certified)
Other First-aid/CPR trained staff
Athletic directors
Administrators
Emergency Communication
Individual cell phones are best. If you have one, please bring it to the games.
Land-line phone in the training room.
 Dial 9 to get out of the system and then 9-1-1
 Phone number for the training room is (801) 756-8547 Ext. 238
To get into the training room you will possibly need three keys, one for the outer doors to
the school (TE8), one to the east gym (1) and one for the training room (TR).
Emergency Equipment
Team medical kit (on field)
 Crutches—Right hand wall of training room storage closet
 Air Splints—Last shelf, left hand side of training room storage closet
 Ice cooler with bags—on the field and in the training room; bags on left hand side
of ice machine
Role of First Responder #1
Immediate care of injured or ill student-athlete
Activation of emergency medical system (EMS) if needed
 Call 9-1-1. Provide your name, address, telephone number, number of
individuals injured, age, conditions and other information as requested.
 Notify administration during school hours
 Notify the student-athlete‘s parents. Locate the athletes physical in the team
physical folder included in the medical kit. The physicals should be in
alphabetical order.
Role of First Responder #2
Emergency equipment retrieval
Direction of EMS to the scene
 Open appropriate gates (Compound gate key will be needed here.)
 Designate or be the individual to ―flag down‖ EMS and direct them to the scene
 Scene control: Limit scene to first aid providers and move bystanders and
teammates away from the area
Venue Directions
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For any injuries on the soccer fields, direct EMS to come to the south end of the school
to the compound gate. Have them come to their right to the football field fence and
follow the fence around the south end heading north around the bleachers. The soccer
field is northeast of the school. Give them further information as to where you are
specifically. It may be necessary to recruit the help of others to keep the crowd back
and to help direct the ambulance to the proper location.
Medical Emergencies
Include but are not limited to:
 An athlete who is not breathing with or without a pulse
 Severe difficulty breathing, whistling sound while breathing, gurgling sound, high
pitched wheeze
 Loss of consciousness
 Allergic reaction (bee sting, something ingested)
 Broken bones, especially those through the skin
 Severe bleeding
Other
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American Fork High School Volleyball/Basketball/Wrestling Emergency Action Plan
 An administrator/athletic director who has keys to the compound gate, the outside doors to
the school and the training room needs to be present at every game, for the entire game. It
would also be helpful if they had a cell phone.
 In the event of an emergency, the Certified Athletic Trainer (ATC) will be summoned if not
already on site. If the ATC is not available, the head coach is now in charge.
Emergency Personnel
Certified Athletic Trainer
Coaches
 (Should all be CPR and First Aid certified)
Other First-aid/CPR trained staff
Athletic directors, and
Administrators
Emergency Communication
Individual cell phones are best. If you have one, please bring it to the games.
Land-line phone in the training room. You will need a (1) key to access this phone.
 Dial 9 to get out of the system and then 9-1-1.
 Phone number for the training room is (801) 756-8547 Ext. 238
Land-line phone in coaches‘ office through the varsity boys‘ locker room. You will need
a (1) key to access this phone
Emergency Equipment
Team medical kit (on court)
 Crutches—Right hand wall of training room storage closet
 Air Splints—Last shelf, left hand side of training room storage closet
 Ice cooler with bags—on the field and in the training room; bags on left hand side
of ice machine
Role of First Responder #1
Immediate care of injured or ill student-athlete
Activation of emergency medical system (EMS) if needed
 Call 911. Provide your name, address, and telephone number, number of
individuals injured, age, conditions and other information as requested.
 Notify administration during school hours
 Notify the student-athlete‘s parents. Locate the athletes physical in the team
physical folder included in the medical kit. The physicals should be in
alphabetical order.
Role of First Responder #2
Emergency equipment retrieval
Direction of EMS to the scene
 Open appropriate gates (Compound gate key will be needed here.)
 Designate or be the individual to ―flag down‖ EMS and direct them to the scene
Scene control: Limit scene to first aid providers and move bystanders and teammates
away from the area
Venue Directions
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For any injuries on the court, direct EMS to come to the south end of the school to the
compound gate. Have them come straight in to the main gym doors, and then into the
main gym (to their right.) Have someone meet the ambulance crew to direct them to an
auxiliary gym if needed. It may be necessary to recruit the help of others to keep the
crowd back so the ambulance can get in. If the injury occurred in the wrestling room,
direct emergency personnel to the south east gym doors, in between the main and east
gyms.
Medical Emergencies
Include but are not limited to:
 An athlete who is not breathing with or without a pulse
 Severe difficulty breathing, whistling sound while breathing, gurgling sound, high
pitched wheeze
 Loss of consciousness
 Allergic reaction (bee sting, something ingested)
 Broken bones, especially those through the skin
 Severe bleeding
Other
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Mountain View High School Emergency Action Plan
Personnel
Head ATC—will be present for all home athletic events and competitions. They will be
seated with the team and if more then one event is going on will be available by cell
phone.
Other ATC—none
Athletic Training Student (ATS) —will be seated with head ATC.
Team Physician—is on call
EMS—available by calling 911 if needed
Athletic Director/Administration—is present at all varsity competitions
Role of Personnel During Emergency
Head ATC—administer direct care of injury and designate responsibilities if needed
during emergency.
Other ATC—none
Athletic Training Student (ATS) —assist ATC with any needs deemed necessary.
Team Physician—if present will be available to assist if help is needed or requested.
EMS—if summoned will follow their protocol.
Athletic Director/Administration—will be available for assistance if needed or to call EMS
and provide keys for EMS access to the field. They may also assist crowd control.
Coaches—if ATC is not available they are now in charge.
Visiting Teams—if they have an ATC present then MV ATC will assist them if necessary,
but if their ATC is not present then MV ATC will proceed as normal.
Location of Communication Devices
Standard telephone—located in training room and you must press 9 to dial out.
Pay phone—none
Cell phone—ATC carries one.
Emergency phone—none
Walkie-talkie—AD/Administration carry them as well as the police officer.
Location and Directions for EMS
Mountain View High school is located at 645 West Center Street in Orem. Specific directions
for individual destinations are as follows:
Football Practice—EMS should turn on the road west of the school and enter faculty
parking lot. Someone will be waiting to guide them further.
Football Games—EMS should turn into main parking lot east of the school and drive to
the northwest corner of the stadium where someone with keys will meet them at the gate
and direct them further.
Soccer Field—EMS should turn on the road west of the school and continue through
until the stop sign where they will turn left. This road leads directly to the soccer field
where a person will be waiting to guide them further.
Softball/Baseball Fields—EMS should come up on 400 South and turn north onto the
road just west of Orem elementary school. This road leads directly to the fields and
someone will meet them there to guide them further.
Basketball/Volleyball/Wrestling—EMS should turn on the road just west of the school
and continue to the blue doors facing north. Someone will meet them there to let them
in and guide them further.
Location of Emergency and Specialty Equipment
Spineboard—none
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Splint bag—with ATC or in training room on shelves under taping table.
AED—none
Crutches—in training room by the ice machine.
Scoop Stretcher—none
Lightening Detector—none
Other Considerations
Keys—AD/Administration and coaches have keys to the stadium as well as the school.
ATC has keys to the school and training room.
Location of contact information for the following:
 Athlete‘s Parents—ATC carries info on sheet in bag and is also located on
physical form in AD‘s office.
If a parent is not available or cannot be reached then a coach will
accompany the athlete when being transported by EMS.
 Head ATC—AD/Administration as well as coaches have phone numbers.
 Athletic Training facility—AD/Administration have the phone numbers as well as
coaches.
 Custodians—AD/Administration have these phone numbers.
 Coaches—AD/Administration as well as ATC have their phone numbers. They
are also listed on a sheet in the desk drawer in the training room.
 Athletic Director (AD) or Administration—ATC has their phone numbers.
 Athlete‘s Insurance—this information is listed on their physical in the AD‘s office
and also on a sheet in the ATC‘s bag.
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Lehi High School Emergency Action Plan
Personnel
Who will be present and location of each individual at the venue?
Head ATC: Katie Habecker
Other ATC: Steve Orrock
Athletic Training Students (ATS): as assigned
Team Physician: none
Other (coaches, EMS, etc.): Dan Rice, sports med teacher
Role of Personnel During Emergency
Describe each member‘s role in detail. State the location of all emergency and specialty
equipment. Who will retrieve the equipment during an emergency?
Head ATC: will attend to the situation along with other trained staff
Other ATC
Athletic Training Students (ATS): will retrieve equipment and assist the head ATC
Team Physician: isn‘t usually present
Other (coaches, EMS, etc.): will assist in helping ATC, crowd control, alerting EMS etc.
Location of Communication Devices
State the devices that will be used at the venue in case of emergency and where they will be
located. Please state where the closest land line phone will be located in addition to any cell
phone.
Standard telephone: front office
Pay phone:
Cell phone: with me at all times
Emergency phone
Walkie-talkie: staff and administrators have these at all times; they can call EMS from
these radios
Location and Directions for EMS
Location
EMS are on-site for football games only; they are parked at the north end of the track
Directions
EMS can enter through a gate on the south end of the school, near the track. This gives
access to all gyms. They can also enter on the northeast side of the school to access
track, football field, soccer field, softball, and baseball fields.
Location of Emergency and Specialty Equipment
Spineboard: athletic training room
Splint bag: athletic training room
AED: school nurse‘s office
Crutches: none
Scoop stretcher: none
Lightning detector: none
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Other Considerations
Answer the following questions that apply. Please include any other special considerations you
feel are important in case of an emergency.
Who has the keys — Doug Webb, Principal; Lynn Allan, AD; other administrators
Contact information (State this information or where you can find this information?
Please do not state phonebook or campus directory.)
