Matt. Ryan. Instructor/ Physical Therapist (831) View New Course. Teacher Contact. First Name: Last Name:

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1 View New Course Teacher Contact First Name: Last Name: Position/Title: Phone Number: Matt Ryan Instructor/ Physical Therapist (831) Was this course Previously Approved by UC?No Course Title: Sports Medicine Transcript Title / Abbreviation: Transcript Title /Abbreviation:Course Code Sports Med Seeking "Honors" Distinction: No Subject Area: Laboratory Science Category: Grade Level for which this course has been designed: Unit Value: 1.0 (one year, 2 semesters, or 3 trimesters equiv.) Is this course classified as a Career Technical Education: Yes Name of Industry Sector: Health Science and Medical Technology Name of Career Pathway: Therapeutic Services (1 of 17)9/17/ :34:40 AM

2 Brief Course Description Sports Medicine centers on functional human anatomy, physiology, biomechanics, nutrition, and about the diagnosis and prevention of athletic injuries, and their therapeutic treatments and rehabilitation exercises. This course builds upon the learned skills and information gained in Biology and Chemistry. Students study and practice medical principles related to the science of sports, particularly in the areas of sports injury diagnosis and treatment, sports injury prevention, and sports training and athletic performance. The course provides a structural and functional survey of the human body, including skeletal, muscular, nervous, cardiovascular, respiratory and digestive systems. Hands-on, scientific labs provide students with the foundation for analyzing, researching, testing, and forming hypothesis relative to physical injury and formulating plans and procedures for appropriate treatment. Students practice the theory and skills that are learned in the course outside the classroom through practical application in sports medicine internships. Pre-Requisites Biology with a B or better or instructor approval Required Recommended Algebra 1 with a C or bettere Required Recommended Health Careers or Sports Occupations Required Recommended Co-Requisites Chemistry Required Recommended Context for Course Sports Medicine is an upper division course that is designed for high school students who are interested in researching and investigating deeper into the human biological sciences and specifically the field of sports medicine. Students who enroll in this class have successfully completed Biology and have completed or are concurrently enrolled in Chemistry. This course is part of a Medical Pathway where students complete a rigorous sequence of core academic courses that provide a strong scientific foundation. This Sports Medicine course is preceded by two survey courses - Health Careers and Sports Occupations that provide students an overview of the medical field and careers in the sports industry. Students are not required, but strongly encouraged to take one of the survey courses to support their success in Sports Medicine. Our countywide CTE Collaborative with representatives from education and industry have identified Medical and Health services as one of the pathways to grow and develop within our county because of the potential high employment demand. History of Course Development This specific course grew out of the interest to expand the medical pathway and to meet the needs of students who have taken a one unit Athletic Training course and wanted a more comprehensive program of study in anatomy and physiology along with laboratory experiences in the discipline of Sports Medicine. Educators and professionals in the Medical Pathway worked collaboratively to develop the course. Articulation with the local community college is in the review process. The key instructor and developer of the course is a licensed practicing physical therapist and athletic trainer who is a leader in the community. (2 of 17)9/17/ :34:40 AM

3 Textbooks TEXTBOOK 1 Title: Edition: Publication Date: Publisher: Author(s): URL Resource: Usage: Structure and Function of the Body 13th 2008 Mosby Elsevier Gary Thibodeau & Kevin Patton cws_home/712570/description#description Primary Text Read in entirety or near entirety TEXTBOOK 2 Title: Edition: Publication Date: Publisher: Author(s): URL Resource: Usage: Essentials of Athletic Injury Management 8th 2010 McGraw Hill Higher Education William E. Prentice isbn= Primary Text Read in entirety or near entirety (3 of 17)9/17/ :34:40 AM

