c prevention of athletic injuriesold.collierschools.com/pe/docs/high/2014physical education...
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CARE AND PREVENTION OF ATHLETIC INJURIES Subject Area: Physical Education Course Number: 1502490 Grade Level: 10 – 12 Credit: 0.5 Prerequisite: HOPE Category: General Fitness Components Emphasized: Health-related component of fitness. The purpose of this course is to enable students to develop knowledge of the anatomy and physiology related to athletic injuries and skills related to the nature, prevention, care, and rehabilitation of athletic injuries. The content should include, but not be limited to the following: safety practices, rules, terminology, and history of the sports/activities, correct techniques in performing skills, consumer issues, and benefits of participation, fitness activities, and fitness assessments. The content of the course should include but not limited to such things as injury prevention, anatomy and physiology related to athletic injuries, conditioning methods, identification, management, rehabilitation, athletic training, career opportunities, benefits of knowing issues pertaining to athletic injuries. The purpose of this course is to acquire knowledge and skills relating to the nature, prevention, care, and rehabilitation of athletic injuries for current and future recreational pursuits.
Intended outcomes, after successfully completing this course, the student will:
1. Understand the importance of prevention, care, and rehabilitation of injuries that result from
recreational and sports participation. 2. Exhibit a basic understanding of anatomy and physiology as related to athletic injuries. 3. Exhibit a basic understanding of injuries and courses of treatment, management, and rehabilitation. 4. Understand and use proper techniques in the prevention, care, and rehabilitation of injuries that result
from recreational and sports participation. 5. Understand proper methods of conditioning. 6. Understand the field aspects of athletic training. Special Note: This is not an interscholastic activity.
Care and Prevention of Athletic Injuries: Pacing Guide Time Frame: Based on 49 minutes classes sectioned into weekly units
Topic / Section or Information to be
Covered
Florida Standards Blueprint/Map
Suggested Activities: Goal/Scale 0=Even with help, there is no understanding of… 1=With help student can partially… 2=Uses a modified version of understanding the… 3=Demonstrated understanding/general mastery of the concept/standard… 4=Can teach concept, is beyond mastery of the concept/standard…
Resources
Principles of Athletic Training
textbook
Suggested Essential Questions
1st week
Orientation
Begin Chapter 1: Athletic Trainer as a Health Care
Provider
Key Vocabulary Patient
Athletic training clinic ATC
Discuss course syllabus Classroom rules and
supplies list Student information
sheets Review textbook
Medical definitions handout
Assignment sheet
• Analyze and evaluate the risks, safety procedures, rules, and equipment associated with specific course activities.
• Justify when
professional health services or providers are required.
• Select proper
equipment and apply all appropriate safety procedures necessary for participation.
• Cognitive
Abilities
• Health Literacy • Responsible
Behaviors • Movement
Competency
• Differentiate roles and responsibilities of the athletic trainer, the team physician, and the coach.
• Identify various
employment settings for the athletic trainer.
• Identify medical
definitions and terms
• Textbook • student
notebook
• What is “sports medicine?”
• Why is athletic training considered a team endeavor?
• What are some employment settings for an athletic trainer?
2nd week
Begin Chapter 2: Health Care Organization
& Admin in Athletic Training
Key Vocabulary
Accident Injury
Epidemiology
Read Chapter 2 together as class/Discuss athletic training facility project
Complete Critical Thinking
Questions/partner
Friday/Choose your Sport activity
Complete for Pre-Testing
Window: Written Pre-test
*Should take place in first 2
weeks to 1 month.
• Demonstrate appropriate etiquette, care of equipment, respect for facilities, and safe behaviors while participating in a variety of physical activities.
• Use technology,
including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
• Responsible
Behaviors and Values
• LAFS.910.WHS
T.2.6
• Plan a functional, well designed athletic training clinic for a high school, university, or professional setting.
• Identify policies and
procedures that should be enforced in the athletic training clinic.
• Textbook/notebook
• Poster board
for athletic training facility project
• Sports
equipment for activity Friday
• Assignment
sheet
• What are the major administrative functions that an athletic trainer must perform?
• Why do hygiene and sanitation play an important role in athletic training?
• What equipment would be included in an athletic training facility?