 Athlete‘s parent: on info card in office
 ATC: all coaches and administrator should have it
 Athletic training facility: no telephone
 Custodial: contact via radio
 Coaches
 Athletic director or Administrator
Athlete‘s insurance: on info card in office
Who goes with the athlete to the ER? Usually a parent
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Emergency Plan for Timpanogos High School
Personnel
Head Certified Athletic Trainer — Joshua Robinson
A certified athletic trainer will be present for all athletic events. They will be
seated/standing with the team.
In the event that the ATC is covering multiple events occurring simultaneously at
the high school, the ATC will cover the event with the highest probability of
incident, and will be in communication via cell phone and/or two-way radio with
the other events.
Athletic Training Students
When present, athletic training students are not allowed to interact with athletes
without the presence of an ATC.
Athletic training students will assist the ATC during an emergency.
Team Physician — Dr. Karl Weenig
Team physician will attend football games or be on call, standing on the sideline.
Physician will be on call for all athletic events
Coaches, etc.
Coaches will be on the sideline/bench with their team
EMS
EMS will be activated by calling 911. EMS usually not in attendance.
Role of Personnel During an Emergency
Head ATC
The head athletic trainer will direct care and designate responsibilities during an
emergency. Anyone dealing with an emergency situation will defer control to the
person most qualified (i.e., qualified physicians, certified athletic trainers, or
EMS).
If an injury occurs, the staff athletic trainer will attend to the athlete; athletic
training students and assistant coaches will stand by and assist the head ATC.
If EMS is needed, the ATC will call or direct someone to activate EMS.
Athletic Training Students
Student trainers will assist and accompany the head ATC onto the field/court.
Student trainers will accompany the injured athlete to the hospital, doctor‘s office,
etc. if parents are unable to be contacted.
Coaches, Assistant Coaches, etc.
If student trainers are unavailable, assistant coaches will assume the
responsibilities of the student trainer.
Coaches will have medical/contact information readily available. If an injury
occurs, they will contact the parents/guardians of the injured athlete.
Team Physician
The attending team physician will come to the field/court or assist if needed or
requested by the head ATC.
School Administrators
The school‘s administrators present at the events will ensure that all gates,
roadways, and doors are unlocked and clear of spectators to provide open
access for EMS vehicles and personnel.
Location of Communication Devices
Cell Phones will be the main source of communication. A list of cell numbers of
athletic trainers, team physicians, etc. will be in the training bags of each team.
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A land line phone is located in the athletic training room (Room 101) at Timpanogos
High School. Dial 9 to dial to an outside line, and then dial the number.
Two-way walkie talkie radios will be used by the athletic events staff and the school‘s
administration.
Location and Directions for EMS
Timpanogos High School is located at 1450 North 200 East in Orem, Utah. To access
the school from the south and west use Main St. to Timberwolf Blvd. (1430 North) or
1600 North to 150 East; from the east, use 400 East to Timberwolf Blvd. (about 1430
North). The football, soccer, and baseball fields are located on the south side of the
school. EMS access is available. Speed bumps are in place on the road that leads to the
fields behind the school. The gyms are located on the southeast side of the school.
Doors allow for direct outside entrance into the gym for EMS personnel.
Location of Emergency Equipment
Spine board—located behind the ―home‖ bench
Vacuum Splint Bag—located behind the ―home‖ bench
Crutches—located behind ―home‖ bench
Medical/contact information—will be in the athletic trainer‘s bag or with the coach.
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Physical & Sports Therapy Services — Springville Emergency Action Plan
Personnel
Physical Therapists
Office Staff
Aides
Role of Personnel
Physical Therapists: in charge during any emergency and will give directions to others
when needed
Office Staff: assist physical therapists and aides when needed
Aides: assist the patients
Location of Telephones
Front desk
Office (2)
Back sink
Stereo cabinet
Directions for EMS
Address
Professional Arts Medical Center
380 East 400 South, Springville
Directions
Head east on 400 South past 300 East. Turn right at the driveway before the
intersection of 400 East and 400 South (directly before the gas station). Follow the
parking lot to the back building.
Location of Emergency Equipment
Fire extinguisher on the wall of the x-ray room
Crutches in x-ray room
Splints in cast room
First Aid supplies in stereo cabinets
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Performance Rehab Clinics, Orem Emergency Action Plan
Personnel
• Physical Therapists
• Aides
Role of Personnel
• Physical Therapists
Responsibilities include safety of patients and aides in emergent situations, providing
directions and/or instructions in order to preserve health, safety, and well-being of all
individuals in the clinic.
• Aides
Assist the physical therapist and patients as needed, promoting health and safety.
Location of Telephones
• Front desk
• Office
• Treatment area
Location of Emergency Equipment
• Two fire extinguishers: One on the wall of treatment area, next to scale and drinking
fountain, one next to fire exit, in rehab equipment area
• Pocket masks: top drawer of every examination room of adjoining occ-med clinic
• Crutches: supply room
• Splints: supply room
• First Aid supplies in trauma room
Address and Directions for EMS
Address
607 N 1200 W, Orem, UT 84057
Directions
• Head north on 1200 West
• Turn left into the parking lot just before 600 North
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APPENDIX E
Athletic Training Course Descriptions and
Learning Outcomes
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EXSC 302
Philosophical and ethical issues common to exercise sciences majors. Concept of mind, body, spirit
Outcomes:
Tenets of Philosophy Concerning Multicultural Traditions
Learn contemporary tenets of philosophy that will serve as a basis for understanding important ideas in our own
cultural tradition as well as that of others.
Philosophical Worldviews
Comprehend philosophical worldviews to facilitate respectful relationships with others.
Beliefs and Values
Pursue truth, think clearly and communicate effectively one‘s own beliefs and values; deepen one‘s understanding
of the nature of being.
The Gospel of Jesus Christ
Comprehend and apply the truths of the gospel of Jesus Christ. Reflect devout love of God and a loving, genuine
concern for the welfare of others in the learning environment
Spirituality
Acquire/reinforce a profound respect for the divine nature of one‘s own life, a reverence for one‘s value, the purpose
of one‘s life and a desire to live a healthy lifestyle.
Valuing the Entire Self
Articulate one‘s valuing of the entire self, bodymindspirit, with particular focus on the meaning and importance of
the physical body.
Formulating Personal and Professional Philosophy
Strengthen the formulation of own personal and professional philosophy establishing clear standards of integrity.
Improve the communication of one‘s beliefs, written and verbal.
Ethical Analysis and Behavior
Analyze contemporary issues from an ethical standpoint. Demonstrate own professional ethical behavior, think
critically and take an informed position on an issue.
EXSC 320
Recognition, evaluation, and care of athletic injuries. Techniques in taping, preventing, and rehabilitating
injuries
Outcomes:
Responsibilities, Roles, and Tasks
Review general responsibilities, roles, and tasks of athletic trainers, physical therapists, and other
allied health professionals involved in sports medicine.
Musculoskeletal Injuries
Learn assessment, first aid, and treatments for common musculoskeletal injuries.
Injury Prevention
Examine methods of injury prevention including conditioning principles, environmental hazards,
and protective equipment.
Resources
Learn and utilize resources available to sports medicine professionals.
Application
Apply knowledge to practical situations.
EXSC 321
Basic Athletic Training Lab
Outcomes:
Taping
Demonstrate competency and proficiency in taping the ankle, foot, lower leg, knee, thigh/hip, shoulder, elbow,
wrist, thumb, and finger joints.
Wrapping
Demonstrate competency and proficiency in wrapping the ankle, foot, lower leg, thigh/hip, shoulder, elbow, wrist,
thumb, and finger joints.
Wound Care Management
Demonstrate competency and profiency in wound care management.
Injury Evaluation
Demonstrate competency and profiency in injury evaluation.
Injury Treatment Management
Demonstrate competency and profiency in injury treatment management.
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Spineboarding and Splinting
Demonstrate competency and profiency in spineboarding and splinting.
EXSC 362
Kinesiology and Biomechanics
Outcomes:
Physical Laws and Human Performance
Demonstrate application of physical laws to human performance.
Kinematics of Human Motion
Calculate kinematics of human motion.
Projectile Motion Equations
Show comprehension of projectile motion equations.
Changes of Motion
Determine changes of motion due to forces.
Fluids Generating Force
Demonstrate understanding of how fluids generate force.
EXSC 394
Classroom and field experience. Orientation to athletic training program and clinical expectations. Modules include
emergency care, taping skills, and basic modalities.
Outcomes:
Administrative Roles and Policies of Various Health Care Org
After completing this course, the student will be able to understand the administrative roles and policies of various
health care organizations including: a. CAATE b. NATA c. BOC
Accurate Record Keeping Skills
Demonstrate the skills necessary for accurate record keeping including SOAP notes and correct documentation of
HOPS
Purchasing Policies
Understand purchasing policies for supplies
Emergency Action Plans
Correctly devise and implement emergency action plans
Emergency Conditions
Demonstrate the necessary skills for care of emergency conditions
Treating Open Wounds
Demonstrate care and necessary skills for treating open wounds
Therapeutic Modalities
1. Demonstrate correct use, including indications and contraindications for therapeutic modalities including:a.
Hot Packs b.
Ultrasound
Evaluating Lower Extremities
1. Demonstrate correct evaluation techniques of lower extremities including:
a. Foot b. Ankle c.
Lower Leg d. Knee e.
Hip
EXSC 395
Classroom and field experience. Modules include taping skills, assessment, and modalities
Outcomes:
Rehabilitation Skills
Demonstrate rehabilitation skills, including aquatic therapy, joint mobilizations, proprioception, neuromuscular
control, and agility exercises.
Taping and Bracing
Demonstrate competency and clinical proficiency in taping and bracing.
Evaluation Skills of Caring for Upper Extremity Injuries
Demonstrate the skills necessary to properly evaluate and care for upper extremity injuries including shoulder,
elbow, forearm, wrist, hand, head and face, and thorax and abdomen.