4 Supplemental Instructional Materials Structure and Function of the Body:13th edition CD Rom 2008 AnimationDirect narrated 3-D animations sequences that demonstrate anatomical concepts and physiological principles. Structure and Function of the Body:13th edition CD Rom 2008 Body Spectrum Human Body Electronic Coloring Book. Tests the knowledge of 12 anatomical categories. The Anatomy Coloring Book: 3rd edition by Kapit & Elson Organized according to body systems, color-key system anatomical terminology is linked to detail illustration of the structures of the body. Essentials of Athletic Injury Management: Student on-line textbook resource The National Athletic Trainer's Association: Position statements, journal articles, competencies Surgery Games: Anatomy games. Educational games to help students learn major muscles, arm and knee surgery and a skeleton tutorial Inner Body: Interactive exploration of Human Anatomy. Each topic has animations, 100's of anatomy graphics, and thousands of descriptive links. Students can study the anatomy of the human body online using anatomy charts, models and diagrams. Get Body Smart: Online resource for learning the Human body using interactive tutorials and quizzes. Subject areas include: overview of the anatomy and physiology of the human body, skeletal system, muscle tissue physiology, muscular system, nervous system, circulatory (cardiovascular) system, respiratory system, histology and the urinary system getbodysmart.com/ap/muscletissue/menu/menu.html Human Anatomy: by McKinley and O'Loughlin Online resources human anatomy case studies for student analysis. com/sites/ /student_view0/ U.S. National Library of Medicine and National Institutes of Health: Excellent resource with up-to-date information on sports injuries including journal articles, research and clinical trials, videos and links to other sports injury articles. Khan Academy: Instructional short videos and practice tests in Biology that introduce and reinforce concepts. Will be used as a pre-assignment to the body systems. Digital Comprehensive Monocular Microscope 2: Used for viewing, comparing and digital recording of slide images. Distributer Ken-A-Vision USDA MyPyramid Tracker: Online dietary and physical activity assessment tool Course Purpose (4 of 17)9/17/ :34:40 AM

5 Describe the use of and demonstrate an understanding of medical and technical terminology. Increase the understanding of biological concepts, medicine and pathology in an active integrated manner. Provide an indepth study of the anatomy and physiology of the human body, which is designed to build knowledgeable problem-solvers to investigate, diagnose and treat medical issues arising in sports and athletic activities. Understand the structure and function of cell organization as it relates to acute injury and injury healing. Understand the many body systems (skeletal, muscular, nervous, cardiovascular, respiratory and digestive) and how they function during various levels of physical activity and are affected by injury or exertion and how they respond during treatment and rehabilitation. Understand the skills necessary to assess a sports injury and research the different biomechanics involved for different movement of the human body depending on the particular sport. Demonstrate understanding of injury prevention and rehabilitation. Understand and demonstrate proficiency in comprehension of the specific anatomy and biomechanics of the entire human musculoskeletal system. Understand the environmental and nutritional factors that influence athletic performers. Demonstrate how to research, test and critically analyze scientific data and information to develop scientific conclusions and to effectively communicate and justify results. Demonstrate the ability to solve problems and think critically by effectively completing challenging group and individual projects and assignments. The combination of scientific laboratory assignments and conducting academic research enables students to use complex, creative-thinking skills, based on clear and demonstrable scientific procedures to reach sound conclusions. Prepare for advanced post-secondary level education in biology and/or medicine. Display an understanding of the various educational and career opportunities that exist in sports medicine and how they relate to the medical field in general. Create an educational and career portfolio that reflects student comprehension and learning in the course, along with setting personal and professional goals in preparation for the next step in the process of pursuing a career in the medical field. Course Outline Unit 1 INTRODUCTION TO THE FIELD OF SPORTS MEDICINE Summary of Topics Covered: Students will be introduced to the field of sports medicine, subcategories of the field, and basic terminology. Students will also learn about the different aspects involved in the field of sports medicine including injury recognition, injury prevention and legal and liability issues. Students will: Understand the definition of sports medicine and the many different areas of sports related to both performance enhancement and injury care and management. (Prentice Chapter 1) Learn and demonstrate the use of medical terminology as it relates to sports medicine. (Prentice Chapter 1) Demonstrate the necessary safety and emergency procedures needed as they analyze sports related emergency scenarios and respond appropriately. (Prentice Chapter 13) Define and identify the legal and liability considerations while providing health care services. (Prentice Chapter 3) (5 of 17)9/17/ :34:40 AM

