Plumsted Township Public Schools
Science Program
Introduction to Sports Medicine
Plumsted Township Public Schools
Science Program
Introduction to Sports Medicine Curriculum
Department Philosophy
The science department is committed to providing learning opportunities that foster high levels of student achievement and promote lifelong learning experiences. The program is aligned to the specifications in the New Jersey Core Curriculum Content Standards. Throughout the comprehensive science program, which includes courses in General Science I, II, III, Biology, Chemistry, Physics, and various elective courses, the curriculum stresses fundamental scientific principles, the development of effective communication skills, and critical thinking/problem solving techniques. To promote inquiry based learning, students are provided with hands on activities in a technology-based laboratory setting. Our department strives to increase our students’ environmental awareness, respect, and tolerance for the earth and living organisms.
Goals:
The learners will:
- Develop critical thinking and problem solving skills while addressing fundamental scientific benchmarks
- Use proficiency in technology as a mean of satisfying academic goals and objectives
- Improve environmental awareness in the local, national, international communities
- Apply scientific knowledge to promote a healthy lifestyle
- Extrapolate scientific knowledge within real life experiences
- Expand communication skills to grapple with methods, concepts and theories in Science
- Identify and develop respect and tolerance for others in the Scientific environment
Plumsted Township Public Schools
Mission Statement
The educational program of the New Egypt Schools shall foster high expectations, in both academics and behavior, giving attention to all students’ individual needs. Children will be provided a variety of activities and experiences that allow them to mature into lifelong learners, who are critical thinkers, and who cooperate with others as they grow and learn in our democratic society.
PlumstedTownship Board of Education
Herbert Marinari, President
Karen Amburgey, Vice President
Katherine McCaughey
Albert Petroni, III
Kathleen Sandford
District Administration
Dr. Gerald Woehr,Superintendent
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Last Revised: Aug 2005
Plumsted Township Public Schools
Science Program
Introduction to Sports Medicine
Jim Edwards CPA, Business Administrator
Lisa Harper, Human Resources
Matt Jennings, Director of Special Services
Chris Carlson, Director of Curriculum and Instruction
Thomas Tramaglini, Supervisor of Curriculum and Instruction
Gerald North, Principal New EgyptHigh School
Toni Pennell, Assistant Principal New EgyptHigh School
Jerry Jellig, Principal New EgyptMiddle School
Jean Morgan, Principal New EgyptElementary School
Lynne Meara, Principal New EgyptPrimary School
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Last Revised: Aug 2005
Plumsted Township Public Schools
Science Program
Introduction to Sports Medicine
Lead Curriculum Writer
Megan Martin
Program Review Committee
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Last Revised: Aug 2005
Plumsted Township Public Schools
Science Program
Introduction to Sports Medicine
Stephanie Seeds
Denise Kothe
Corinne DeVirgilio
Patricia Garces
Dr. Kathy Chesmel
Gee Ng
Megan Martin
Dayna Mennen
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Last Revised: Aug 2005
Plumsted Township Public Schools
Science Program
Introduction to Sports Medicine
Scope and Sequence
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Last Revised: Aug 2005
Plumsted Township Public Schools
Science Program
Introduction to Sports Medicine
- American Red Cross First Aid and CPR
- Standard First Aid
- Professional Rescuer CPR
- Backboarding basics
- Bloodborne Pathogens
- Health Care Administration
- Sports Medicine team
- Athletic Training
- Facility design
- Budget
- Legal Liability and Insurance
III.Injury Prevention and Health
- Fitness Training
- Nutrition
- Protective Sports Equipment
- Sports Psychology
- Environmental Factors
- Performance Enhancing Drugs
- Management of Sports Injuries
- Bandaging and Taping
- Injury Rehabilitation
- Identification and Treatment of Specific Injuries
- Foot
- Ankle and Low Leg
- Knee
- Thigh, Hip, Groin and Pelvis
- Shoulder
- Elbow, Forearm, Wrist and Hand
- Spine
- Thorax and Abdomen
- Head and Face
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Last Revised: Aug 2005
Plumsted Township Public Schools
Science Program
Introduction to Sports Medicine
Topic: American Red Cross First Aid and CPREnduring Understanding: The Learner Will Be Able To:
- Provide basic care for injuries and sudden illness prior to the arrival of more medical personnel.