Alter G Machine and Rebounder
Demonstrate the use of the following rehabilitation tools: Alter G machine and Rebounder
EXSC 400
Advanced examination of structure and function of skeletal, articular, muscular, and peripheral nervous systems
with clinical applications; cadaver lab included
Outcomes:
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Anatomical Terms
Upon completion of this class students will be able to accomplish the following:
Be familiar with the anatomical terms and their meanings for the human skeletal, peripheral nervous, articular, and
muscular systems in relation to movement and orthopaedics.
Movement
Identify and discuss the structures, functions and inter-relationships of the human skeletal, peripheral nervous,
articular, and muscular systems with respect to movement.
EXSC 414
Advanced athletic training skills, including taping, bracing and splinting, custom-fitted equipment, massage and
stretching techniques, and emergency splinting and transport
Outcomes:
CAATE Competencies
At the end of this course, the student will demonstrate competency in each of the following CAATE competencies:
Select and fit appropriate standard protective equipment on the patient for safe participation in sport and/or physical
activity. This includes but is not limited to: Shoulder Pads, Helmet/Headgear, Footwear, Mouthguard, Prophylactic
Knee Brace, Prophylactic Ankle Brace, Other Equipment (as appropriate
Special Protective Procedures and Devices
Select, fabricate, and apply appropriate preventive taping and wrapping procedures, splints, braces, and other special
protective devices. Procedures and devices should be consistent with sound anatomical and biomechanical
principles.
Environmental Data
Obtain, interpret, and make decisions regarding environmental data. This includes, but is not limited to the ability
to:RM-P6.2. Formulate and implement a comprehensive, proactive emergency action plan specific to lightening
safety
Apply and Document Special Tests and Instruments
Apply commonly used special tests and instruments (e.g., otoscope, stethoscope, ophthalmoscope, peak flowmeter,
chemical ―dipsticks‖ [or similar devices]) and document the results for the assessment of: Vital signs including
respiration (including asthma), pulse and circulation, and blood pressure
Emergency Treatment Strategies
Implement appropriate emergency treatment strategies, including but not limited to:AC-P3c Establish and maintain
an airway in a patient wearing shoulder pads, headgear or other protective equipment and/or with a suspected spine
injury
Techniques for Therapeutic Exercises
Instruct the patient in proper techniques of commonly prescribed therapeutic exercises.
Risk Management Plans for Safe and Efficient Health Care Facility
Develop risk management plans, including facility design, for safe and efficient health care facilities.
Risk Management Plan for Security and Protection
Develop a risk management plan that addresses issues of liability reduction; security, fire, and facility hazards;
electrical and equipment safety; and emergency preparedness.
Athletic Training Policies and Procedures Within a Health Care Facility
Develop policy and write procedures to guide the intended operation of athletic training services within a health care
facility.
EXSC 415
Hydrotherapy, massage, traction, radiant energy, heat, cold, and electrotherapy
Outcomes:
Cryotherapy
The student will demonstrate the ability to properly select the appropriate parameters, prepare, and apply a(n):
a.cold whirlpool treatment b.controlled cold therapy unit c.ice bag d.vapo-coolant spray e.ice immersion f.ice
massage g.contrast bath h.cryokinetics
Thermotherapy
The student will demonstrate the ability to properly select appropriate parameters, prepare, and apply a(n):
a.moist heat pack b.paraffin treatment c.warm whirlpool treatment d.fluidotherapy e.diathermy f.infrared
Electrotherapy
The student will demonstrate the ability to properly select appropriate parameters, prepare, and apply a(n):
a.sensory-level pain control treatment b.noxious-level pain control treatment c.motor-level pain control treatment
d.muscle re-education treatment e.muscle pumping treatment f.acute edema treatment g.chronic edema treatment
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h.muscle spasm treatment i.muscle splinting treatment j.muscle atrophy retardation treatment k.iontophoresis
treatment l.MENS treatment
Electrical Stimulation Units
The student will demonstrate proficiency in the setup and application of the following types of electrical stimulation
units:
a.Monophasic stimulator (e.g., high volt stimulation) b.Biphasic stimulator (e.g., TENS, NMES) c.Direct current
(e.g., iontophoresis) d.Alternating current (e.g., interferential, NMES)
Ultrasound
The student will demonstrate the ability to properly select appropriate parameters, prepare, and apply a:
a.thermal direct/indirect ultrasound treatment b.non-thermal direct/indirect ultrasound treatment c.combination
electric-stimulation/ultrasound treatment d.phonophoresis treatment
Traction
The student will demonstrate the ability to properly select appropriate parameters, prepare, and apply:
a.mechanical traction b.manual traction c.positional traction
Intermittent Compression
The student will demonstrate the ability to properly select appropriate parameters, prepare, and apply intermittent
compression.
Massage
The student will demonstrate the ability to prepare and apply a massage treatment. The student will demonstrate the
ability to properly perform massage strokes.
a.effleurage b.petrissage c.friction d.tapotement e.vibration
EXSC 416
Basic principles of injury evaluation; evaluation techniques specific to lower-extremity injuries.
Outcomes:
Instructing and Interpretting Fitness Tests
Instruct the patient how to properly perform fitness tests to assess his or her physical status and readiness for
physical activity. Interpret the results of these tests according to requirements established by appropriate governing
agencies and/or a physician. These tests should assess: Muscular Endurance, Agility, Speed.
Appropriate Fitness Programs for Patients
Develop a fitness program appropriate to the patient‘s needs and selected activity or activities that meet the
requirements established by the appropriate governing agency and/or physician for enhancing: Cardiovascular
Endurance, Speed
Inspection/Observation of the Clinical Signs Associated with
Perform inspection/observation of the clinical signs associated with common injuries including deformity, posturing
and guarding, edema/swelling, hemarthrosis, and discoloration.
Palpate the bones and soft tissues to determine normal or pathological characteristics.
Measure the active and passive joint range of motion using commonly accepted techniques, including the use of a
goniometer and inclinometer.
Grade the resisted joint range of motion/manual muscle testing and break tests.
Apply appropriate stress tests for ligamentous or capsular stability, soft tissue and muscle, and fractures.
Apply appropriate special tests for injuries to the specific areas of the body as listed above.
Assess neurological status, including cranial nerve function, myotomes, dermatomes and reflexes, and circulatory
status.
Document the results of the assessment including the diagnosis.
Patient's Prior and Present Medical History
Obtain a medical history of the patient that includes a previous history and a history of the present condition.
Perform a visual observation of the clinical signs associated with common injuries and/or illnesses including
deformity, edema/swelling, discoloration, and skin abnormalities.
Palpate the bones and soft tissues, including the abdomen, to determine normal or pathological characteristics.
EXSC 417
Injury evaluation techniques specific to the upper extremities and trunk
Outcomes:
Mechanisms of Common Injuries in Various Sports
Upon completion of this course, the student will understand and be able to explain and/or demonstrate by
performance on an exam:
Mechanisms of common injuries in various sports.
Evaluation and Diagnostic Terminology
Basic principles of evaluation and diagnostic terminology.
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Upper Extremity Injuries
Signs and symptoms of upper extremity injuries.
Injury Evaluation
Specific steps in injury evaluation.
Evaluation Techniques for Upper Extremity Injuries
Evaluation techniques, including special tests, used to identify and assess degree of disability of the upper extremity.
Manual Muscle Testing
Proficiency in performing manual muscle testing of the upper extremity.
Girth and Goniometric Measurements
Proficiency in performing girth and goniometric measurements of the upper extremity.
On-the-Field/Off-the-Field Injury Management
Basic on-the-field/off-the-field injury management.
EXSC 418
Basic principles, techniques, and progression of orthopedic/musculoskeletal rehabilitation
Outcomes:
Tissue Healing
Understand tissue healing and how therapeutic exercise affects tissue healing.
Functional Progression
Understand the concept of functional progression and how it guides individual rehabilitation protocols.
Rehabilitation is not a recipe that fits all people.
Therapeutic Exercise, Range of Motion, and Manual Therapy Te
Apply and understand therapeutic exercise, range of motion, and manual therapy techniques to enhance the goals
within a rehabilitation plan for athletic injury.
Goals of Rehabilitation
Synthesize the different goals of rehabilitation to be combined for any injury and condition to return the patient to
full activity.
EXSC 419
Discussion of current medical issues in athletic training, with guest lectures by medical specialists
Outcomes:
Exposure to a Variety of Medical Conditions
Advanced seminar type class for exposure to a variety of medical conditions, given from MD‘s point of view.
Common Athlete illnesses
Learn a medical doctor‘s approach to illnesses which athletes commonly experience.
Athletic Trainer's Responsibility
Integrate the athletic trainer‘s responsibility as it pertains to a team approach with the physician.
EXSC 423
Management and administration of athletic training facilities and staff members
Outcomes:
Planning, Coordinating, and Supervising
Explain the importance of planning, coordinating, and supervising in the administration of an athletic training
room/program.
Budgeting Systems
Explain various budgeting systems and develop budgets for high school and collegiate athletic training programs.
Athletic Training Facilities
Design athletic training facilities to meet specific needs.
State Regulation and 3rd Party Reimbursement
Explain the significance of state regulation for the athletic training profession and its relationship to 3rd party
reimbursement.
The Impact of Insurance and 3rd Party Reimbursement
Explain the impact that insurance and 3rd party reimbursement has on athletic training.
Emergency Plans
Be able to develop emergency plans for athletic training settings.
Negligence
Explain the elements of negligence and to understand legal issues facing athletic trainers, as well as the role of risk
management.
Pre-Participation Exams
Explain how to efficiently and effectively organize pre-participation exams.
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Personnel Management
Explain key concepts in personnel management, including communication, motivation, evaluations, e
Technology and Information Management
Explain the role of technology and information management in athletic training settings.