6 Labs: Basic Medical Terminology Infectious Disease Control CPR and First Aid Unit 2 THE BODY SYSTEMS Summary of Topics Covered: In this unit, students will learn about the anatomy and physiology of the human body and how the individual and collective human systems function as they work during physical activity. They will study the concept that all injury healing takes place at the cellular level and?? learn the importance of the inflammatory response as the first stage of healing. This unit will include lessons about the failure of these systems due to sport injury and the proper body maintenance to avoid such an injury. Students will: Understand the function of cellular components, the injury cycle including hemorrhage, inflammation and the healing process from injury. (Thibodeau Chapter 3) Understand the different types of tissue injuries, be able to explain the tissue repair and healing process and name the stages of soft tissue healing and what happens in each stage. (Thibodeau Chapter 3) Describe what is meant by the injury cycle and explain the three phases of soft tissue healing including inflammatory phase, repair and regeneration phase and remodeling phase. (Thibodeau Chapter 13; Prentice Chapter 13) Learn the anatomy and physiology of the musculoskeletal system and be able to identify and explain functions of the muscles and the skeletal systems to which they are attached. (Thibodeau Chapter 6 & 7) Identify and explain how bones are formed, how they grow and how they are remodeled and identify the two major subdivisions of the skeleton and list and show where the bones are found in each area. Students will build a skeletal model. (Thibodeau Chapter 6) Identify the organs and divisions of the nervous system and describe the function of each system as a whole as it relates to sports injury. (Thibodeau Chapter 8) Explain the anatomy and physiology of the cardiovascular system as it relates to sports injury and rehabilitation. (Thibodeau Chapters 12 & 14) Identify and explain the functions of the respiratory system and the mechanisms responsible for the exchange of gases that occurs during internal and external respiration and how they are affected by exertion and injury. (Thibodeau Chapter 14) Learn the anatomy and physiology of the digestive system, the essential nutrients, eating disorders, sports nutrition and nutrition for athletes, ergogenic aids and nutrition supplements and effects from the environment as it relates to sports injury. (Thibodeau Chapter 15) Labs: The Cell Cells and their function (6 of 17)9/17/ :34:40 AM

7 Tissue Identification Bone Identification Muscle Function and Identification Nervous System Respiratory System Digestive System Cardiovascular System Key Assignments: Cell Design Skeleton Building Guest Lecturer: Orthopedics Physician - surgical and nonsurgical means to treat musculoskeletal trauma and sports injuries. After listening to the guest lecturer, the students will write a reaction paper outlining what they learned from the speaker and how their learning relates to the lectures, research and labs in the class. Unit 3 INTRODUCTION TO INJURY ASSESSMENT AND MECHANISM OF INJURY Summary of Topics Covered: In this Unit, students will become familiar with basic injury assessment skills and the definition of mechanism of injury in sports. They will do research on the different biomechanics involved for different sports movement of the human body. Students will: Learn the function of cellular components, tissue groups, body systems, soft tissue injuries and symptoms of sprains, strains, dislocations, and fractures. (Prentice Chapter 7) Define and identify the different types of soft tissue injuries and the forces that cause the injuries. (Prentice Chapter 7) Demonstrate the importance of Cardiopulmonary Resuscitation (CPR) and how to manage an obstructed airway. (Prentice Chapter 7) Assess the types of shock and be able to explain the various phases of injury assessment. (Prentice Chapter 7) Explain the importance of controlling swelling during initial injury management and demonstrate techniques for moving and transporting an injured athlete. (Prentice Chapter 7) Labs: Sports Specific Movements Biomechanics of sport specific movement (7 of 17)9/17/ :34:40 AM

