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C E C Middle College
2650 Eliot St.
Denver CO 80211
Ph: 720 - 423 - 6600
Fax: 720 - 423 - 6604
TTY: 720 - 423 - 6643

Darryl Miller

Sports Medicine

E-Mail: Darryl_Miller@dpsk12.org
Phone: 720 - 423 - 6683

DIVE IN and become part of an Elite Team of Sports Medicine Professionals who serve the World of Athletics.

Denver Public Schools Department of Curriculum and Instructional Services 2004/2005 COURSE SYLLABUS

Athletic Training/Sports Medicine

I. General Course Information

Course Code: 8578, 8580, & 8581 Course Title: Athletic Training/Sports Medicine Department: Career Education Center Grade Level(s): 10, 11, 12 Credits per semester: 15 Credit Area: 5 Elective; 5 Physical Education; 5 Science Duration: 1 semester Maximum Semesters: 3 Special Grading: Yes Prerequisites: Biology I Fees and Materials: $7.00 CPR/First Aid Certificate Notes: Approval of Instructor Internship available

Textbooks: National Safety Council First Aid and CPR Advanced Musculoskeletal System Building Medical Terminology Basic Concepts to Athletic Training The Comprehensive Manual of Taping and Wrapping Techniques

II. Course Description

The first semester of this course will introduce students to academic skills to include: medical terminology as well as prevention, treatment and rehabilitation of athletic injuries. In addition, the student will study the human body (anatomy, physiology and nutritional and emergency medicine). Upon successful completion, the student will receive Cardio-Pulmonary Resuscitation (C.P.R.) and Advanced First Aid Certification. Instruction is designed to prepare and enhance students as candidates for university entry level student athletic training positions.

III. Program or CTE, District Standards/Learning Objectives, Workplace Standards

Career Program

1. The student will identify and demonstrate performance capabilities for entry-level emergency medical care to include C.P.R., bleeding and infection control, shock management and splinting/transporting procedures.

2. The student will identify factors associated with incidences of injuries between classification of sports and anatomical structures of the body.

3. The student will analyze changes in vital signs; heart and respiration rate, blood pressure and skin color, temperature and condition prior to, during, and post injury and exercise.

4. The student will demonstrate the proper taping and wrapping techniques for the upper and lower extremities.

5. The student will understand the concepts of scientific investigation in determining extent and cause of injury through H.O.P.S. (History, Observation, Palpation and Severity of injury).

6. The student will apply the basic concepts of nutrition (to include food choices pre-and post- exercise, food labeling, ergogenic aids and essential nutrients) that affect an athlete's performance.

District Standards/Objectives

Science #1 - Students understand the processes of scientific investigations and design, conduct, communicate about, and evaluate such investigations.

• Understand the concepts of scientific hypothesis and scientific theory.

• Identify and evaluate alternative explanations and procedures

Science #3 – (Life Science) - Students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.

• Review and expand knowledge of the human body and systems, identify functions and organs of each principal system (e.g., skeletal, muscular, circulatory, lymphatic, respiratory, digestive, excretory, nervous, endocrine systems), and identify biochemical reactions in the body.

• Understand the roles of skeletal, muscular, and integumentary systems.

• Understand the role of the nervous system.

• Understand the roles of the respiratory and circulatory systems.

• Demonstrate knowledge of changes in matter.

Science #5 - Students know and understand interrelationships among science, technology, and human activity in the past, present, and future, and how they can affect the world.

• Describe how people use science and technology in their professions.

Science #6 - Students understand that science involves a particular way of knowing and understanding common connections among scientific disciplines.

• Explain why controlled experiments must have comparable results when repeated.

• Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified (e.g., through space exploration).

Science #7 – (Technology) - Students use appropriate technologies to facilitate understanding of scientific concepts, communicate scientific information, and conduct scientific inquiry.

• Access, process, and communicate data from a variety of technological resources (e.g., computers, the Internet, television, Distance Learning).

From Physical Education Standards 3, 4 & 6

• Demonstrate the ability to assess and maintain physical/health fitness . • Apply health-related fitness components of cardiovascular endurance, muscular strength, flexibility, and body composition as it pertains to non-injured and injured athletes.

• Demonstrate basic principles of fitness (i.e. overload, progression, specificity, and periodization).

• Recognize risks and safety factors associated with regular participation in physical activities.

• Demonstrate basic concepts of first aid and CPR.