Leadership Skills
Develop and incorporate individual leadership skills; as well as increase personal awareness, gain self-confidence,
and foster cohesive and caring relationships
EXSC 460
Fundamentals of body mechanics and therapeutic exercise, coupled with kinesiological principles for
detection and correction of basic neuromusculoskeletal anomalies
Outcomes:
Basic Othopedic Terminology
Upon completion of this class students will be able to accomplish the following:
Demonstrate an understanding of basic orthopedic terminology dealing with posture, movement and pathology.
Osteokinematic and Arthrokinematic Movement
Demonstrate an understanding of traditional, osteokinematic and arthrokinematic movement
Therapeutic Exercise
Demonstrate an understanding of therapeutic exercise particularly active-resistive exercise and manual muscle
testing and manual passive exercise and stretching.
Postural Evaluation
Be able to perform a postural evaluation, both grossly and at individual joints
Etiology
Demonstrate an understanding of the etiology, clinical significance and treatment of congenital and acquired
orthopedic impairments of the upper and lower extremities and trunk.
Writing Therapeutic Exercise Programs
Where applicable, be able to write a therapeutic exercise program for the orthopedic impairments discussed in class.
Normal and Pathologic Gait
Demonstrate an understanding of normal and pathologic gait.
EXSC 463
The function of the physiological systems and their responses to acute and chronic exercise
Outcomes:
Anaerobic and Aerobic Metabolic Pathways
the substrates used, amount and rate of ATPresynthesized, metabolic end products, and controlof anaerobic and
aerobic metabolic pathways.
Physical Conditioning
the responses to acute bouts of exercise and themechanisms of the observed response, and thephysiological
adaptations which occur as a resultof physical conditioning.
Principles of Physical Conditioning
the physiological rationale for applying the eight principles of physical conditioning to improve health, fitness, and
performance.
Depolarization of Skeletal Muscle
the depolarization of skeletal muscle beginning atthe spinal cord and ending with the contraction ofthe muscle fiber.
Transportation and Diffusion of O2 and CO2
the transportation and diffusion of O2 and CO2through the pulmonary and systemic circuits atrest and during
exercise.
Skeletal Muscle Fiber Types
the physiological and functional differences between the three skeletal muscle fiber types.
Restand Interaction
the interaction of the nervous, muscle, cardiovascular,pulmonary, and metabolic systems at restand during exercise.
Cardiovascular System
the normal anatomy and physiology of the heart, blood, and blood vessels. Describe the normal function of the
cardiovascular system at rest and during exercise.
Appreciation for How the Human Body Functions
You will gain a greater appreciation for how thehuman body functions during the increased metabolicdemands of
exercise. During this course youwill study the nervous, muscle, cardiovascular,pulmonary, and metabolic systems
and their integration.This course takes an incremental approach tothe study of exercise physiology. By the end of
thiscourse, you should be able to describe• the function of sympathetic, parasympathetic, andsomatic motor neurons,
including differences instructure, neurotransmitters, receptors and efferentorgans.
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EXSC 464
Introduction of laboratory and field methods; applying principles of exercise physiology to assessing physical fitness
and physiological responses to exercise
Outcomes:
Applying Knowledge of Exercise Physiology
The purpose of this class is to apply knowledge of exercise physiology to the assessment of the five
components of health related physical fitness. The labs are the means to review and apply the physiology
of exercise and to develop and practice fundamental skills related to the assessment of physical fitness.
EXSC 468
Applying scientific principles to problems in conditioning
Outcomes:
Writing Prescriptions of Activity
At the conclusion of the course, the student will be able to write prescriptions of activity for individuals of selected
levels of age and fitness for the following:
A. Endurance
1. Speed/Explosive endurance
2. Anaerobic endurance
3. Aerobic endurance
B. Strength
1. Beginners
2. Athletes
3. Body builders
C. Nutrition
D. Weight Control
1. Weight loss
2. Weight gain
E. Flexibility
F. Plyometricssion of the course, the student will be able to write prescriptions of activity for
EXSC 494
Classroom and field experience. Modules include injury assessment and management, rehabilitation skills, and
knowledge of general medical conditions.
Outcomes:
Administrative Policies and Procedures
After completing this course, the student will be able to understand and apply administrative policies and
procedures.
General Medical Assessment Skills
Demonstrate general medical assessment skills.
Care and Prevention
Understand how to care for and prevent various general medical (respiratory, cardiac,
gastric, genitourinary) pathologies.
EXSC 495
Classroom and field experience. Modules include injury assessment and management, rehabilitation skills, nutrition,
and dermatology.
Outcomes:
Pharmacology
After completing this course, the student will:
Demonstrate understanding of pharmacology, pharmacological processes, and the university‘s medication policies
and procedures.
Basic Nutrition Guidelines
Demonstrate knowledge of basic nutrition guidelines for athletes.
Eating Disorders
Demonstrate knowledge of eating disorders and disordered eating and possess the ability to intervene with athletes
who suffer from such disorders.
Upper Extremity Injuries
Demonstrate the skills necessary to properly evaluate, care for, rehabilitate, and prevent upper extremity injuries.
General Medical Pathologies
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Demonstrate the skills necessary to properly evaluate, care for, and prevent various general
medical (common syndromes and diseases, dermatology) pathologies.
EXSC 498
Synthesizing and integrating student classroom and clinical experiences in preparation for BOC examination
resulting in certification of allied health professionals.
Outcomes:
BOC Exam Registration Process
Explain, describe and complete the BOC exam registration process.
Exam Preparation Schedule
Design and follow athletic training content exam preparation schedule.
Possibilities of Practice in AT
Understand the possibilities of practice in AT.
Significance of BOC Certification
Explain the significance of BOC certification and state regulation for the athletic training profession.
Deficiencies in Knowledge and Skills
Define deficiencies in you athletic training education knowledge and skills.
Emergency Plans
Develop and implement emergency plans in the practice of athletic training
Legal Issues
Explain legal issues facing athletic trainers.
Technology and Information Management
Explain the role of technology and information management in athletic training settings.
Requirements to Maintain BOC Certification
Understand the requirements to maintain BOC certification.
NATA Education Council Competencies
Have completed all NATA Education Council competencies.
EXSC 501
Sports medicine pathologies and related pharmacology for a variety of sports medicine/allied health care
professions. NOTE: Meets required NATA athletic training educational competencies.
Outcomes:
Basic Knowledge of Human Anatomy and Physiology
After completing this course, the student will:1. Synthesize basic knowledge of human anatomy and physiology to
develop knowledge of the causes, pathophysiology, and clinical features of the various conditions affecting the
body. Considering you have completed a physiology course you will be required to recall that information
Pharmacokinetics and Pharmacodynamics Principles
Understand basic pharmacokinetics and pharmacodynamics principles.
Administration of Prescription and Nonprescription Drugs
Describe proper maintenance and documentation of records for the administration of prescription and
nonprescription drugs.
Routes Used to Administer Medications
Understand advantages and disadvantages of common routes used to administer medications.
Pharmacological Intervention
Analyze relationships between inflammation, repair, regeneration, and healing as they relate to pharmacological
intervention.
Reference Sources for Pharmacological Information
Utilize reference sources for pharmacological information.
Patient Information for Prescription and Nonprescription Age
Synthesize patient information for prescription and nonprescription agents associated with the treatment and relief of
symptoms from illness and injuries.
Clinical use of Various Prescription and Nonprescription Age
Understand clinical use of various prescription and nonprescription agents associated with the treatment and relief of
symptoms from illnesses and injuries.
Clinico-Pathological Signs and Symptoms
Evaluate clinico-pathological signs and symptoms for specific medical conditions that assist the sport
medicine/allied health care clinician in correlating findings in determining the course of action for illness and
disease
Current Banned-Drug Lists
Identify sources of current banned-drug lists published by various associations.
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Drug Testing and Screening Program
Describe basic concepts of organizing and coordinating a drug testing and screening program.
HLTH 320
In-depth coverage of first aid procedures for injuries and sudden illness. Leads to first aid and CPR certifications.
Outcomes:
CPR, AED, Bandaging, and Splinting
Demonstrate the skills involving cardiopulmonary rescuitation (CPR), automated external defibrillation (AED),
bandaging, and splinting.
Importance of First Aid
Identify the importance of first aid and emergency care
Emergency Problems
Recognize specific emergency problems (i.e., heart attack, fracture, open wound, burn insect sting) through their
signs and symptoms.
Emergency Decisions
Identify the decisions involved during an emergency.
First Aid and Emergency Care Procedures
Describe proper first aid and emergency care procedures for specific emergency problems.
MMBIO 221
Microbial world, emphasizing communicable diseases, their causes and control.
NDFS 310
Scientific basis for the role of nutrition in human performance. Critical evaluation of popular practices; making
optimal food choices for physical activity.
Outcomes:
Nutrition and Physical Performance
Students will apply their current understanding of nutrition to aspects of physical performance.
Scientific Research and Evaluation
Demonstrate ability to search, interpret, and summarize original scientific information. Evaluate nutritional claims
for scientific accuracy
Evidence-based Nutrition Recommendations
Demonstrate knowledge of evidence-based nutrition recommendations.
Critical Thinking and Data Analysis
Demonstrate critical thinking skills in problem identification and data analysis, and in recognizing the implications
of decisions.
Sports Nutrition Evaluation
Develop critical thinking skills in evaluating nutritional claims regarding sports performance
Energy Systems
Describe the factors (exercise intensity, duration, substrate availability, and endocrine) that affect the ability of the
body to utilize energy systems.
PDBIO 220
Structure and function of the human body. Lab included
Outcomes:
Body Organs and Organ Systems
Students will be able to list the name, location, and function of each of the body‘s organs and organ systems.
Tissue Structures
Students will demonstrate an understanding of the basic microscopic underpinnings of tissue structures and be able
to name them.
Appreciating the Human Body
Students will demonstrate a greater understanding and appreciation for the human body, it‘s overall design and
connections to other living organisms, and what a marvelous creation it is.