- Understand ways to prevent disease transmission while providing care.
Suggested
Time / Concepts / Objectives / Core Activities/Simulations / NJCCCS
(CPI)
Science Starter – each day 5-10 min. /
- Standard First Aid
- What is an emergency?
- How can people be proactive in protection from disease through basic actions?
- What are the proper steps to assessing and acting in basic and advanced situation where first aid is needed?
- How can an individual provide basic care for injuries and sudden illness prior to the arrival of more advanced medical personnel?
- Recognize an emergency
- Protect themselves from legal action and disease through basic actions
- Evaluate a situation, prioritize care and alert the proper medical personnel
- Care for wounds
- Care for musculoskeletal injuries
- Manage heat and cold emergencies
- Video Instruction – American Red Cross
- Skill Practice
- Class discussions
- Scenario based assessment
- Written assessment
2.1.12.E.4
1 week /
- Professional Rescuer CPR
- How does CPR differ from other forms of aid?
- What is CPR?
- Technically, what is CPR and how does it save lives?
- How can an individual provide basic care for respiratory or cardiac arrest prior to the arrival of more advanced medical personnel?
- Perform rescue breathing for an adult, child and infant
- Perform CPR for an adult, child and infant
- Use an automated external defibrillator (AED)
- Video Instruction – American Red Cross
- Skill Practice
- Class discussions
- Scenario based assessment
- Written assessment
2 classes /
- Backboarding basics
- Is backboarding effective and safe?
- What is backboarding?
- How can an individual provide basic care for head, neck and back injuries prior to the arrival of more advanced medical personnel?
- Describe the anatomy of the cervical, thoracic, and lumbar spine.
- Describe measures to prevent injuries of the cervical and lumbar spine.
- Identify specific injuries that can occur to various regions of the spine.
- Provide emergency care for injuries to the head, neck and spine.
- Activity: CD –ROM tutorial on the human spinal cord
- Video: Identifying head, neck and back injuries
- Practice: Assessment of patient and use of backboard
- Student Presentations: Specific injuries to the spine (cause, signs and care)
- Practical Assessment: head, neck and back injury scenarios
- Written Assessment: scenario-based specific injury identification
1 class /
- Bloodborne Pathogens:
- What are bloodborne pathogens?
- How are bloodborne pathogend dangerous?
- What are the universal diseases that can be transmitted without proper protection?
- How can an individual protect themselves from bloodborne pathogens?
- Identify bodily fluids that can potentially transmit diseases
- Identify activities that increase risk of contracting a disease
- Explain the universal precautions used for protection in an athletic environment
- Activity: HIV transmission simulation activity
- Debate: Determine if a student that has tested HIV positive should be allowed to participate in the school’s wrestling program
- Letter: Compose a letter to the school board stating opinion regarding the wrestler that has tested HIV positive.
Topic: Health Care Administration
Enduring Understanding: The Learner Will Be Able To:
- Understand the roles and responsibilities of numerous medical professionals that provide support for athletes.
- Understand ways to protect themselves from litigation associated with the care of athletes.
Suggested
Time / Concepts / Objectives / Core Activities / NJCCCS
(CPI)
3 classes /
- Sports Medicine Team
- How can a student determine their career path?
- Who is on the sports medicine team?
- What is the function of the SMT?
- How is sports medicine coordinated to make events safer for athletes?