8 Soft Tissue and Bone Injury Guest Lecturer: Doctor of Physiatry - How to restore optimal function to the muscles, bones, tissues and nervous system from a sports injury. After listening to the guest lecturer, the students will write a reaction paper outlining what they learned from the speaker and how their learning relates to the lectures, research and labs in the class. Unit 4 SPORT SPECIFIC INJURY ASSESSMENT AND MECHANISM OF INJURY; LOWER EXTREMITIES Summary of Topics Covered: In Units 4 and 5, the students will learn the specific anatomy and biomechanics for the entire human musculoskeletal system. They will use the computer to do virtual research for each body part and apply their knowledge to understand how injuries occur in sports. Learn the anatomy, common injuries, sign and symptoms, and management of injuries for the foot, ankle, lower leg, knee and thigh. (Thibodeau Chapters 6,7,& 8 on going reading and reference for all functional anatomy lectures; Prentice 14 & 15) Assess and demonstrate how to tape and bandage each lower extremity body part. (Prentice 14 & 15) Identify and label the bones, muscles and tendons of the foot and ankle, (Prentice 15 & 16) Learn the knee anatomy, joint mechanics, common injuries (including causes, signs, symptoms and management) and knee injury management evaluation techniques. (Prentice Chapter 16) Demonstrate how to assess and differentiate between acute and overuse injuries to the knee. (Prentice Chapter 16) Identify and label the major components of the thigh, hip and pelvis; describe the causes, signs & symptoms and management of common injuries to these areas and demonstrate how to tape and bandage appropriately. (Prentice Chapter 17) Labs: Foot and Ankle Mechanism of Injury Lower Leg Mechanism of Injury Knee Mechanism of Injury Thigh Mechanism of Injury Hip Mechanism of Injury Key Assignment: Mechanism of Sport Injury Research Paper Unit 5 SPORT SPECIFIC INJURY ASSESSMENT AND MECHANISM OF INJURY; UPPER EXTREMITIES AND SPINE (8 of 17)9/17/ :34:40 AM

9 Summary of Topics Covered: In Units 4 and 5, the students will learn the specific anatomy and biomechanics for the entire human musculoskeletal system. They will use the computer to do virtual research for each body part and apply their knowledge to understand how injuries occur in sports. Learn the anatomy, common injuries, sign and symptoms, and management of injuries for the shoulder complex, spine, elbow, forearm, wrist, hand, thorax and abdomen. (Thibodeau Chapters 6,7,& 8 ongoing reading and reference for all functional anatomy lectures; Prentice 18, 19, 20 & 21) Describe the anatomy of the thorax and abdomen, identify the location and function of the heart, lungs and abdominal viscera, and be able to explain the techniques for assessing injuries to these areas. (Prentice Chapter 21) Describe the anatomy of the cervical, thoracic and lumbar spine, formulate measures to prevent injury to the spine, and describe ways to assess and recognize injuries when they do occur. (Prentice Chapter 20) Identify and describe shoulder anatomy including bones, articulations, stabilizing ligaments and musculature of the shoulder complex.(prentice Chapter 18) Explain how shoulder injuries could be prevented, describe the process for assessing injuries and recognize specific injuries that occur around the shoulder joint and describe plans for management. (Prentice Chapter 18) Describe the bony, ligamentous, and muscular anatomy of the elbow, forearm, wrist and hand. (Prentice Chapter 19) Explain methodologies to prevent injuries to the elbow, forearm, wrist and hand, assess common injuries and explain procedures that can be used in caring for these injuries including taping and bandaging. (Prentice Chapter 19) Identify signs and symptoms, demonstrate proper assessment and treatment for athletes suspected of having a concussion or closed head injury. (Prentice Chapter 22) Labs: Lumbar and Thoracic Spine Mechanism of Injury Shoulder Mechanism of Injury Elbow Mechanism of Injury Hand and wrist Mechanism of Injury Cervical Spine Mechanism of Injury Key Assignment: Mechanism of Sport Injury Research Paper Unit 6 INJURY PREVENTION AND REHABILITATION Summary of Topics Covered: In this Unit, students will learn about injury prevention and rehabilitation through hands-on lab work. They will write about basic rehabilitation protocols based on knowledge gained from the lecture, book (9 of 17)9/17/ :34:40 AM