• What is the importance of hydration during outdoor activities?
3rd week
Chapter 3: Legal Concerns and Insurance Issues
Key Vocabulary
Liability Negligence
Duty of care Torts
Nonfeasance Malfeasance Misfeasance
Sovereign immunity Good Samaritan law Assumption of risk
School’s weight room
policy handout
Guest speaker/Sports law
Assignment sheet Critical Thinking
Questions/partner
• Demonstrate appropriate etiquette, care of equipment, respect for facilities, and safe behaviors while participating in a variety of physical activities.
• Determine the
meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
• Responsible
Behaviors and Values
• LAFS.1112.RST.
2.4
• Define the athletic trainer’s major legal concerns for negligence and for assumption of risk.
• Orally define all key
legal terms related to athletic training.
• Textbook • Student
notebook • Sports
equipment for activity Friday
• What measures can an athletic trainer take to minimize the chances of litigation, should an athlete be injured?
• Why should an athletic trainer carry individual liability insurance?
4th week
Chapter 4: Conditioning Techniques
Key Vocabulary SAID principle
Muscular strength Power
Muscular endurance Hypertrophy
Atrophy Core
Isometric exercise Concentric contraction Eccentric contraction Plyometric exercise
Agonist Antagonist
Assignment sheet
Critical Thinking
Questions/partner
• Apply the principles of training and conditioning to accommodate individual needs and strengths.
• Explain how each of the health-related fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition) are improved through the application of training principles.
• Evaluate skill patterns of self and/or partner by detecting and correcting mechanical errors.
• Analyze long term benefits of participating in regular physical activity.
• Select proper equipment and apply all appropriate safety procedures necessary for
• Movement
Competency • Cognitive
Abilities • Cognitive
Abilities • Cognitive
Abilities • Movement
Competency
• Identify the principles of conditioning
• Defend the
importance of the warm-up and cool down.
• Evaluate the
importance of strength, flexibility, and cardiorespiratory endurance for both athletic performance and injury prevention.
• Review CPR/AED information
• Weight room • Textbook/noteb
ook • Work out
clothing • Water
• What is the value of proper warm-up and cool down to sports injury prevention?
• Why is year round
conditioning so important for injury prevention?
• How may increasing
strength decrease susceptibility to injury?
5th week
Chapter 5: Nutrition and Supplements
Key Vocabulary
Osteoporosis Anemia Obesity
Body composition
DVD power point presentation
My Pyramid handout
Anorexia/Bulimia video Body fat testing
Chapter 6:Environmental
Considerations
Key Vocabulary Hyperthermia Hypothermia
SPF Flash-to-bang
DVD power point
presentation
“Heat Illness” video Heat exposure
scenarios/groups
Assignment sheet Critical Thinking
Questions/both chapters 5 & 6
• Apply appropriate technology and analyze data to evaluate, monitor, and/or improve performance.
• **Differentiate between the 3 different types of heat illnesses associated with fluid loss.
• **Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions.
• Cognitive
Abilities • Cognitive
Abilities • Cognitive
Abilities
• Distinguish the 6 classes of nutrients.
• Assess body
composition using skinfold calipers.
• Contrast the signs
and symptoms of bulimia and anorexia nervosa.
• Describe the physiology of hyperthermia.
• Recognize the
clinical signs of heat stress and how they can be prevented.
• Textbook/notebook
• DVD/document
camera • Skinfold
calipers • Textbook/noteb
ook
• What is the value of good nutrition in terms of performance and injury prevention?
• What are the daily dietary requirements, according to MyPyramid?
• What steps should be taken to prevent heat illnesses?
6th Week
Chapter 7: Protective Equipment
Key Vocabulary
Prone Supine
DVD power point
presentation
Assignment sheet
Fitting of football helmets/pads
Critical Thinking
Questions/partner
• Select proper equipment and apply all appropriate safety procedures necessary for participation.
• Analyze long-
term benefits of participating in regular physical activity.
• Explain how each
of the health-related fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition) are improved through the application of training principles.
• Assess
physiological effects of exercise during and after physical activity.
• Movement
Competency • Cognitive
Abilities • Cognitive
Abilities
• Cognitive Abilities
• Fit selected protective equipment properly (e.g., football helmets, shoulder pads, and running shoes.)