PDBIO 305
Function of body organ systems.
PSYCH 111
Basic course in modern scientific psychology.
Outcomes:
Knowledge of theoretical perspectives
Objective: Demonstrate a broad knowledge of the basic theoretical perspectives that guide psychological inquiry.
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Measurement:Examinations, quizzes, comprehensive final examination that includes questions common to all
Psychology 111 sections.
Applying psychological principles
Objective: Apply psychological principles to personal and social issues and problems.
Measurement:Examinations, quizzes, comprehensive final examination that includes questions common to all
Psychology 111 sections, response papers to essays written by practicing research psychologists or term paper.
Research methods
Objective: Understand the basic research methods used in psychology, including classical and current experiments.
Measurement:Examinations, quizzes, comprehensive final examination that includes questions common to all
Psychology 111 sections, response papers to essays written by practicing research psychologists or term paper,
participation as a subject in actual psychological research.
STAT 221
Stemplots, boxplots, histograms, scatterplots; central tendency, variability; confidence intervals and hypothesis
testing involving one and two means and proportions; contingency tables, simple linear regression.
STDEV 170
Overview of health professions: medical, dental, and other specialties. Primary focus on guest lectures from various
practitioners and clinicians.
Outcomes:
Gain a basic understanding of a significant number of health professions.
Increase knowledge of health professions through conversing with health care professionals.
Learn more about health care provision through service learning in preparation for service-oriented health
professions.
Increase awareness of the requirements to enter various health professions and where to find additional information
about their preferred health care field.
Links to Requirements
MAP
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APPENDIX F
Competencies and Clinical Proficiencies
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Competency
Code
Competency
EBP
Evidence Based Practice
EBP-1
EBP-2
Define evidence-based practice as it relates to athletic training clinical practice.
Explain the role of evidence in the clinical decision making process.
EBP-3
Describe and differentiate the types of quantitative and qualitative research,
research components, and levels of research evidence.
EBP-4
Describe a systematic approach (eg, five step approach) to create and answer a
clinical question through review and application of existing research.
EBP-5
Develop a relevant clinical question using a pre-defined question format (eg,
PICO= Patients, Intervention, Comparison, Outcomes; PIO = Patients,
Intervention, Outcomes).
EBP-6
Describe and contrast research and literature resources including databases and
online critical appraisal libraries that can be used for conducting clinically-relevant
searches
EBP-7
Conduct a literature search using a clinical question relevant to athletic training
practice using search techniques (eg, Boolean search, Medical Subject Headings)
and resources appropriate for a specific clinical question.
EBP-9
Use standard criteria or developed scales (eg, Physiotherapy Evidence Database
Scale [PEDro], Oxford Centre for Evidence Based Medicine Scale) to critically
appraise the structure, rigor, and overall quality of research studies.
EBP-10
Determine the effectiveness and efficacy of an athletic training intervention
utilizing evidence-based practice concepts.
EBP-11
Explain the theoretical foundation of clinical outcomes assessment (eg,
disablement, health-related quality of life) and describe common methods of
outcomes assessment in athletic training clinical practice (generic, diseasespecific, region-specific, and dimension-specific outcomes instruments).
EBP-12
Describe the types of outcomes measures for clinical practice (patient-based and
clinician-based) as well as types of evidence that are gathered through outcomes
assessment (patient-oriented evidence versus disease-oriented evidence).
EBP-13
Understand the methods of assessing patient status and progress (eg, global
rating of change, minimal clinically important difference, minimal detectable
difference) with clinical outcomes assessments.
Apply and interpret clinical outcomes to assess patient status, progress, and
change using psychometrically sound outcome instruments.
EBP-14
PHP
Prevention and Health Promotion
PHP-1
Describe the concepts (eg, case definitions, incidence versus prevalence,
exposure assessment, rates) and uses of injury and illness surveillance relevant to
athletic training.
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PHP-2
Identify and describe measures used to monitor injury prevention strategies (eg,
injury rates and risks, relative risks, odds ratios, risk differences, numbers needed
to treat/harm).
PHP-3
Indentify modifiable/non-modifiable risk factors and mechanisms for injury and
illness.
PHP-4
Explain how the effectiveness of a prevention strategy can be assessed using
clinical outcomes, surveillance, or evaluation data.
PHP-5
Explain the precautions and risk factors associated with physical activity in
persons with common congenital and acquired abnormalities, disabilities, and
diseases.
PHP-6
Summarize the epidemiology data related to the risk of injury and illness
associated with participation in physical activity.
PHP-7
Implement disinfectant procedures to prevent the spread of infectious diseases
and to comply with Occupational Safety and Health Administration (OSHA) and
other federal regulations.
PHP-8
Identify the necessary components to include in a preparticipation physical
examination as recommended by contemporary guidelines (eg, American Heart
Association, American Academy of Pediatrics Council on Sports Medicine &
Fitness).
PHP-9
Explain the role of the preparticipation physical exam in identifying conditions
that might predispose the athlete to injury or illness.
PHP-10
Explain the principles of the body’s thermoregulatory mechanisms as they relate
to heat gain and heat loss.
PHP-11
Explain the principles of environmental illness prevention programs to include
acclimation and conditioning, fluid and electrolyte replacement requirements,
proper practice and competition attire, hydration status, and environmental
assessment (eg, sling psychrometer, wet bulb globe temperatures [WBGT], heat
index guidelines).
PHP-12
Summarize current practice guidelines related to physical activity during extreme
weather conditions (eg, heat, cold, lightning, wind).
PHP-13
Obtain and interpret environmental data (web bulb globe temperature [WBGT],
sling psychrometer, lightning detection devices) to make clinical decisions
regarding the scheduling, type, and duration of physical activity.
PHP-14
Assess weight loss and hydration status using weight charts, urine color charts, or
specific gravity measurements to determine an individual’s ability to participate in
physical activity in a hot, humid environment.
PHP-15
Use a glucometer to monitor blood glucose levels, determine participation status,
and make referral decisions.
PHP- 16
Use a peak-flow meter to monitor a patient’s asthma symptoms, determine
participation status, and make referral decisions.
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PHP-17
Explain PHP-17. Explain the etiology and prevention guidelines associated with
the leading causes of sudden death during physical activity, including but not
limited to:
PHP-17i. Lightning strike
PHP-17a. Cardiac arrhythmia or arrest
PHP-17b. Asthma
PHP-17c. Traumatic brain injury
PHP-17d. Exertional heat stroke
PHP-17e. Hyponatremia
PHP-17f. Exertional sickling
PHP-17g. Anaphylactic shock
PHP-17h. Cervical spine injury
PHP-17i. Lightning strike
PHP-18
Explain strategies for communicating with coaches, athletes, parents,
administrators, and other relevant personnel regarding potentially dangerous
conditions related to the environment, field, or playing surfaces.
PHP-19
Instruct clients/patients in the basic principles of ergodynamics and their
relationship to the prevention of illness and injury.
PHP-20
Summarize the basic principles associated with the design, construction, fit,
maintenance, and reconditioning of protective equipment, including the rules
and regulations established by the associations that govern its use.
PHP-21
Summarize the principles and concepts related to the fabrication, modification,
and appropriate application or use of orthotics and other dynamic and static
splints.
PHP-22
Fit standard protective equipment following manufacturers’ guidelines.
PHP-23
Apply preventive taping and wrapping procedures, splints, braces, and other
special protective devices.
PHP-24
Summarize the general principles of health maintenance and personal hygiene,
including skin care, dental hygiene, sanitation, immunizations, avoidance of
infectious and contagious diseases, diet, rest, exercise, and weight control.
PHP-25
Describe the role of exercise in maintaining a healthy lifestyle and preventing
chronic disease.
PHP-26
Indentify and describe the standard tests, test equipment, and testing protocols
that are used for measuring fitness, body composition, posture, flexibility,
muscular strength, power, speed, agility, and endurance.
PHP-27
Compare and contrast the various types of flexibility, strength training, and
cardiovascular conditioning programs to include expected outcomes, safety
precautions, hazards, and contraindications. Add activites for AT?
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PHP-28
Adminster and interpret fitness tests to assess a client’s/patient’s physical status
and readiness for physical activity.
PHP-29
Explain the basic concepts(clarify) and practice (of fitness and wellness
screening). Y-BE-Fit?
PHP-30
Design a fitness program to meet the individual needs of a client/patient based
on the results of standard fitness assessments and wellness screening. Health
Promotion?
PHP-31
Instruct a client/patient regarding fitness exercises and the use of muscle
strengthening equipment to include correction or modification of inappropriate,
unsafe, or dangerous lifting techniques. Add Activities for AT?
PHP-32
Describe the role of nutrition in enhancing performance, preventing injury or
illness, and maintaining a healthy lifestyle.
PHP-33
Educate clients/patients on the importance of healthy eating, regular exercise,
and general preventative strategies for improving or maintaining health and
quality of life. Health Promotion Class
PHP-34
Describe contemporary nutritional intake recommendations and explain how
these recommendations can be used in performing a basic dietary analysis and
providing appropriate general dietary recommendations.
PHP-35
Describe the proper intake, sources of, and effects of micro- and macronutrients
on performance, health, and disease.
PHP-36
Describe current guidelines for proper hydration and explain the consequences of
improper fluid/electrolyte replacement.
PHP-37
Identify, analyze, and utilize the essential components of food labels to determine
the content, quality, and appropriateness of food products.
PHP-38
Describe nutritional principles that apply to tissue growth and repair.
PHP-39
Describe changes in dietary requirements that occur as a result of changes in an
individual’s health, age, and activity level.
PHP-40
Explain the physiologic principles and time factors associated with the design and
planning of pre-activity and recovery meals/snacks and hydration practices.
PHP-41
Identify the foods and fluids that are most appropriate for pre-activity, activity,
and recovery meals/snacks.
