Sports Medicine 20L
Course Outline
April 2007
Rational
- This course would provide another elective offering to the general student
population of the school.
- The course provides opportunity for real life skills and receives community support through its use of a recognized and certifiable CPR training course.
- The objectives achieved from this course can be applied directly to everyday situations.
- This course provides students with authentic lab procedures, life-saving skills training and optimum experience in related career opportunities.
- There will also be emphasis in this course for students to appreciate the value of knowing and becoming proficient in life saving skills and in the cooperative learning required to understand prevention of and attention to injuries related to sports.
1
SummaryOutline
Foundational Objectives / Learning Objectives / Content/Skills / Instructional Strategies / CELs / Resources / Blue print / Assessments- to introduce the sports medicine field and related career opportunities
- to develop an understanding of basic concepts related to sports medicine
- students will learn basic definition of sports medicine
- students will explore careers in sports medicine
- students will utilize a variety of problem-solving techniques pertaining to health-related careers
- research project
- assigned questions
- guest speakers
PSVS
C /
- Career fair with guest speakers from sports medicine field specific to the course
- journal articles
- resource books for definitions of basic terms
5.3
6.3
10.3
8.3 / jot notes on careers
daily work
research project
listening assignment
interview
- to acquire a fundamental knowledge of major body systems with a focus on muscular, skeletal and cardio-pulmonary systems
- to understand common mechanisms of activity-related injuries
- students will know the basic terminology of body systems
- students will understand the functions of muscle groups and body systems as these related to prevention of sport injuries
- students will learn classification of joint systems
- explicit teaching
- cooperative learning groups
- class discussion
- group project
- assigned questions
PSVS
CCT
C
TL
NL /
- current journal articles
- Video “Body Systems”
- use of “skeletal frame”
- research from websites
2.3 / group presentation
journal critiques
assignments
quizzes
simulation activity
peer evaluation
- to study common sports-related injuries: prevention, recognition, treatment and rehabilitation
- to understand common methods/practices to prevent activity-related injuries
- to understand rehabilitation principles and protocol
- to understand the importance of correct diagnosis and treatment procedures
- to apply skills learned for the variety of taping techniques used for injury prevention
- students will be able to describe general categories of injuries
- students will be able to explain how body and muscle systems affect injuries
- differentiate between emergencies and non-emergency situations
- correctly diagnose and treat injury
- understand the rehabilitation principles as applied to sports injuries
- apply the correct techniques of taping and wrapping
- explicit teaching
- demonstrations
- guided practice
- presentations
- group discussion
- simulations
- role playing
- demonstrations
- assigned questions
- case studies
CCT
PSVS
IL
NL /
- Videos” Sports Taping Basics: Upper/Lower
- Appendix 6
1.3
2.3 / quizzes
journal critiques
case studies
assignments
lab work
peer evaluation
self-evaluation
role play
community service component
chart of basic anatomy
- to provide Emergency First Aid and CPR certification
- to recognize when first aid is needed
- to fulfill requirements of course work to receive certification
- explicit teaching
- demonstrations
- guided practice
- guest speakers
- role playing
- demonstrations
- assigned questions
- case studies
TL
NL
IL
CCT
C / St. John’s Ambulance course / 11.3 / exam
standard exam for Emergency First Aid
simulation
practical lab evaluation
- to understand the role of mental training in the prevention and rehabilitation of injuries
- to recognize the role of performance preparation in injury prevention
- to apply strategies of relaxation and stress management
- to gain awareness of how sports psychology strategies improve quality of every day life
- explicit teaching
- guided practice
- assigned questions
- presentations
- group discussions
IL
CCT
C / Appendix 6 / 4.3
5.3 / journal critiques
presentation
participation in activities
self-assessment
goal setting activity
- to understand the health concerns related to performance-enhancing drugs
- to understand the ethical concerns of performance-enhancing drugs
- to be able to follow a process of informed decision-making
- to know the physical and psychological effects of performance enhancers
- to understand the consequences of using performance enhancers
- explicit teaching
- group discussion
- assigned questions
- case studies
- decision-making plan
CCT
C
PSVS
TL / 1.3
2.3
3.3 / journal critiques
case study assignment
daily work
debate
quiz
decision-making plan
- to understand the importance of nutrition in achieving good health
- explain the basic principles of nutrition
- understand nutrition needs as related to active living
- explicit teaching
- group discussion
- presentations
- assigned questions
- project
CCT
C
PSVS / 1.3
2.3
3.3 / journal critiques
project
quiz
presentation
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Detailed Course Outline
Module 1: Orientation to Sports Medicine (5 hours)- What is Sports Medicine?
