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Cognitive DomainAffective DomainCognitive DomainPsychomotor DomainCognitive DomainAffective DomainCognitive DomainPsychomotor DomainAffective DomainCognitive DomainPsychomotor DomainAffective DomainAffective DomainAffective DomainCognitive DomainPsychomotor DomainAffective DomainCognitive DomainPsychomotor DomainAffective DomainCognitive DomainPsychomotor DomainAffective DomainOctober1ATHLETIC TRAINING PROGRAMKINESIOLOGY 404: SEMINAR IN ATHLETIC TRAINING ADMINISTRATIONSYLLABUSINSTRUCTOR: Richard Ray, EdD, ATCProfessor of KinesiologyDow CenterPhone – 7708E-mail – [email protected] TIME: 8:30 AM - 9:20 AM, Tuesday and ThursdayMEETING PLACE: Dow Center, Room 201CREDIT HOURS:2PREREQUISITE: KIN 340: Care & Prevention of Athletic Injuries or permission of instructorTEXTS: Ray, RR. (2000). Management Strategies in Athletic Training. (2ndedition) Champaign, IL: Human Kinetics.Ray, RR. (1995). Case Studies in Athletic Training Administration.Champaign, IL: Human Kinetics.INSTRUCTIONALMETHODS: Independent reading, case analysis, discussion, and some lectureASSESSMENTMETHODS: Argumentative essays, debates, projects, and standard objectiveexaminations designed to assess higher order cognition of criticalconcepts.COURSE2OBJECTIVES: Students shall demonstrate mastery of health caremanagement concepts. A variety of criteria will be used to assessstudent mastery, including appraisal of major case concepts,critique of hypothetical health care management scenarios,justification of decision making in health careadministration, and recommendation of appropriate actions in bothreal and hypothetical situations. In addition, students will berequired to predict the likely outcomes of health care administrationactions and develop plans for delivery of health care services.Students shall display values in health care administrationconsistent with the Code of Ethics of the National AthleticTrainers Association, the Standards of Practice for AthleticTrainers, and the moral teachings of the historic Judeo-Christian foundation upon which Hope College wasestablished. The criteria used to assess this objective will includethe degree to which students conform to the aforementionedstandards in both written work and oral argument. Students shallshow in word, writing, and action that they both understand theimportance of these standards and can comply with their precepts.COMPETENCIESADDRESSED: This course addresses 142 of the required competencies all entry-level athletic training students are expected to master beforegraduation. Some of these competencies are covered in acomprehensive manner, while others are receive only partialcoverage. Competency areas covered in this course include RiskManagement and Injury Prevention, Assessment and Evaluation,Acute Care of Injury and Illness, Pharmacology, TherapeuticModalities, Therapeutic Exercise, General Medical Conditions andDisabilities, Psychosocial Intervention and Referral, Health CareAdministration, and Professional Development and Responsibilities. The following competencies are addressed in this course.RISK MANAGEMENT AND INJURY PREVENTIONCognitive Domain 1 - Identifies the physical and environmental risk factors associated with specificactivities the physically active person may engage in. 2 - Appraises the risk factors associated with common congenital and acquiredabnormalities, disabilities, and diseases. 3 - Implements the recommended or required components of a pre-participationexamination based on governing authorities' rules, guidelines, and recommendations. 4 - Outlines the basic concepts and practice of wellness screening. This includes, butis not limited to, various baselines and standards and other fundamental methods usedto screen for wellness. 5 - Identifies areas that athletic personnel or supervisors must be familiar with inorder to avoid or reduce the possibility of injury or illness occurring to athletes andothers engaged in physical activity (e.g., CPR and first aid). 7 - Evaluates the accepted guidelines, recommendations, and policy and position3statements of applicable governing agencies relating to practice during extreme weatherconditions (e.g., heat, cold, and lightning). 16 - Identifies the precautions and risks associated with exercise in individuals whohave systemic medical conditions. 19 - Identifies basic legal concepts and considerations associated with protectiveequipment, including product and personal liability. 25 - Identifies the basic principles and concepts of home, school, and work placeergonomics and their relationship to the prevention of illness and injury.Affective Domain 1 - Accepts the moral, professional, and legal responsibilities to conduct safeprograms to minimize injury and illness risk factors for individuals involved in physicalactivity. 2 - Acknowledges the importance of developing and implementing a thorough,comprehensive injury and illness prevention program. 3 - Understands the need for cooperation among administrators, athletic personnel,certified athletic trainers, parents/guardians, other health care professionals, andathletes and others engaged in physical activity in the implementation of effective injuryand illness prevention programs. 4 - Appreciates and respects the role of athletic personnel and supervisors in injuryand illness prevention programs. 5 - Accepts moral, professional, and legal responsibility of conducting appropriatepre-participation examinations. 6 - Accepts and respects the established guidelines for scheduling physical activity toprevent exposure to unsafe environmental conditions. 8 - Values the importance of collecting data on temperature, humidity, and otherenvironmental conditions that can affect the human body when exercising in adverseweather conditions. 12 - Appreciates and respects the principles and concepts of home, school, and workplace ergonomics.ASSESSMENT AND EVALUATIONCognitive Domain 9 - Demonstrates knowledge of a systematic process that uses the medical ornursing model to obtain a history of an injury or illness that includes, but is not limited to,the mechanism of injury, chief complaint, and previous relevant injuries or illnesses. 26 - Uses the terminology necessary to communicate the results of an athletictraining assessment to physicians and other health professionals. 27 - Describes components of medical documentation (e.g., subjective, objective,assessment, plan [SOAP] and


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HOPE KIN 404 - SYLLABUS

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