PHP-42
Explain how changes in the type and intensity of physical activity influence the
energy and nutritional demands placed on the client/patient.
PHP-43
Describe the principles and methods of body composition assessment to assess a
client’s/ patient’s health status and to monitor changes related to weight
management, strength training, injury, disordered eating, menstrual status,
and/or bone density status. ?
PHP-44
PHP-45
Assess body composition by validated techniques.
Describe contemporary weight management methods and strategies needed to
support activities of daily life and physical activity. Health Promotion
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PHP-46
Identify and describe the signs, symptoms, physiological, and psychological
responses of clients/patients with disordered eating or eating disorders.
PHP-47
Describe the method of appropriate management and referral for clients/patients
with disordered eating or eating disorders in a manner consistent with current
practice guidelines.
PHP-48
Explain the known usage patterns, general effects, and short- and long-term
adverse effects for the commonly used dietary supplements, performance
enhancing drugs, and recreational drugs.
PHP-49
Identify which therapeutic drugs, supplements, and performance-enhancing
substances are banned by sport and/or workplace organizations in order to
properly advise clients/patients about possible disqualification and other
consequences
CE
Clinical Examination and Diagnosis
CE-1
Describe the normal structures and interrelated functions of the body systems.
CE-2
Describe the normal anatomical, systemic, and physiological changes associated
with the lifespan.
CE-3
Identify the common congenital and acquired risk factors and causes of
musculoskeletal injuries and common illnesses that may influence physical
activity in pediatric, adolescent, adult, and aging populations.
CE-4
Describe the principles and concepts of body movement, including normal
osteokinematics and arthrokinematics.
CE-5
Describe the influence of pathomechanics on function.
CE-6
Describe the basic principles of diagnostic imaging and testing and their role in
the diagnostic process. EBM/EBP?
CE-7
Identify the patient’s participation restrictions (disabilities) and activity limitations
(functional limitations) to determine the impact of the condition on the patient’s
life.
CE-8
Explain the role and importance of functional outcome measures in clinical
practice and patient health-related quality of life.
CE-9
Identify functional and patient-centered quality of life outcome measures
appropriate for use in athletic training practice.
CE-10
Explain diagnostic accuracy concepts including reliability, sensitivity, specificity,
likelihood ratios, prediction values, and pre-test and post-test probabilities in the
selection and interpretation of physical examination and diagnostic procedures.
EBP
CE-11
Explain the creation of clinical prediction rules in the diagnosis and prognosis of
various clinical conditions
CE-12
Apply clinical prediction rules (eg, Ottawa Ankle Rules) during clinical examination
procedures.
CE-13
Obtain a thorough medical history that includes the pertinent past medical
history, underlying systemic disease, use of medications, the patient’s perceived
pain, and the history and course of the present condition
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CE-14
Differentiate between an initial injury evaluation and follow-up/reassessment as
a means to evaluate the efficacy of the patient's treatment/rehabilitation
program, and make modifications to the patient's program as needed.
CE-15
Demonstrate the ability to modify the diagnostic examination process according
to the demands of the situation and patient responses.
CE-16
Recognize the signs and symptoms of catastrophic and emergent conditions and
demonstrate appropriate referral decisions.
CE-17
Use clinical reasoning skills to formulate an appropriate clinical diagnosis for
common illness/disease and orthopedic injuries/conditions.
CE-18
Incorporate the concept of differential diagnosis into the examination process.
CE-19
Determine criteria and make decisions regarding return to activity and/or sports
participation based on the patient’s current status.
CE-20
Use standard techniques and procedures for the clinical examination of common
injuries, conditions, illnesses, and diseases including, but not limited to:
CE-20a. history taking
CE-20b. inspection/observation
CE-20c. palpation
CE-20d. functional assessment
CE-20e. selective tissue testing techniques / special tests
CE-20f. neurological assessments (sensory, motor, reflexes, balance, cognitive
function)
CE-20g. respiratory assessments (auscultation, percussion, respirations, peakflow)
CE-20h. circulatory assessments (pulse, blood pressure, auscultation)
CE-20i. abdominal assessments (percussion, palpation, auscultation)
CE-20j. other clinical assessments (otoscope, urinalysis, glucometer, temperature,
opthalmoscope)
CE-21
Assess interpret findings from a physical examination that is based on the
patient’s clinical presentation. This exam can include:
CE-21a. Assessment of posture, gait, and movement patterns
CE-21b. Palpation
CE-21c. Muscle function assessment
CE-21d. Assessment of quantity and quality of osteokinematic joint motion
CE-21e. Capsular and ligamentous stress testing
CE-21f. Joint play (arthrokinematics)
CE-21g. Selective tissue examination techniques / special tests
CE-21h. Neurologic function (sensory, motor, reflexes, balance, cognition)
CE-21i. Cardiovascular function (including differentiation between normal and
abnormal heart sounds, blood pressure, and heart rate)
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CE-21j. Pulmonary function (including differentiation between normal breath
sounds, percussion sounds, number and characteristics of respirations, peak
expiratory flow)
CE-21k. Gastrointestinal function (including differentiation between normal and
abnormal bowel sounds)
CE-21l. Genitourinary function (urinalysis)
CE-21m. Ocular function (vision, ophthalmoscope)..
CE-22
CE-21n. Function of the ear, nose, and throat (including otoscopic evaluation)
CE-21o. Dermatological assessment
CE-21p. Other assessments (glucometer, temperature)
Determine when the findings of an examination warrant referral of the patient.
CE-23
Describe current setting-specific (eg, high school, college) and activity-specific
rules and guidelines for managing injuries and illnesses.
AC
Acute Care of Injuries and Illnesses
AC-1
Explain the legal, moral, and ethical parameters that define the athletic trainer's
scope of acute and emergency care.
Differentiate the roles and responsibilities of the athletic trainer from other prehospital care and hospital-based providers, including emergency medical
technicians/paramedics, nurses, physician assistants, and physicians.
AC-2
AC-3
Describe the hospital trauma level system and its role in the transportation
decision-making process.
AC-4
Demonstrate the ability to perform scene, primary, and secondary surveys.
AC-5
Obtain a medical history appropriate for the patient’s ability to respond.
AC-6
When appropriate, obtain and monitor signs of basic body functions including
pulse, blood pressure, respiration, pulse oximetry, pain, and core temperature.
Relate changes in vital signs to the patient’s status.
AC-7
Differentiate between normal and abnormal physical findings (eg, pulse, blood
pressure, heart and lung sounds, oxygen saturation, pain, core temperature) and
the associated pathophysiology.
AC-8
Explain the indications, guidelines, proper techniques, and necessary supplies for
removing equipment and clothing in order to access the airway, evaluate and/or
stabilize an athlete’s injured body part.
AC-9
Differentiate the types of airway adjuncts (oropharygneal airways [OPA],
nasopharyngeal airways [NPA] and supraglottic airways [King LT-D or Combitube])
and their use in maintaining a patent airway in adult respiratory and/or cardiac
arrest.
Establish and maintain an airway, including the use of oro- and nasopharygneal
airways, and neutral spine alignment in an athlete with a suspected spine injury
who may be wearing shoulder pads, a helmet with and without a face guard, or
other protective equipment.
Determine when suction for airway maintenance is indicated and use according
to accepted practice protocols.
AC-10
AC-11
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AC-12
AC-13
Identify cases when rescue breathing, CPR, and/or AED use is indicated according
to current accepted practice protocols.
Utilize an automated external defibrillator (AED) according to current accepted
practice protocols.
AC-14
Perform one- and two- person CPR on an infant, child and adult.
AC-15
Utilize a bag valve and pocket mask on a child and adult using supplemental
oxygen.
AC-16
Explain the indications, application, and treatment parameters for supplemental
oxygen administration for emergency situations.
AC-17
Adminster supplemental oxygen with adjuncts (eg, non-rebreather mask, nasal
cannula).
AC-18
Assess oxygen saturation using a pulse oximeter and interpret the results to guide
decision making.
AC-19
Explain the proper procedures for managing external hemorrhage (eg, direct
pressure, pressure points, tourniquets) and the rationale for use of each.
AC-20
Select and use the appropriate procedure for managing external hemorrhage.
AC-21
Explain aseptic or sterile techniques, approved sanitation methods, and universal
precautions used in the cleaning, closure, and dressing of wounds.
AC-22
Select and and use appropriate procedures for the cleaning, closure, and dressing
of wounds, identifying when referral is necessary.
AC-23
Use cervical stabilization devices and techniques that are appropriate to the
circumstances of an injury.
AC-24
Demonstrate proper positioning and immobilization of a patient with a suspected
spinal cord injury.
AC-25
Perform patient transfer techniques for suspected head and spine injuries
utilizing supine log roll, prone log roll with push, prone log roll with pull, and liftand-slide techniques.
AC-26
Select the appropriate spine board, including long board or short board, and use
appropriate immobilization techniques based on the circumstance of the
patient’s injury.
AC-27
Explain the role of core body temperature in differentiating between exertional
heat stroke, hyponatremia, and head injury.
AC-28
Differentiate the different methods for assessing core body temperature.
AC-29
AC-30
Assess core body temperature using a rectal probe
Explain the role of rapid full body cooling in the emergency management of
exertional heat stroke.
AC-31
Assist the patient in the use of a nebulizer treatment for an asthmatic attack.
AC-32
Determine when use of a metered-dose inhaler is warranted based on a patient’s
condition.
AC-33
Instruct a patient in the use of a meter-dosed inhaler in the presence of asthmarelated bronchospasm.
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AC-34
Explain the importance of monitoring a patient following a head injury, including
the role of obtaining clearance from a physician before further patient
participation.
AC-35
Demonstrate the use of an auto-injectable epinephrine in the management of
allergic anaphylaxis. Decide when auto-injectable epinephrine use is warranted
based on a patient’s condition.