- Why are their a variety of professionals involved in athletics
- Define the term sports medicine
- Identify the members of the sports medicine team
- Strength and Conditioning Coach
- Physical Therapist
- Team Nutritionist
- Sports Psychologist
- Team Dentist
- Nurse
- Team Physician
- Athletic Trainer
- Athlete
- Describe the role of the coach in injury prevention, emergency care and management
- Identify the responsibilities of the athletic trainer in dealing with the injured athlete
- Describe and extrapolate the responsibilities, education, salary and work environment of the members of the sport medicine team
- Project: Design a presentation, with a partner, that outlines one of the careers in sports medicine. Explain the roles and responsibilities, education or certification, salary and work environment for the specific career.
- Assessment: Open-ended questions that assess student knowledge of unit objectives
2 classes /
- Athletic Training
- Facility design
- What is the role of an athletic trainer?
- How does the AT work with the different teams to provide proper care among athletes?
- How can an athletic trainer maximize his effectiveness through facility design?
- Design a well-planned athletic training facility
- Identify the rules of operation in an athletic training facility
- Critique the athletic training facility in the high school
- Explain the importance of the preparticipation exam
- Identify the component s of the medical history and physical exam
- Perform the standard orthopedic exam
- Identify the necessary records that must be maintained by the athletic trainer
- Evaluate the application of the Americans with Disabilities Act as it relates to disqualification in athletics
- Class Activity: Students will perform the standard orthopedic exam
- Field Trip: Visit the high school athletic training facility. The trainer will show students the four main components of a training facility and identify strengths and weaknesses of the room design
- Project: Design an athletic training facility. Identify the location, number of athletes, and type of athlete (sports) that use the training room.
- Assessment: Open-ended questions that assess student knowledge of unit objectives
2 classes /
- Athletic Training
- Budgeting
- How can an athletic trainer maximize his/her budget?
- How does school size affect medical treatment of athletes?
- Develop a budget for supplies and equipment to open the athletic training facility the student designed in the previous unit
- Negotiate a budget with classmates for a typical organization similar to their own facility in size and purpose
- Project: Develop a budget for supplies and equipment to open the athletic training facility the student designed in the previous unit
- Activity: Compare budget projects with students that created a similar athletic training room. Negotiate a budget that meets the needs of a typical organization similar to their own facility in size and purpose
2 classes /
- Legal Liability and Insurance
- How can schools protect themselves from litigation?
- How do legal concerns affect athletics?
- How can you choose a insurance policy?
- What precautions must a trainer take in order have protection?
- What is improper care?
- How can improper care be detrimental to patients? Insurance?
- Explain the legal considerations for the coach acting as a health care provider
- Define the terms liability, negligence, assumption of risk and torts
- Identify measures that can be taken by coach and athletic trainer to minimize chance of litigation
- Explain product liability
- Describe health insurance options
- Evaluate the benefits of various health care options
- Reaction Paper: Read a current event article that relates to sports and litigation. Summarize the article and critique the topic and/or writing
- Group Assessment (3 students per group): Three problems relating to objectives. Students will devise a solution and write a explanation of actions
Topic: Injury Prevention and Health
Enduring Understanding: The Learner Will Be Able To:
- Understand methods of improving their health through exercise and nutrition.
- Understand how to prevent illness and injury during participation in athletics.
Suggested
Time / Concepts / Objectives / Core Activities / NJCCCS
(CPI)
1 week /
- Fitness Training
- How can an athlete improve performance through training techniques?
- How does fitness affect the human body?
- What is fitness?
- What exercise affects what parts of the body?
- What is an annual sports medicine training plan?
- How does a trainer create a sports medicine plan?
- How does conditioning differ between the athletic seasons?