10 assignment and lab work. Identify the various factors to consider in managing the psychological impact of injury and the decision-making process for treatment and returning the injured athlete to competition. (Prentice Chapter 12) Research processes of rehabilitation for the injured athlete that will include using therapeutic modalities such as ice treatment, ultrasound, electric stimulation and cold laser along with exercise oriented rehabilitation utilizing their knowledge of the cardiovascular, nervous, digestive and musculoskeletal systems. (Thibodeau Chapters 12 & 13; Prentice 11) Explain the philosophy of the rehabilitative process in a sports medicine environment and explain the short and long term goals of a rehabilitative program. (Prentice 12) Describe each of the five stages of injury healing including the time, physiology, therapy and the goal of therapy for each stage. (Prentice 12) Explain and demonstrate various taping techniques including site preparation, tape applications and specific taping techniques for a variety of body parts. (Thibodeau Chapter 14; Prentice Chapter 10) Labs: Health, Fitness and Conditioning Modalities for Rehabilitation Advanced Taping Key Assignments: Case Study: Injured Athlete Rehabilitation Exercise Program Poster Presentation Guest Lecturers: Professional in modalities rehabilitation - Modality resources for rehabilitation Physical Therapist - Rehabilitation of the injured sports athlete Anesthesiologist - Use of epidurals in sports rehabilitation After listening to the guest lecturers, the students will write a reaction paper outlining what they learned from the speaker and how their learning relates to the lectures, research and labs in the class. Unit 7 ENVIRONMENTAL FACTORS AND CONCUSSION IN SPORTS MEDICINE Summary of Topics Covered: The students will learn about environmental factors that influence athletic performers. They will study the systems involved in (10 of 17)9/17/ :34:40 AM

11 the process of how foods and fluids are important to avoid injury and improve athletic performance. Understand and identify the six classes of essential nutrients and supplements and their functions. (Prentice Chapter 5) Understand the effects of eating disorders, weight management, proper sports nutrition, use of ergogenic aids and effects from the environment. (Thibodeau Chapter 15 & 16; Prentice Chapter 5). Learn the importance of proper hydration and the effects of dehydration and its proper treatment. (Chapter 5) Describe the physiology of hyperthermia and the clinical signs of heat stress and how they can be prevented. (Thibodeau Chapter 18; Prentice Chapter 9) Labs: Nutrient Analysis Concussion Identification Identifying and preventing heat stroke, heat exhaustion and hypothermia Key Assignments: Personal Analysis of Nutrition Concussion Team Project Education and Career Portfolio Guest Lecturers: Neurologist: Sports injuries cervical spine and concussion Nutuitionist: Proper diet and the use of supplements for the sports athlete After listening to the guest lecturers, the students will write a reaction paper outlining what they learned from the speaker and how their learning relates to the lectures, research and labs in the class. (11 of 17)9/17/ :34:40 AM