• Define all high risk
contact sports that require protective equipment.
• Textbook • Student
notebook • Football
helmets/pads • Mouth guard
• What are the legal responsibilities of the athletic trainer in terms of protective equipment?
• How can the athletic trainer select and use safety equipment to decrease the possibility of sports injuries and litigation?
Week 7 & 8
Chapter 8: Bandaging/Taping
Key Vocabulary
Bandage Dressing
Spica
DVD power point presentation
Assignment sheet
Taping Skills Tests
Plantar Fasciitis
Ankle sprain Achilles Tendon
Shin Splints Knee Hyperextension
Patello-femoral Strained Quadriceps
AC joint Should spica
Elbow hyperextension
Critical Thinking Questions/partner
• Evaluate skill patterns of self and/or partner by detecting and correcting mechanical errors.
• Cognitive
Abilities
• Explain and demonstrate the process and correct techniques of applying and removing adhesive tape.
• Demonstrate how to
rip tape correctly.
• Textbook • Student
notebook • Athletic
tape/elastic bandages/Pre-wrap
• Taping tables
• How should you prepare an area to be taped?
• How should you tear tape?
• How should you remove tape from an area?
Week 9
Chapter 9: Mechanisms & Characteristics of
Musculoskeletal and Nerve Trauma
Key Vocabulary
Trauma Elasticity Tendinitis
Closed fracture Open fracture
Joint models/discuss
DVD power point
presentation
Assignment sheet Critical Thinking
Questions/partner
• Utilize knowledge of the risks and safety factors that may affect physical activity throughout life.
• Use statistics
appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
• Lifetime Fitness
• MAFS.912.S-
ID.1.2
• Discuss the 5 types of tissue loads that can produce stress and strain.
• Identify the
difference between a ligament and a tendon and a sprain and a strain.
• Textbook • Student
notebook • DVD/document
camera
• How does a damaged nerve heal?
• What structures are found at a joint?
• How do the 3 grades of ligament sprains differ?
Week 10
Chapter 10: Tissue Response to Injury
Key Vocabulary
NSAID’s Avascular necrosis
Trigger points
DVD power point presentation
McGill pain questionnaire
handout/discuss
Assignment sheet Critical Thinking
Questions/partner
• Assess
physiological effects of exercise during and after physical activity.
• Analyze decisions
and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
• Cognitive
Abilities • MAFS.912.S-
MD.2.7
• Contrast the 3 phases of the healing process.
• Identify those
factors that may impede the healing process.
• Textbook • Student
notebook • DVD/document
camera
• What is a basic definition of pain and what are the different types?
• What is the difference • Between acute and
chronic inflammation?
Week 11
Chapter 12 & 13: On the field Acute Care/
Off the field Injury Evaluations
Key Vocabulary
Primary survey Secondary survey
Systolic blood pressure Diastolic blood pressure
HOPS Pathology
Sign/symptom Diagnosis Prognosis
Active/passive range of motion
DVD power point
presentation
Assists/Carries scenarios with gurneys
H.A.I.N.E.S Recovery position
Assignment sheet Critical Thinking
Questions/partner
• Demonstrate basic cardiopulmonary resuscitation (CPR) procedures.
• Utilize selected technology to assess, enhance, and maintain health and skill-related fitness levels.
• Maintain appropriate personal, social, and ethical behavior while participating in a variety of physical activities.
• Analyze health-related problems associated with inadequate levels of cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.
• Movement
Competency • Movement
Competency • Responsible
Behaviors and Values
• Lifetime
Fitness
• Establish a plan for handling emergency situations.
• Demonstrate
techniques for moving and transporting the injured patient.
• Review the
terminology used in injury evaluation.
• Textbook • Student
notebook • DVD/document
camera
• What considerations are important in a well-planned system for handling emergency situations?
• What is a primary survey?
• What are the various descriptive assessment terms?
Week 12
Chapter 15 & 16: Using Therapeutic
Modalities/Rehabilitation
Key Vocabulary Ischemia
Hunting response Tetany
Attenuation Effleurage Petrissage
Proprioception Kinesthesia Buoyancy
DVD power point
presentation
Athletic training room visitation/use of
modalities
Therapeutic exercises/partners
Assignment sheet Critical Thinking
Questions/partner
• Select proper equipment and apply all appropriate safety procedures necessary for participation.