- Career Exploration – Career Fair
Module 2: Introduction to Body Systems (15 – 20 hours)
- Directional terms for Body
-bilateral symmetry
-anterior, posterior
-superior, inferior
-proximal, distal
-superficial, deep
-medial, lateral
-abduction, adduction
- Skeletal System
- Function
-movement
-support
-red blood cell production /
- Composition of bone
- Anatomy of skeleton
- Joints and joint movement
-tendons and ligaments
- Mobility and Stability
- Muscular System
- structure of the muscle
-fast vs slow twitch
-how muscles work
- kinds of muscles
-skeletal, smooth, cardiac
- Muscle Anatomy (major muscle groups)
- deltoids
- rotator cuffs
- biceps, triceps
- flexors, extensors
- quadriceps, hamstrings
- gastronomies, soleus
- flexors, extensors
- adductors, abductors
- ligaments
- cartilage
- trapezoid, abs, obliques
- pectoraliz major
- Circulatory System
-function
-structure and function of the heart
-structure of a blood cell
- platelets
- plasma
- red vs white blood cells
-blood flow – oxygenated vs deoxygenated blood
- Respiratory System
-muscles of the respiratory system
- diaphragm
- intercostal muscles
- Nervous System
-central nervous system vs peripheral
- Endocrine System
-hormones of body
- Digestive System
Module 3: Sports Injuries (40 – 42 hours)
Mechanisms of Injuries
-causes-preventions
Types of injuries
-strains/sprains-dislocations/sublexations
-bruises/contusions
-lacerations/abrasions
-blisters
-concusions
-fractures
-acute vs chronic injuries
-hemorrhage / -inflammation
Recognition and Assessment
-HOPE principle
Treatment of Injury
-emergency vs non-emergency situation
-bandaging and wrapping principles
- circular wraps
- figure 8’s
- spices
- donut pads
- rest
- ice
- compression
- elevation
-therapeutic modalities
- cold
- heat
- massage
-under wrap principles
-prepping the area
-tape removal
-types of tape
Other Elements
-members of athletic training team
-record keeping/injury profile
-injury profile
-injury rehabilitation
Specific Injuries
- Foot Injuries
-review anatomy
-turf toe
-ingrown toenails
-blister, calluses, corns, bunions
-arch strains
-taping labs/assessments
- blister pads/donuts
- arch tape
- turf toe tape
- Ankle Injuries
-review anatomy
-lateral sprains/medial sprains
-(inversion vs eversion)
-taping labs
- tensor wrap – heel lock
- ankle tape
- open basket weave
- closed basket weave
- Lower Leg Injuries
-Achilles tendon ruptures
-shin splints
- taping lab
- Knee
-review anatomy
-ACL, MCL, LCL PCL
-meniscus damage
- taping lab
- knee taping
- Upper Leg
-review anatomy
-bruises, Charlie horse
-strains
-hip pointers
- taping lab
- tensor wrap
- Groin, Hip and Pelvis Injuries
-common injuries/problems /
- Head and Neck Injuries
-concussions
-facial injuries
- nosebleeds
- dental injuries
- lacerations
-spinal injuries
- recognition, dangers, case studies
- Shoulder and Upper Arm
-collar bone
- taping lab
- tubular sling
-muscle strains
- rotator cuff injuries
- deltoid tears
-tendonitis
- Elbow
-anatomy review
-taping lab
- hyperextension taping
-little league arm
- Wrist and Hand Injuries
-wrist hyperextension/hyper flexion
- taping lab
- taping lab
- buddy taping
-avulsion fractures
-dislocations/jamming
-tendonitis
Module 4: First Aid/CPR (10 – 12 hours)
- Emergency Scene Management
- Shock, Unconsciousness and Fainting
- Artificial Respiration – Adult
- Choking – Adult
- Severe Bleeding
- Secondary Survey
- Bone and Joint Injuries
- Head/Spinal and Pelvic Injuries
- Wound Care
- Eye Injuries
- Burns
- Poison, Bites and Stings
- Medical Conditions
- Environmental Illness and Injuries
Module 5: Sport Psychology
*Role in prevention and rehabilitation of injuries
- performance preparation
-focused imaging
-goal setting
- injury management/rehabilitation
-stress management
-goal setting
- psychological implications of the injury
Module 6: Sports Performance Enhancers
- Performance Enhancing Drugs
-blood doping
-steroids
- Supplements
-protein supplements/Vitamin supplements
Module 7: Nutrition
- Importance of Water
- Electrolyte balances
- Pre-game meals
- Fuel sources
-proteins
-minerals/vitamins
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Core Curriculum Initiatives
The 6 Common Essential Learnings have been incorporated into the Sport Medicine course. These include:
Communication (C)
- listening actively during class presentations and explicit instruction
- listening actively during class discussions
- making appropriate responses in oral and written activities
- presenting information effectively
- explaining key ideas and own opinions in an effective manner
- working in groups to present key ideas to other students
Numeracy (N)
- presentation of information in charts and graphs
- completion and interpretation of surveys
- calculation of heart rate necessary in emergency first aid
Technological Literacy (TL)
- research using the World Wide Web
Creative and Critical Thinking (CCT)
- problem-solving based on case studies, real life and project assignments
- explaining ideas in detail
- carrying out a realistic and appropriate plan in emergency situations
- identifying key issues
- generating alternative solutions to problems and consideration of these alternative solutions
- identifying, diagnosing and properly caring for common sports injuries
Independent Learning (IL)
- pursuing research project of own choice related to major topic
- generating self-motivation
Personal and Social Skills and Values (PSSV)
- developing a positive self image and self-confidence
- respecting opinions of others
- remaining open to challenges and opportunities
- respecting persons
- working in groups and with partners when applying taping and bandaging and minor emergency first aid skills
Incorporating Career Development Competencies
- The foundations of the Sports Medicine course are positive and helpful life skills that all students should have an opportunity to experience. For these reasons, this course must be offered to both athletic and non-athletic individuals. Certainly attaining compedency in these life skills will increase any individuals self confidence.