12 Laboratory Activities All laboratory reports will be documented in written form using a report template that includes: title of lab, date and partners, purpose or objective of the lab, materials used to complete the experiment, procedures/steps that were taken to complete the experiments, data that were obtained from the procedures, results what the data means, analysis of the results, and conclusions. Students will keep a journal of all labs. Unit 1 INTRODUCTION TO THE FIELD OF SPORTS MEDICINE Basic Medical Terminology: Students begin to learn basic medical terminology by hands on demonstration and develop an on-going personal medical dictionary defining words and drawing examples where appropriate. This is an ongoing lab. Infectious Disease Control: Students are trained on how viruses travel (blood-borne and airborne pathogens), how pathogens are spread through a population and how to use the universal precautions such as wearing gloves and masks. CPR and First Aid:Students are trained in basic first aid and CPR including how to asses for vital signs and be able to demonstrate how to effectively use these skills in an emergency situation. Unit 2 THE BODY SYSTEMS The Cell and Tissue Identification: Using the digital microscope students analyze the structure of a cell, identify the different cell and tissue types. Cells and their function: Students design model of cell, a healthy cell and one during the injury phase of acute injury and the inflammatory response in tissue. Group presentations will be made about cell design models. Tissue Identification: Students, using microscopic analyze, identify different tissue types (epithelial, connective, nerve, muscle) and their function and structure. Bone Identification: Students identify, record and label bones and bone landmarks by using skeletons and disarticulated skeletons. Students begin to build muscular skeletal system on cardboard in 2-dimensions. Muscle Function and Identification: Students view slides of muscles, identifying and describing organization and structure of skeletal muscles compare and analyze range of motion, insertion and origin. Nervous System: Students investigate nerve cells and explore the concepts of reflex arcs, along with stimulus and response. Respiratory System: Students identify the parts of the human respiratory system and calculate and graph their respiratory response at rest versus during exercise. Digestive System: Students identify and explain the anatomy and physiology of the digestive system and how food travels through the system. Cardiovascular System: Students identify and explain the anatomy and function of the heart and the circulatory system. They will analyze heart rates and blood pressures before and after exercise for athletes and nonathletes. Unit 3 INTRODUCTION TO INJURY ASSESSMENT AND MECHANISM OF INJURY (12 of 17)9/17/ :34:40 AM

13 Sports Specific Movements - Students will identify and demonstrate what makes up sport specific movements using previous knowledge of medical terminology to identify biomechanics, along with joint and muscle movement such as flexion and external rotation during the throwing phase of a baseball pitcher. Biomechanics of Sport Specific Movement - Students will identify and demonstrate the difference in biomechanics of sport specific movement using their previous knowledge of anatomical markers and biomechanics, such as what makes the knee joint and the quadriceps muscle group during running move differently than the shoulder joint and the internal rotators during swimming. Soft Tissue and Bone Injury - Students will identify and diagnose soft tissue and bone injuries associated and correctly assess the mechanism of injury.for example, define the biomechanics involved such as a lateral blow to the knee joint in a football player with the foot planted causing a medial collateral ligament tear. Unit 4 SPORT SPECIFIC INJJURY ASSESSMENT AND MECHANISM OF INJURY: LOWER EXREMITIES Students identify by hands on practical assessment the functional anatomy and biomechanics involved in creating the mechanism of injury and create models of the bones, muscles, joint articulation, ligaments and tendons involved in a specific sport. Students learn and demonstrate how to tape and bandage appropriately. Foot and Ankle Mechanism of Injury: Example - Differentiate between lateral ligament ankle injury and fracture of the 5th metatarsal for a inversion ankle injury in a male soccer player. Lower Leg Mechanism of Injury: Example - Identify the mechanism of injury for tendonitis of the posterior tibialis tendon, also known as shin splints in a male cross country runner. Knee Mechanism of Injury: Example - Identify an anterior cruciate rupture injury in a female basketball player where the mechanism of injury was valgus stress to the medial knee with internal rotation of the femur while landing from a jump. Thigh Mechanism of Injury: Example - Identify a quadriceps contusion in a female soccer player due to the mechanism of injury being a sharp blow from opponent's knee. Hip Mechanism of Injury: Example - Differentiate between a hip flexor strain and an avulsion fracture of the apophyseal plate and the anterior superior iliac spine. Unit 5 SPORTS SPECIFIC INJURY ASSESSMENT AND MECHANISM OF INJURY: UPPER EXTREMITIES AND SPINE Students identify by hands-on practical assessment the functional anatomy and biomechanics involved in creating the mechanism of injury and create models of the bones, muscles, joint articulation, ligaments and tendons involved in a specific sport. Students learn and demonstrate how to tape and bandage appropriately. Cervical Spine Mechanism of Injury: Example - Identify the mechanism of injury for a cervical spine fracture in a male football player who has collided head first with another player while the cervical spine hyperflexion. Lumbar and Thoracic Spine Mechanism of Injury: Example - Identify the mechanism of injury for a spondylolythesis in a female gymnast at L1- L2 vertebrae. (13 of 17)9/17/ :34:40 AM