• Evaluate the effectiveness of specific warm-up and cool-down activities
• The student will use new vocabulary that is introduced and taught directly.
• Movement
Competency • Cognitive
Abilities • LAFS.910.1.6.1
• Recognize the legal ramifications of treating a patient with therapeutic modalities.
• Explain how the
trainer approaches rehabilitation.
• Define the types of
modalities
• Textbook • Student
notebook • DVD/document
camera • Assignment
sheet
• What are modalities? • What is cryotherapy? • What is the
importance of developing a rehabilitation plan?
Week 13
Chapters 18 & 19 Foot, Ankle & Lower Leg
Key Anatomy
Exostosis Tarsal
Metatarsal Inversion Eversion
Plantar flexion Dorsiflexion
Pronate Supinate
DVD power point
presentation/notes
Footprints in the Sand activity/groups
Ankle strengthening exercises/inversion-
eversion
Assignment sheet Critical Thinking
Questions/partner
• Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
• Analyze decisions
and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of the game.
• MAFS.912.S-
ID.1.2 • MAFS.912.S-
MD.2.7
• Identify the major anatomical components of the foot, ankle and lower leg.
• Develop a
rehabilitation plan for various injuries to the foot, ankle, and lower leg.
• Textbook • Student
notebook • DVD/document
camera • Assignment
sheet
• What is the difference • between a pes cavus
and a pes planus foot? • How can ankle injuries
be prevented? • What are the 3 types
of ankle sprains?
Week 14
Chapters 20 & 21 The Knee and related Structures/The Thigh,
Hip, Groin & Pelvis
Key Anatomy terms Genu valgum Genu varum
Menisci Anterior cruciate ligament
Posterior cruciate ligament
Lateral collateral ligament
DVD power point presentation
Knee, hip & thigh notes
ACL reconstruction surgery video
Assignment sheet Critical Thinking
Questions/partner
• Demonstrate use of mechanical principles as they apply to specific course activities.
• Analyze and evaluate the risks, safety procedures, rules, and equipment associated with specific course activities.
• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
• Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies…
• Movement
Competency • Cognitive
Abilities • LAFS.1112.RST.
2.4 • LAFS.910.L.3.4.
• Identify the normal structural and functional knee anatomy
• Explain how knee
injuries can be prevented
• Identify the normal
structural anatomy of the thigh
• Textbook • Student
notebook • Assignment
sheet • DVD/Document
camera
• What are the 3 major ligaments of the knee?
• What are the major bones that comprise the knee joint?
• What can be done to prevent injuries to the hip, thigh, and groin region?
Week 15
Chapters 22, 23 & 24 The Shoulder
Complex/The Elbow The Hand, Forearm, Wrist
& Fingers
Key Anatomy terms Rotator cuff
Palpation Dislocation Subluxation
DVD power point
presentation/discuss
Dynamometer/grip strength testing
Phases of Throwing
handout Throwing
Mechanics/partners
Assignment sheet Critical Thinking
Questions/partner
• Utilize selected technology to assess, enhance, and maintain health and skill-related fitness levels.
• Movement Competency
• Explain why a full range of motion of the shoulder joint requires motion at all 4 joints in the shoulder complex.
• Discuss the
mechanics of throwing a softball
• Define the structural
and functional anatomy of the forearm, wrist, hand, and fingers.
• Textbook • Student
notebook • Softballs • Dynamometer • Assignment
sheet
• What muscles form the rotator cuff?
• What is tennis elbow? • What is carpel tunnel
syndrome?
Week 16
Chapter 25 The Spine
Key Anatomy Terms
Neuropraxia Coccyx
Brachial plexus Lordosis Kyphosis Scoliosis Whiplash
DVD Power point
presentation
Postural exercises/neck & spine
Assignment sheet Critical Thinking
Questions/partner
• Demonstrate use of the mechanical principles as they apply to specific course activities.
• Evaluate skill
patterns of self and/or partner by detecting and correcting mechanical errors
• Movement Competency
• Cognitive
Abilities
• Describe the anatomy of the cervical, thoracic, and lumbar spine.