AC-36
Identify the signs, symptoms, interventions and, when appropriate, the return-toparticipation criteria for:
AC-36a. sudden cardiac arrest
AC-36b. brain injury including concussion, subdural and epidural hematomas,
second impact syndrome and skull fracture
AC-36c. cervical, thoracic, and lumbar spine trauma
AC-36d. heat illness including heat cramps, heat exhaustion, exertional heat
stroke, and hyponatremia
AC-36e. exertional sickling associated with sickle cell trait
AC-36f. Rhabdomyolysis
AC-36g. internal hemorrhage
AC-36h. diabetic emergencies including hypoglycemia and ketoacidosis
AC-37
AC-36i. asthma attacks
AC-36j. systemic allergic reaction, including anaphylactic shock
AC-36k. epileptic and non-epileptic seizures
AC-36l. Shock
AC-36m. hypothermia, frostbite
AC-36n. toxic drug overdoses
AC-36o. local allergic reaction
Select and apply appropriate splinting material to stabilize an injured body area.
AC-38
Apply appropriate immediate treatment to protect the injured area and minimize
the effects of hypoxic and enzymatic injury.
AC-39
Select and implement the appropriate ambulatory aid based on the patient’s
injury and activity and participation restrictions.
AC-40
Determine the proper transportation technique based on the patient’s condition
and findings of the immediate examination.
Identify the criteria used in the decision-making process to transport the injured
patient for further medical examination.
AC-41
AC-42
Select and use the appropriate short-distance transportation methods, such as
the log roll or lift and slide, for an injured patient in different situations.
AC-43
Instruct the patient in home care and self-treatment plans for acute conditions.
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TI
Therapeutic Interventions
TI-1
Describe and differentiate the physiological and pathophysiological responses to
inflammatory and non-inflammatory conditions and the influence of these
responses on the design, implementation, and progression of a therapeutic
intervention.
TI-2
Compare and contrast contemporary theories of pain perception and pain
modulation.
TI-3
Differentiate between palliative and primary pain-control interventions.
TI-4
Analyze the impact of immobilization, inactivity, and mobilization on the body
systems (eg, cardiovascular, pulmonary, musculoskeletal) and injury response.
TI-5
Compare and contrast the variations in the physiological response to injury and
healing across the lifespan.
TI-6
Describe common surgical techniques, including interpretation of operative
reports, and any resulting precautions, contraindications, and comorbidities that
impact the selection and progression of a therapeutic intervention program.
TI-7
Identify patient- and clinician-oriented outcomes measures commonly used to
recommend activity level, make return to play decisions, and maximize patient
outcomes and progress in the treatment plan.
TI-8
Explain the theory and principles relating to expected physiological response(s)
during and following therapeutic interventions.
TI-9
Describe the laws of physics that (1) underlay the application of thermal,
mechanical, electromagnetic, and acoustic energy to the body and (2) form the
foundation for the development of therapeutic interventions (eg, stress-strain,
leverage, thermodynamics, energy transmission and attenuation, electricity
TI-10
Integrate self-treatment into the intervention when appropriate, including
instructing the patient regarding self-treatment plans.
TI-11
Design therapeutic interventions to meet specified treatment goals.
TI-11a. Assess the patient to identify indications, contraindications, and
precautions applicable to the intended intervention.
TI-11b. Position and prepare the patient for various therapeutic interventions.
TI-11c. Describe the expected effects and potential adverse reactions to the
patient.
TI-11d. Instruct the patient how to correctly perform rehabilitative exercises.
TI-11e. Apply the intervention, using parameters appropriate to the intended
outcome.
TI-11f. Reassess the patient to determine the immediate impact of the
intervention.
TI-12
Use the results of on-going clinical examinations to determine when a therapeutic
intervention should be progressed, regressed or discontinued.
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TI-13
Describe the relationship between the application of therapeutic modalities and
the incorporation of active and passive exercise and/or manual therapies,
including therapeutic massage, myofascial techniques, and muscle energy
techniques.
TI-14
Describe the use of joint mobilization in pain reduction and restoration of joint
mobility.
TI-15
Perform joint mobilization techniques as indicated by examination findings.
TI-16
Fabricate and apply taping, wrapping, supportive, and protective devices to
facilitate return to function.
TI-17
Analyze gait and select appropriate instruction and correction strategies to
facilitate safe progression to functional gait pattern.
TI-18
Explain the relationship between posture, biomechanics, and ergodynamics and
the need to address these components in a therapeutic intervention.
TI-19
Identify manufacturer, institutional, state, and/or federal standards that influence
approval, operation, inspection, maintenance and safe application of therapeutic
modalities and rehabilitation equipment.
TI-20
Inspect therapeutic equipment and the treatment environment for potential
safety hazards.
TI-21
Explain the federal, state, and local laws, regulations and procedures for the
proper storage, disposal, transportation, dispensing (administering where
appropriate), and documentation associated with commonly used prescription
and nonprescription medications
TI-22
Identify and use appropriate pharmaceutical terminology for management of
medications, inventory control, and reporting of pharmacological agents
commonly used in an athletic training facility.
TI-23
Use an electronic drug resource to locate and identify indications,
contraindications, precautions, and adverse reactions for common prescription
and nonprescription medications.
TI-24
Explain the major concepts of pharmacokinetics and the influence that exercise
might have on these processes.
TI-25
Explain the concepts related to bioavailability, half-life, and bioequivalence
(including the relationship between generic and brand name drugs) and their
relevance to the patient, the choice of medication, and the dosing schedule.
TI-26
Explain the pharmacodynamic principles of receptor theory, dose-response
relationship, placebo effect, potency, and drug interactions as they relate to the
mechanism of drug action and therapeutic effectiveness.
TI-27
Describe the common routes used to administer medications and their
advantages and disadvantages.
TI- 28
Properly assist and/or instruct the patient in the proper use, cleaning, and
storage of drugs commonly delivered by metered dose inhalers, nebulizers,
insulin pumps, or other parenteral routes as prescribed by the physician. Nurses
equipment?
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TI-29
Describe how common pharmacological agents influence pain and healing and
their influence on various therapeutic interventions.
TI-30
Explain the general therapeutic strategy, including drug categories used for
treatment, desired treatment outcomes, and typical duration of treatment, for
the following common diseases and conditions: asthma, diabetes, hypertension,
infections, depression, GERD, allergies, pain, inflammation, and the common cold.
TI-31
Optimize therapeutic outcomes by communicating with patients and/or
appropriate healthcare professionals regarding compliance issues, drug
interactions, adverse drug reactions, and sub-optimal therapy.
PS
Psychosocial Strategies and Referral
PS-1
Describe the basic principles of personality traits, trait anxiety, locus of control,
intrinsic and extrinsic motivation, and patient and social environment interactions
as they affect patient interactions.
PS-2
Explain xplain the theoretical background of psychological and emotional
responses to injury and forced inactivity (eg, cognitive appraisal model, stress
response model).
PS-3
Describe how psychosocial considerations affect clinical decision-making related
to return to activity or participation (eg, motivation, confidence).
PS-4
Summarize and demonstrate the basic processes of effective interpersonal and
cross-cultural communication as it relates to interactions with patients and others
involved in the healthcare of the patient.
PS-5
Summarize contemporary theory regarding educating patients of all ages and
cultural backgrounds to effect behavioral change.
PS-6
Explain the importance of educating patients, parents/guardians, and others
regarding the condition in order to enhance the psychological and emotional
well-being of the patient.
PS-7
Describe the psychological techniques (eg, goal setting, imagery, positive self-talk,
relaxation/anxiety reduction) that the athletic trainer can use to motivate the
patient during injury rehabilitation and return to activity processes.
PS-8
Describe psychological interventions (eg, goal setting, motivational techniques)
that are used to facilitate a patient's physical, psychological, and return to activity
needs.
PS-9
Describe the psychosocial factors that affect persistent pain sensation and
perception (eg, emotional state, locus of control, psychodynamic issues,
sociocultural factors, personal values and beliefs) and identify multidisciplinary
approaches for assisting patients with persistent pain.
PS-10
Explain the impact of sociocultural issues that influence the nature and quality of
healthcare received (eg, cultural competence, access to appropriate healthcare
providers, uninsured/underinsured patients, insurance) and formulate and
implement strategies to maximize client/patient outcomes.
PS-11
Describe the role of various mental healthcare providers (eg, psychiatrists,
psychologists, counselors, social workers) that may comprise a mental health
referral network.
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PS-12
Identify and refer clients/patients in need of mental healthcare.
PS-13
Identify and describe the basic signs and symptoms of mental health disorders
(eg, psychosis, neurosis; sub-clinical mood disturbances (eg, depression, anxiety);
and personal/social conflict (eg, adjustment to injury, family problems, academic
or emotional stress, personal assault or abuse, sexual assault or harassment) that
may indicate the need for referral to a mental healthcare professional.
PS-14
Describe the psychological and sociocultural factors associated with common
eating disorders.
PS-15
Identify the symptoms and clinical signs of substance misuse/abuse, the
psychological and sociocultural factors associated with such misuse/abuse, its
impact on an individual’s health and physical performance, and the need for
proper referral to a healthcare professional.
PS-16
Formulate a referral for an individual with a suspected mental health or
substance abuse problem.
PS-17
Describe the psychological and emotional responses to a catastrophic event, the
potential need for a psychological intervention and a referral plan for all parties
affected by the event.
PS-18
Provide appropriate education regarding the condition and plan of care to the
patient and appropriately discuss with others as needed and as appropriate to
protect patient privacy.
HA
HA-1
Healthcare Administration
Describe the role of the athletic trainer and the delivery of athletic training
services within the context of the broader healthcare system.
HA-2
Describe the impact of organizational structure on the daily operations of a
healthcare facility.
HA-3
Describe the role of strategic planning as a means to assess and promote
organizational improvement.