- By providing such a course, students are given direct instruction on first aid emergency skills, an understanding of common sports injuries and the effects such injuries can have. Such skills would be greatly valued in any workplace.
- These foundational learnings could be transferred into all aspects of their lives as students, but also, after they enter the post-secondary world.
- The Sports Medicine course offering will develop a sense of responsibility towards others and allow students to set and work towards personal goals.
- This course promotes a healthy lifestyle in all aspects of life.
Career Research Interview Questions
Adapted from Business Education A Curriculum Gudie for the Secondary Level Accounting 10, 20, 30 (Saskatchewan Education 1992).
Interview someone who currently works in this career.
The assignment may be completed independently, in pairs, in small groups, or by any method chosen by the student(s) and teacher. The teacher should encourage students to use a variety of resources to gather information about the career that they are researching. The student may use letters, the Internet, phone or a personal interview to gather information.
After the students have discussed different career paths, students may prepare a short journal writing explaing why they are interested in the career area they are about to investigate.
Students may develop a list of questions to collect the information they require, to help them understand more about the career area they have chosen.
The following list of questions may be included in the students’ interview project, and would be asked during the interview.
- What is the title of your job?
- What are your normal duties on the job?
- What are some of the things that you enjoy about your job?
- Are there any things about your job that you dislike? What are those things?
- Does your company have a dress code for employees? What type of dress is considered suitable?
- How often is working overtime required in your job?
- Do you have to work nights or weekends?
- What aptitudes and abilities are needed to succeed in your career?
- What are the post-secondary education and training requirements to enter and advance in your career?
- Can you give an approximate starting salary for someone just starting out in your occupation? How much does the average person earn after five years? After ten years? What types of employee benefits, such as sick leave or dental plans, do workers in your career usually receive?
- Do youe think the demand for workers in your career will increase or decrease over the next five years? Why?
- What changes have you seen over the past 5-10 years in this career?
- What are the advantages and disadvanatages of entering and being in your career?
- Is there any advise you would give to a young person just making a career choice?
After the interview session, students may summarize the information they received and draw a conclusion as to whether they would like to learn more about this career. They may also determine whether they would like to join that organization based on their experience.
Assessment and Evaluation
Continuous evaluation is used in this course. A variety of assessment strategies are used to match the content learned and the instructional strategies used. The final evaluation will be determined by the following evaluation scheme:
A program evaluation at the school level will be conducted towards the end of the first offering. This evaluation will include a survey completed by:
a)Students in the class
b)Parents of these students
c)Teacher and school administrators and one school guidance counselor
d)Community partners involved in the course
Evaluation
Written Assignments [10 – 20%]
-class assignments
-research assignments/projects
-lab reports
-article reviews (current sports medicine protocol and information)
Student Performance/Practical [40 – 50%]
-taping and injury assessment
-first aid labs/practicum
-peer and self assessment
-presentations
-career shadowing
-athletic training practicum
Written Exam/Quizzes [20 – 30%]
-unit assessments
-final assessment
Active Participation [5 – 10%]
-homework checks
-notebook requirement
-attitude
-participation in class
Assessment Tools
Written Assessments
-assessment stations
-individual evaluations
-group evaluations
-self and peer assessments
-portfolios
-written reports
Student Performance/Practical
-self and peer assessments
-anecdotal records
-observation checklists
-rating scales
-presentations
-performance