• Describe measures
to prevent injury to the spine.
• Create the
rehabilitation goals for managing low back injuries.
• Textbook • Student
notebook • DVD • Document
camera • Virtual surgery
(lumbar spine)
• Name the 4 regions of the spinal cord?
• What are the 3 postural deviations?
Week 17
Chapter 26 The Head, Face, Eyes, Ears, Nose & Throat
Key Vocabulary
Coup Injury Contrecoup injury
Epistaxis Diplopia
DVD Power point
presentation
Balance testing/3 stances
Eye testing/Snellen eye chart/one eye covered
Assignment sheet Critical Thinking
Questions/partner Complete for Post-Testing
Window:
Written Post Test
*Should take place in last 2 weeks to 1 month of
course.
• Utilize knowledge of the risks and safety factors that may affect physical activity throughout life.
• Apply
appropriate technology and analyze data to evaluate, monitor, and/or improve performance.
• Lifetime Fitness
• Cognitive
Abilities
• Establish a systematic process
for evaluating concussions and
mild head injuries. • Correctly identify
the various injuries that can occur to the face, eyes, ears, nose, and throat.
• Written Post Test
• Textbook • Student
notebook
• What is a concussion? And what are the signs and symptoms?
• How can cauliflower ear be prevented?
• What is “swimmers ear”?
Week 18
Make up missed assignments
• Make up missed assignments
CPALMS STANDARDS/BENCHMARKS:
Name Description
MAFS.912.S-ID.1.2:
Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
Remarks/Examples: In grades 6 – 8, students describe center and spread in a data distribution. Here they choose a summary statistic appropriate to the characteristics of the data distribution, such as the shape of the distribution or the existence of extreme data points.
MAFS.912.S-MD.2.7:
Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
LAFS.910.L.3.4:
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
LAFS.1112.RST.2.4:
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.910.WHST.2.6:
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
PE.912.C.2.7: Evaluate the effectiveness of specific warm-up and cool-down activities. PE.912.C.2.8: Differentiate between the three different types of heat illnesses associated with fluid loss.
Remarks/Examples: The three types of heat illnesses are heat cramps, heat exhaustion and heat stroke.
PE.912.C.2.9:
Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions.
Remarks/Examples: Some examples of precautions are hydration and appropriate attire.
PE.912.C.2.10: Analyze long-term benefits of regularly participating in physical activity.
PE.912.C.2.11:
Explain how each of the health-related components of fitness are improved through the application of training principles.
Remarks/Examples: The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.
PE.912.C.2.17:
Assess physiological effects of exercise during and after physical activity.
Remarks/Examples: Some examples are breathing, resting heart rate and blood pressure.
PE.912.C.2.23: Apply appropriate technology and analyze data to evaluate, monitor and/or improve performance. PE.912.C.2.25: Analyze and evaluate the risks, safety procedures, rules and equipment associated with specific course activities. PE.912.C.2.26: Evaluate skill patterns of self and/or partner by detecting and correcting mechanical errors. PE.912.L.3.6: Identify risks and safety factors that may affect physical activity throughout life.
PE.912.L.4.6:
Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.
PE.912.R.5.4:
Maintain appropriate personal, social and ethical behavior while participating in a variety of physical activities.
Remarks/Examples: Some examples are respecting teammates, opponents and officials, and accepting both victory and defeat.
PE.912.R.5.5:
Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.
PE.912.R.6.3: Analyze the roles of games, sports and/or physical activities in other cultures. PE.912.M.1.14: Utilize technology to assess, enhance and maintain health and skill-related fitness levels.
Remarks/Examples: Some examples of technology are Excel spreadsheets or web based programs to chart or log activities, heart rate monitors, videotapes or digital cameras.
PE.912.M.1.16:
Apply the principles of training and conditioning to accommodate individual needs and strengths.
Remarks/Examples: Some examples of training principles are overload, specificity and progression.
PE.912.M.1.17: Demonstrate basic cardiopulmonary resuscitation (CPR) procedures.
PE.912.M.1.34:
Demonstrate use of the mechanical principles as they apply to specific course activities.
Remarks/Examples: Some examples are balance, force and leverage.
PE.912.M.1.35: Select proper equipment and apply all appropriate safety procedures necessary for participation.