14 Shoulder Mechanism of Injury: Example - Differentiate between a chronic and an acute injury to the rotator cuff structures; specifically the supraspinatous in a male baseball pitcher. Elbow Mechanism of Injury: Example - Differentiate between the mechanism of injury for medial and lateral epicondylitis; tennis player versus golfer. Hand and Wrist Mechanism of Injury: Example - Identify the mechanism of injury for a wrist extensor injury in a female vaulter. Unit 6 INJURY PREVENTION AND REHABILITATION Health, Fitness and Conditioning: Students will identify the principles of conditioning and understand the importance of the warm-up and cool down for optimal performance by practicing appropriate exercises and charting which body systems are affected. Advanced Taping: Students will learn and demonstrate proper taping techniques and understand why it is imperative to accurately apply the tape across anatomical joint lines and soft tissue areas to ensure stability (athletic tape) and lymphatic fluid flow (kinesiotape). Modalities for Rehabilitation: Students will experience and practice the use of different modalities such as ultrasound, interferential and cold laser. Unit 7 ENVIRONMENTAL FACTORS AND CONCUSSION IN SPORTS MEDICINE Nutrient Analysis: Students will analyze the nutrient values in advertised power/energy food and compare and contrast the value for an athlete. Concussion Identification: Students will be presented with the proper and current testing guidelines to identify if an athlete has sustained a concussion. They will practice these tests on each other in pairs in class. They will then research the NATA (National Athletic Trainer's Association consensus statement and identify the guidelines for return-to-play for a concussed athlete. Identifying and preventing heat stroke, heat exhaustion and hypothermia: Students will review case scenarios and differentiate between heat stroke, heat exhaustion, and hypothermia. They will identify what physiologic processes are influenced when an athlete is hypo or hyperthermic. They will identify what preventative measures to utilize to avoid heat stroke, heat exhaustion, and hypothermia with regard to nutritional diet and supplements. Key Assignments Cell Design: Students draw a progression of a healthy cell, an injured cell and a cell in the healing process. For each diagram, the student writes detailed descriptions of the processes involved for each step toward the recovery of the injured cell. Skeleton Building: Students will build a 2-dimension axial skeleton with other components (muscles, organs etc.) added later to complete the model of human anatomy by the end of the second semester. Bones must be the right shape and dimension, in the anatomically correct position and proportions. Muscle groups and pertinent organs are added throughout the course. Mechanism of Sport Injury Research Paper: Students write a 5 page (minimum) research paper on the mechanism of injury of a chosen body part in a specific sport. The paper should include academic research and (14 of 17)9/17/ :34:40 AM