HA-4
Describe the conceptual components of developing and implementing a basic
business plan.
HA-5
Describe basic healthcare facility design for a safe and efficient clinical practice
setting.
HA-6
Explain components of the budgeting process including: purchasing, requisition,
bidding, request for proposal, inventory, profit and loss ratios, budget balancing,
and return on investments.
Assess the value of the services provided by an athletic trainer (eg, return on
investment).
HA-7
HA-8
Develop operational and capital budgets based on a supply inventory and needs
assessment; including capital equipment, salaries and benefits, trending analysis,
facility cost, and common expenses.
HA-9
Identify the components that comprise a comprehensive medical record.
HA-10
Identify and explain the statutes that regulate the privacy and security of medical
records.
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HA-11
Use contemporary documentation strategies to effectively communicate with
patients, physicians, insurers, colleagues, administrators, and parents or family
members.
HA-12
Use a comprehensive patient-file management system for appropriate chart
documentation, risk management, outcomes, and billing.
HA-13
Define state and federal statutes that regulate employment practices.
HA-14
Describe principles of recruiting, selecting, hiring, and evaluating employees.
HA-15
Identify principles of recruiting, selecting, employing, and contracting with
physicians and other medical and healthcare personnel in the deployment of
healthcare services.
HA-16
Describe federal and state infection control regulations and guidelines, including
universal precautions as mandated by the Occupational Safety and Health
Administration (OSHA), for the prevention, exposure, and control of infectious
diseases, and discuss how they apply to the practicing of athletic training.
HA-17
Identify key regulatory agencies that impact healthcare facilities, and describe
their function in the regulation and overall delivery of healthcare.
HA-18
Describe the basic legal principles that apply to an athletic trainer’s
responsibilities.
HA-19
Identify components of a risk management plan to include security, fire, electrical
and equipment safety, emergency preparedness, and hazardous chemicals.
HA-20
Create a risk management plan and develop associated policies and procedures
to guide the operation of athletic training services within a healthcare facility to
include issues related to security, fire, electrical and equipment safety,
emergency preparedness, and hazardous chemicals.
HA-21
Develop comprehensive, venue-specific emergency action plans for the care of
acutely injured or ill individuals.
HA-22
Develop specific plans of care for common potential emergent conditions (eg,
asthma attack, diabetic emergency).
HA-23
Identify and explain the recommended or required components of a preparticipation examination based on appropriate authorities’ rules, guidelines,
and/or recommendations.
HA-24
Describe a plan to access appropriate medical assistance on disease control,
notify medical authorities, and prevent disease epidemics.
HA-25
Describe common health insurance models, insurance contract negotiation, and
the common benefits and exclusions identified within these models.
HA-26
Describe the criteria for selection, common features, specifications, and required
documentation needed for secondary, excess accident, and catastrophic health
insurance.
Describe the concepts and procedures for revenue generation and
reimbursement.
HA-27
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HA-28
Understand the role of and use diagnostic and procedural codes when
documenting patient care.
HA-29
Explain typical administrative policies and procedures that govern first aid and
emergency care.
HA-30
Describe the role and functions of various healthcare providers and protocols that
govern the referral of patients to these professionals.
PD
PD-1
Professional Development and Responsibility
Summarize the athletic training profession’s history and development and how
current athletic training practice has been influenced by its past.
PD-2
Describe the role and function of the National Athletic Trainers’ Association and
its influence on the profession.
PD-3
Describe the role and function of the Board of Certification, the Commission on
Accreditation of Athletic Training Education, and state regulatory boards.
PD-4
Explain the role and function of state athletic training practice acts and
registration, licensure, and certification agencies including (1) basic legislative
processes for the implementation of practice acts, (2) rationale for state
regulations that govern the practice of athletic training, and (3) consequences of
violating federal and state regulatory acts.
PD-5
Access, analyze, and differentiate between the essential documents of the
national governing, credentialing and regulatory bodies, including, but not limited
to, the NATA Athletic Training Educational Competencies, the BOC Standards of
Professional Practice, the NATA Code of Ethics, and the BOC Role Delineation
Study/Practice Analysis.
PD-6
Explain the process of obtaining and maintaining necessary local, state, and
national credentials for the practice of athletic training
PD-7
Perform a self-assessment of professional competence and create a professional
development plan to maintain necessary credentials and promote life-long
learning strategies.
PD-8
Differentiate among the preparation, scopes of practice, and roles and
responsibilities of healthcare providers and other professionals with whom
athletic trainers interact.
PD-9
Specify when referral of a client/patient to another healthcare provider is
warranted and formulate and implement strategies to facilitate that referral.
PD-10
Develop healthcare educational programming specific to the target audience (eg,
clients/patients, healthcare personnel, administrators, parents, general public).
PD-11
Identify strategies to educate colleagues, students, patients, the public, and other
healthcare professionals about the roles, responsibilities, academic preparation,
and scope of practice of athletic trainers.
PD-12
Identify mechanisms by which athletic trainers influence state and federal
healthcare regulation.
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CIP
Clinical integration Proficiencies
CIP-1.1
1. Administer testing procedures to obtain baseline data regarding a
client’s/patient’s level of general health (including (a) nutritional habits, (B)
physical activity status, and(C) body composition).
CIP-1.2
2.Use this data to design, implement, evaluate, and modify a program specific to
the performance and health goals of the patient. This will include instructing the
patient in the proper performance of the activities, recognizing the warning signs
and symptoms of potential injuries and illnesses that may occur, and explaining
the role of exercise in maintaining overall health and the prevention of diseases.
CIP-1.3
3. Incorporate contemporary behavioral change theory when educating
clients/patients and associated individuals to effect health-related change.
CIP-1.4
4. Refer to other medical and health professionals when appropriate.
CIP-2.1
1. Select, apply, evaluate, and modify appropriate standard protective
equipment,(a) taping, (b) wrapping, (c) bracing, (d) padding, and (e) other custom
devices for the client/patient in order to
CIP-2.2
2. Prevent and/or minimize the risk of injury to the (a) head, (b) torso, (c)spine,
and (d) extremities for safe participation in sport or other physical activity.
CIP-3.1
1. Develop, implement, and monitor prevention strategies for at-risk individuals
(eg, persons with asthma or diabetes, persons with a previous history of heat
illness, persons with sickle cell trait) and large groups to allow safe physical
activity in a variety of conditions.
CIP-3.2
2. This includes obtaining and interpreting data related to potentially hazardous
(a) environmental conditions, (b) monitoring body functions (eg, (c) blood
glucose, (d) peak expiratory flow, (e)hydration status), and
CIP-3.3
3. Making the appropriate recommendations for individual safety and activity
status.
CIP-4.1
1. Perform a comprehensive clinical examination of a patient with an (a) upper
extremity, (b) lower extremity, (c) head, (d) neck, (e) thorax, and/or (f) spine
injury or condition. This exam should incorporate clinical reasoning in the
selection of assessment procedures and interpretation of findings in order to
formulate a differential diagnosis and/or diagnosis, determine underlying
impairments, and identify activity limitations and participation restrictions.
CIP-4.2
2. Based on the assessment data and consideration of the patient’s goals, provide
the appropriate initial care and establish overall treatment goals.
CIP-4.3
3. Create and implement a therapeutic intervention that targets these treatment
goals to include, as appropriate, (a) therapeutic modalities, (b) medications (with
physician involvement as necessary), and (c) rehabilitative techniques and
procedures
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CIP-4.4
4. Integrate and interpret various forms of standardized documentation including
both(a) patient-oriented and clinician-oriented outcomes measures to
recommend activity level, (b) make return to play decisions, and (c) maximize
patient outcomes and progress in the treatment plan.
CIP-5.1
1. Perform a comprehensive clinical examination of a patient with a common
illness/condition that includes appropriate(a) clinical reasoning in the selection of
assessment procedures and(b) interpretation of history and physical examination
findings in order to (c) formulate a differential diagnosis and/or diagnosis. Based
on the history, physical examination, and patient goals, implement the
appropriate treatment strategy to include medications (with physician
involvement as necessary).
CIP-5.2
2. Determine whether patient referral is needed, and identify potential
restrictions in activities and participation.
CIP-5.3
3.Formulate and communicate the appropriate return to activity protocol.
CIP-6
1. Clinically evaluate and manage a patient with an emergency injury or condition
to include the assessment of (a) vital signs and (b) level of consciousness, (c)
activation of emergency action plan, (d) secondary assessment, (e)diagnosis, and
(f) provision of the appropriate emergency care (eg, CPR, AED, supplemental
oxygen, airway adjunct, splinting, spinal stabilization, control of bleeding).
CIP-7
1. Select and and integrate appropriate psychosocial techniques into a patient’s
treatment or rehabilitation program to enhance rehabilitation adherence, (a)
return to play, and(b) overall outcomes. This includes, but is not limited to, (c)
verbal motivation, (d) goal setting, (e) imagery, (f) pain management, (g) self-talk,
and/or (h) relaxation.
CIP-8
1. Demonstrate the ability to recognize and refer at-risk individuals and
individuals with psychosocial disorders and/or mental health emergencies. (a) As
a member of the management team, develop an appropriate management plan
(including recommendations for patient safety and activity status) (b) that
establishes a professional helping relationship with the patient, (e) ensures
interactive support and education, and(d) encourages the athletic trainer’s role of
informed patient advocate in a manner consistent with current practice
guidelines.
CIP-9.1
1. Utilize documentation strategies to effectively communicate with: (a) patients,
(b) physicians, (c) insurers, (d) colleagues, (e) administrators, and (f) parents or
family members while using appropriate terminology and complying with statues
that regulate privacy of medical records.
CIP-9.2
2. This includes using a comprehensive patient-file management system:
(including diagnostic and procedural codes) for (a) appropriate chart
documentation, (b) risk management, (c) outcomes, and (d) billing.
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