- Identify the conditioning seasons and the focus of each season
- Explain principles of conditioning
- Identify the components and importance of warm up and cool down activities
- Describe the importance of flexibility, strength, and endurance for athletic performance and injury prevention
- Demonstrate techniques for improving flexibility, muscular strength and cardio respiratory endurance
- Develop an annual, sport specific training program that includes the four seasons of conditioning
- Explain the effects of exercise on the heart
- Identify the parts of the heart and methods for evaluating aerobic capacity
- Group Activity: Perform and teach stretching techniques developed to increase flexibility
- Group Activity: Perform and teach progressive resistance exercises developed to increase strength
- Group Activity: Design a circuit training workout
- Group Activity: Develop five callisthenic exercises for three parts of the body
- Project: Develop an annual, sport specific training program that includes the four seasons of conditioning. Design daily practice plans for each season.
- Writing Assignment: Evaluate the local fitness options available to you in the summer and following high school
- Lab: Personal Fitness Assessment
- Assessment: Open-ended questions that assess student knowledge of unit objectives
2.1.12.A.3
2.1.12.B.1
2.1.12.B.3
2.6.12.A.1
2.6.12.B.1
2.6.12.B.2
5.1.12.B.1
5.1.12.B.2
1 week /
- Nutrition
- How do the six classes of nutrient affect the human body?
- How can an athlete improve performance through nutrition?
- How can an athlete gain or lose weight through nutrition changes?
- How does our society influence nutrition?
- Identify the six major nutrient classes and describe their functions
- Fats
- Proteins
- Carbohydrates
- Vitamins
- Minerals
- Water
- Explain the importance of good nutrition as it relates to athletic performance and preventing injuries
- Interpret the USDA food guide pyramid and serving sizes of common foods
- Critique a diet and provide suggestions for nutritional improvement
- Compare and contrast body weight and body composition
- Describe methods for losing weight or gaining weight
- Identify signs and symptoms of bulimia and anorexia nervosa
- Group Presentation: Teach classmates the sources and importance of one of the six classes of nutrients
- Project: Record all substances that are ingested over a three day period. Analyze and critique diet. Create a diet improvement plan.
- Movie: “Super Size Me”
- Reaction Paper: Evaluate the movie and the impact of the experiment on the average American.
- Class Discussion: Create a Venn diagram that compares bulimia and anorexia nervosa. Discuss possible causes of eating disorders among high school students.
- Project: Student will design a method of educating their peers about nutrition.
- Assessment: Open-ended questions that assess student knowledge of unit objectives
2.1.12.A.3
2.1.12.B.1
2.1.12.B.3
2.1.12.C.1
2.1.12.C.2
2.1.12.C.3
2.1.12.C.4
2.2.12.A.5
2.2.12.C.1
2.2.12.E.7
2.3.12.B.1
2.3.12.B.3
2.6.12.B.3
2 classes /
- Protective Sports Equipment
- How does sports equipment protect against injuries?
- What is the importance of proper fitting of sports equipment?
- Identify legal considerations associated with manufacturing, buying, and issuing commercial protective equipment
- Explain the importance of proper fitting equipment
- Project: Explain the type of equipment used in a specific sport. Identify the proper fit and injuries the equipment prevents. Analyze typical injuries in the sport. Identify areas for potential improvement of current safety equipment.
1 class /
- Sports Psychology
- How can athletes mentally prepare for competition?
- How can athletes prevent injuries through mental preparation?
- Describe the athlete’s psychological responses to stressors imposed by competition
- Describe personality factors that can lead to sports injuries
- Journal Entry: Compare and contrast personal techniques for mental preparation prior to competition.
- Group Discussion: Students share techniques and discuss effectiveness
3 classes /
- Environmental Factors
- How can environmental factors affect performance and safety of athletes?
- Why is it important for athletes to protect themselves from the sun?
- What environmental factors can be dangerous to athletes?
- Identify the signs and symptoms, treatment and method for prevention of hyperthermia and hypothermia
- Explain how athletes can protect themselves from the sun
- Describe precautions in an electrical storm
- Project: Create a poster that compares and contrasts sports drinks and water. Identify the beverage of choice for athletes in a specific sport.
- Debate: Support or defend the use of tanning beds by teens under the age of 18.
- Assessment: Open-ended questions that assess student knowledge of unit objectives