15 describe the human anatomy and physiology involved, describe the normal movement in the sports activity and how the incorrect movement or outside forces on that body part could cause the injury. The paper must document at least five resources used in the research and should include information on the signs and symptoms of the injury, treatment including the option of surgery, and the rehabilitation protocols. Personal Analysis of Nutrition: Students will record their food intake for one week (7 days) and enter the information into the nutritional analysis calculator on the USDA website to calculate the quality of their diet. Students will then write a reflective essay evaluating the results and outline a plan to meet their nutritional goals. Rehabilitative Exercise Program Research and Class Presentation: Students will create a rehabilitative exercise program for a specific sports injury. They will be required to justify all aspects of the exercise program with a detailed review of literature for each exercise that they gather from their textbooks, professional journals and Internet research. They will develop a PowerPoint presentation and present it to the class. Included in the presentation must be an explanation of how the exercise program may also be used as a preventative injury tool. Poster Presentation: Students will work in pairs, chose a mechanism of injury from the lower or upper extremities, identify and explain the injury, outline ways to prevent the injury and write a rehabilitation plan. Students will prepare a poster of their results, will then present their poster to a group of coaches and athletic trainers and will justify their observations and results in a question/answer format. Concussion Team Project: Students will work in teams of 4-5 with an athletic trainer from one of the local high schools. The team will research the appropriate protocol for sideline management of an athlete with a suspected concussion or cervical spine injury. The assignment will include presenting proper testing guidelines for concussion and the proper technique to ensure that the athlete with cervical spine injury is in a safe position for possible emergency transport. The team will design an emergency plan and outline the necessary procedures for a safe evacuation including the roles of each person responding to the emergency. Each team will develop a PowerPoint presentation and will present their findings and evacuation plan to the class. Case Study: Injured Athlete: In pairs, students choose an athlete who has suffered a sports injury and write a case study. Students interview the person and identify specific information regarding the injury. Students will then research the anatomy, mechanisms and treatment of the injury and identify the correct biomechanics of the sports activity using their knowledge of functional anatomy and describe how the mechanism of injury disrupted the biomechanics causing injury. In the case study, the students need to describe what the sports specific movement should look like when injury is not involved. Students write a case study to include an introduction and background of the athlete, diagnosis and treatment plan and predicted outcome. Students will present the case study to the class. Education and Career Portfolio: Students complete an educational and career portfolio and related documents including: educational and career research of a sports medicine career, job application, resume, college/ training plan, letters of recommendations, work samples (lab reports, research papers illustrations, treatment plans). Students will present and be interviewed by a professional in the sports medicine field. (15 of 17)9/17/ :34:40 AM

16 Instructional Methods and/or Strategies The entire course outline is supported by the following instructional methods and strategies. A variety of instructional methods are used to accommodate all learning styles. These include, but are not limited to: Direct instruction in the form of PowerPoint-based lectures, chapter readings, in- class research, demonstrations, large and small group discussions. Laboratory research and investigation with individual, pairs and in small groups. using the science lab and hand-on experiences. Each lab is recorded in a lab journal and written up by the student using the standard lab report outline. Research using professional journals, reference resources and textbooks, Internet and digital media resources. In-depth reading, written critiques and analysis of information from various sources including: textbook, professional journals, newspapers, library, electronic media, texts and other reference materials. Formal and informal large and small group discussions are conducted to increase skills in student ability to work cooperatively and collaboratively, to critically analyze data and information, and to become effective problem-solvers and increase responsibility for self learning. Guest Lecturers: Sports Medicine and medical professionals. Field trips to area sports facilities and clinics to augment classroom learning with real-world application to the field of sports medicine.?? Assessment Methods and/or Tools The assessment methods and strategies for this course are in alignment with the Course Purpose supporting development of critical thinking and analysis skills. Summative and formative assessments are used throughout the course to ensure that students comprehend course content. Chapter and Unit tests assess for understanding of content. They are comprised of open-ended essay questions that demonstrate student ability to critically analyze and justify positions. Tests will require students to interpret, analyze, apply and demonstrate ideas and concepts as they relate to the solution of real-world scientific problems. Student ability to apply past learning to new situations is included in evaluation. Research papers and essays include use of research sources to identify the cause and effect of various issues in sports medicine. Students are required to read, research and apply curriculum in essay form with clarity and precision. Small group discussions to openly discuss issues and understand individual opinions. Ability to question and pose problems in the context of an interdependent, collaborative team environment is emphasized. Laboratory proficiency exams and reports to demonstrate student understanding of the concepts and applications. Class presentations, demonstrations, simulations and projects, both individual and group, where students present research data and information to demonstrate and teach a topic. Gathering and presenting information utilizing multiple senses is emphasized. Portfolio culminating project, displays student understanding of Sports Medicine and prepares for future education and career goals. (16 of 17)9/17/ :34:40 AM

17 Field Experience: Students spend a minimum of 2 hours a week outside of the classroom in an athletic training internship assisting a team's athletic trainer or coach. Students will keep a weekly journal of their experiences and observations. Send to: hsupdate@ucop.edu [ back to top ] UC Regents (17 of 17)9/17/ :34:40 AM