Workplace Standards

Communication Skills

• The learner follows oral directions related to the task or system under study.

• The learner understands and practices interactive relationships required for effective teamwork and within the complete staff.

• The learner clearly organizes and effectively presents ideas orally.

• The learner organizes and effectively presents ideas and information in writing. Organizational Skills

• The learner devises and outlines a process to achieve a goal and time line.

• The learner identified, organizes, plans, and allocates resources . • The learner collects and organizes oral and written information based on discussions, notes, observation, personal experiences and data collection that will assist in the problem analysis and solution process.

• The learner will practice time management and follow work schedules. Thinking Skills

• The learner can apply industry definitions to solve problems in various components and systems.

• The learner infers the problem and predicts the solution to the problem from the information provided.

• The learner evaluates the usefulness of available information for analysis of the problem symptoms being evaluated.

• The learner understands and applies ethical principles to decision making.

• The learner can recognize problems and work toward their solution either as a team member or an individual.

• The learner can comprehend and apply information in manuals/test to operate and maintain tools and equipment.

Worker Qualities

• The learner understands and practices interactive relationships required for effective teamwork and within the complete self.

• The learner believes in his/her own self-worth and maintains a positive view of self.

• The learner understands the importance of providing good client service and exhibits sensitivity to their needs.

• The learner will practice effective teamwork.

• The learner can utilize conflict resolution.

• The learner demonstrates respect for individual differences.

• The learner can work well with people from culturally diverse backgrounds . • The learner can adapt as necessary as a member of a team to complete the team's task serving in such roles as a leader of the team, helping other team members learn and negotiating assignments within the team.

• The learner treats people with respect.

• The learner assumes responsibility for his or her own decisions and actions.

• The learner understands self-awareness in relating their personal and occupational abilities to long-term career goals.

• The learner demonstrates respect for individual differences both at school and in the work place.

Safety

• The learner understands and demonstrates personal responsibility and the responsibility of others in performing tasks.

• The learner can describe the importance of management’s responsibility for a safe work place.

• The learner will demonstrate the ability to properly and safely use equipment and tools.

• The learner will exhibit an awareness, which is reflected in good work habit, including cleanliness, orderliness, and safe work habits.

• The learner will comply with established safety practices.

• The learner will respond to emergencies in the appropriate manner. Technology.

• The learner demonstrates the ability to use reference/technical manuals to specify and requisite needed components and materials . • The learner demonstrates computer literacy using keyboard skills, computer programs, and understands basic computer operations.

• The learner uses computerized and other databases to obtain system information.

• The learner uses the appropriate technology that will assist them with procedures, tools, and equipment.

• The learner uses technology information to interpret and use data.

Career and Technology Education Standards

CFS Standard 10.2 • Investigate the impact of heredity and environment on human growth and development.

• Examine effects of life events on individuals.

Standard 10.3

• Recognize concepts for health maintenance and disease prevention.

Standard 12.1 • Examine eating and exercise patterns for healthy, active persons and compare to ill, sedentary, overweight, and underweight persons (athletes).

Standard 12.2

• Assess the effect of nutrients on health, appearance, and peak performance.

• Assess the impact of food and diet fads, food addictions, and eating disorders on wellness.

• Appraise sources of food and nutrition information, including food labels, related to health and wellness.

Standard 12.6 • Examine the role of fitness and exercise in meeting human growth and development needs.

• Become familiar with how the State’s Good Samaritan Laws affect your provision of emergency care in your role as Athletic Trainer.

• Recognize respiratory and cardiac emergencies in children and infants.

• Demonstrate procedures for respiratory and cardiac emergencies in children and infants.

• Recognize when to respond and how to assess an emergency and/or injury.

• Demonstrate skill in checking a conscious or unconscious athlete for life-threatening or non life-threatening conditions.

• Recognize signals that indicate a breathing emergency and demonstrate skills in caring for the athlete who is having difficulty breathing or is not breathing.

• Provide care for a person who has signs and symptoms of a heart attack or is experiencing a heart attack.

• Demonstrate the proper techniques when giving CPR (cardio pulmonary resuscitation).

• Demonstrate the differences related to Basic Life Support when the individual is a child or an infant.

• Identify soft tissue injuries and how to provide care for someone that is bleeding, contused, or has been burned.

• Recognize the signs and symptoms of potential injuries to joints, bones and muscles and how to care for those injuries.

• Understand the general principles of applying and removing tape in the protection or treatment of athletic injuries.

• Demonstrate proper techniques of applying tape and elastic bandages for prevention, protection, or treatment of various athletic injuries.

IV. Course Outline

Emergency Medical Services (Science Standard #3) • Medical History

• Patient Assessment

• Initial assessment (ABCH)

• Rapid/trauma assessment

• Medical assessment

• On-going assessment

• CPR (Cardio-Pulmonary Resuscitation)

• One-man

• Two-man

• Child

• Infant

• Foreign body airway obstruction

• External/Internal Bleeding

Open and closed

• Wounds

• Specific Body Area Injuries

• Poisoning

• Medical Emergencies

• Cold and heat related emergencies

• Moving and Rescuing Victims

• Medicine Chest and First Aid Supplies

• Common Complaints

• Emergency Scenarios

• Burns

• Skeletal Classification of fractures

• Splinting

• Shock

• Hemorrhagic

• Respiratory

• Cardiogenic

• Anaphylactic

• Neurogenic

• Psychogenic

• Septic

• Metabolic

• Basic Life Support in Perspective

• The need for medical intervention

• Emergency cardiac care

• The chain of survival

• Cardiopulmonary Functions

• The cardiovascular and respiratory system

• Respiratory arrest and insufficiency

• Actions for survival

• Risk Factors and Prudent Heart Living

• Risk factors for heart attack

• Prudent heart living

• The role of prevention

• Adult Basic Life Support

• Indication for B.L.S.

• The sequence of B.L.S.

• C.P.R. performed by one rescuer and two rescuers

• Foreign-body airway obstruction management

• Special Resuscitation Situations

• Stroke

• Hypothermia

• Near-drowning

• Electric Shock and lightning strike

• Pregnancy

• Allergies

• Asphyxiation

• Unique Situations

• Pediatric Basic Life Support

• Injury prevention

• The sequence of pediatric B.L.S.

• Activation of the E.M.S. System

• Foreign-body airway obstruction

• Ethical and Legal Considerations

• Values in decision making

• Initiating /Discontinuing C.P.R.

• Legal Mandates

• Safety During C.P.R. Training and Actual Rescue

• Disease transmission during C.P.R. training

• Disease transmission during actual performance of C.P.R.

• Barrier devices for B.L.S. Training

• Fundamentals of Taping and Wrapping

• Purpose of taping and wrapping

• Philosophies of adhesive tape, elastic tape, and elastic wrap application

• Description of athletic training supplies

• Selection of proper supplies and specialty supplies

• Preparation of body part to be taped or wrapped

• Application and removal of taping and wrapping procedures

• Sports specific rules on taping and wrapping

• Braces and special devices

• Proper body positioning

• Common terminology

• The Skeletal System

• Bone types

• Markings on bones

• The vertebral column

• The skull

• The thorax

• The pectoral girdle and upper arm

• The forearm and hand

• The pelvic girdle and femur

• Bones of the lower leg and foot

• The joints

• Ligaments and bursae

• The Muscle System

• Muscle types

• Identifying muscles

• Movement

• Muscles of the head and neck

• Muscles of the chest and abdomen

• The shoulder muscles

• Muscles of the arm

• Muscles of the pelvic girdle

• Muscles of the thigh

• Muscles of the leg

• Disorders of the Skeletal System

• Osteomyelitis

• Disorders of the vertebral column

• Osteodystrophies

• Tumors of bone

• Bone fractures

• Joint diseases

• Muscle Disorders

• Symptoms, atrophy, contractor and weakness

• Inflammation, tumors and paralysis

• Sprains, strains, flatfoot, clubfoot and wryneck

• Operative (surgical) terms

• Physiology/Kinesiology

• Neuromuscular function

• The synapse

• Nerve-muscle interactions

• Motor units and muscle fiber type

• Neuromuscular adaptations to exercise

• Training for sport and performance

• Principles of training

• Medical terminology

• Defining training and fitness

• Cardiovascular function and adaptation to exercise

• Acute adaptations

• Chronic adaptations

• Balance and Alignment

• Dynamic

• Static

• Ballistic

• Normal alignment

• Lever systems

• Force/motion

• Nutrition

• Essential nutrients

• Food choices/food guide pyramid

• Food labeling

• Food classifications

• Related Diseases

• Mineral deficiencies

• High cholesterol

• Obesity

• Ergogenic Aids

• Sports drink

• Caffeine

• Steroids

• United States Olympic Center banned substances

Darryl Miller's Assignments