AS PUBLISHED IfV ATHLETIC MANAGEMENT

ATG as Padnerlf you're like most athletic directors, you're looking to lower risks in your department.

One simple solution is to get on the same page as your athletic trainer.

By Randy Bedin

he seeds of this storywere planted last year, asI listened to a presenta-tion about AutomatedExternal Defibrillators(AEDs). The salesperson

started his discussion with a statement thatimmediately caught my attention: "Asdirectors of athletics, you are the primarymanagers of risk at your schools."

As a certified athletic trainer, I wasslightly irritated by these words. Beforebecoming the Director of Athletics atStoneleigh-Burnham School in Greenfield,Mass., I had been employed as an athletictrainer in a variety of settings from DivisionI universities to an inner-city high school. Ifelt strongly that athletic trainers, not ath-letic directors, were the primary managersof risk at schools. After all, aren't athletictrainers responsible for all aspects ofhealth-care ofthe athlete from prevention to reha-bilitation of injuries?

As the salesperson spoke about his prod-uct, my mind was elsewhere. I wondered,do most directors of athletics believe thatthey are the sole managers of safety and riskat their schools? We do oversee every aspectof the department and are ultimatelyresponsible for what happens. And we alsohave to educate our coaches on safety con-cerning facilities and coaching methods.

However, when it comes to preventingathletic-related injuries, in most cases, theathletic director is not the staff memberwith the most expertise-the athletic train-er is. The athletic trainer is the oerson who

Randy Bertin is the Director ofAthleics atSto neleigh -Bu rnh a m School, an indepe nde n t board-ing and day school for girls in Greenfield, Mass. Hecan be reached at: rbertin@sbschool.org.

-o

o

Ioo6

-

A T H L E T I C B I D . C O M ATHLETIC MANAGEMENT AUG/SEPT 2OO5

YOUR ATCEUATUATINGBecause most athletic directorshave little background in sportsmedicine, they are sometimes hesitantto conduct evaluations of theit athletictrainers. However, it is important that anathletic trainer, just like a coach, isgiven a formal and thorough job teviewevery year.

lf the athletic trainer is subcontractedfrom a clinic, you may want to work withhis or her supervisor at the clinic in per-forming a job review. You could possiblyreview the employee together, or justprovide the clinic with your written notesafter you've conducted the review.

Here at Stoneleigh-Burnham, our evalua-tion focuses on the following areas:

Record Keeping: lt is critical that ath-letic trainers keep comprehensive recordson every athlete they treat. Even if youdon't know how to rcad SOAP notes (treat-ment notes), you can look at whether theathletic trainer's records ale consistent,clean, and tholough. You can also askyour team physician to review the records.

Wotk Efficiency: we require an athleteto sign in whenever seeing the athletictrainer, From these sign-in sheets, I cansee how many athletes our athletictrainer is treating in an afternoon, We aimtot L2-L5 athletes to be treated per day,about 1O percent of the athletes in ourprrgram, even if some of the appointmentsare just a quick check-in.

who tape ankles and provide emergencycoverage.

Every athletic trainer I've ever met is ashardworking and dedicated to student-ath-Ietes as any coach. If you ask them tobecome more involved in the leadership ofyour department, they will respond withenthusiasm. If you ask for their opinionsand suggestions, you will be impressed withtheir contributions. In the long run, theseinteractions will also help them become bet-ter athletic trainers.

The next step is to figure out a commu-nication strategy between yourself and theathletic trainer. Sometimes, finding the timeto talk is the hardest part ofthis partnership.You are busy, and so are they. And ifyourathletic trainers are contracted from a clinic,their hours are probably being counted andtracked.

Even with this time crunch, I recom-mend scheduling weekly meetings with theathletic trainer. They can consist of a half-hour or an hour. This ensures you haveuninterrupted time every week for dialogueon athlete safety.

I also suggest you attempt to have dailysideline conversations with your athletictrainer. As you check in on games and prac-tices, visit the fields where the athletic traineris, so you can take five minutes and chat.

These efforts will make him or her feelappreciated as a professional. In my experi-ence, most athletic trainers would say the

Prevention of Injudes: To evaluatethis area, I look at our injury trends andassess whether our athletic trainer isbeing proactive about decreasinginjuries. I also look at what the athletictrainer communicates with our coachesregarding the prevention of injuries.

Injury Assessment: lt's hard for anathletic director to effectively assessthis area of expertise, but there are someindicators you can use, For example, isthe athletic trainer making good decisionson when to send athletes to the hospi-tal? Does the team physician find thatthe athletic trainer is on the mark whensending athletes to him ot her?

Rehab: Are coaches satisfied with themanner in which their athletes are

athletic director at their school has at best afair understanding of exactly what they doon a daily basis. If you reach out to them,they will show more dedication to you.

ON THE AGENDA

What exactly should you be discussingwith your athletic trainer? The first thing isto mutually understand their role in yourathletic department. This will vary fromschool to school, so it's critical that you bothare in agreement about the athletic trainer'sduties and areas of responsibility.

Here at Stoneleigh-Burnham, our athlet-ic trainer's role is defined as the person whooversees all aspects of the sports medicinedepartment. We further define the responsi-bility by breaking it down into four areas:

r prevention of injuriesr emergencl care and initial assessment

of injuriesr serving as the point person for rehab

and return-to-play decisionsr managing the athletic training room.It should also be clear who the athletic

trainer's supervisor is. At our school, I havedirect oversight of this person. At otherschools, a team physician might oversee theathletic trainer.

If your athletic trainer's role is definedloosely, you should discuss exactly where hisor her energies should be focused. Some-times, athletic trainers assume that rehab orinjury evaluation should be their primary

retulthe icertireha

Wotthe icomal. Vcomparestanleteques

It c€baclabotteandetathat

should know the most about assessinginjuries, return-to-play criteria, and the lat-est injury-prevention ideas.

I juggled the conflicting views in mymind, and came to the conclusion that theathletic trainer andthe athletic director bothneed to be primary managers of risk for anathletic department to ensure safety. (Yes, Imissed the entire sales pitch for the AED,but our school already has them.) The nextquestion was: How do fi,vo people share sucha responsibility?

\NORKING RELAT IONSHIP

The first step in partnering with your ath-letic trainer to reduce risk is to understandtheir capabilities. Athletic training has beengrowing rapidly for 20 years. A rising per-centage ofhigh schools either have an athlet-ic trainer on staffor contract with a clinic forthese services. Most colleges have anywherefrom one to a dozen athletic trainers on staff.

The profession has been elevated by newstandards for certification and greateremphasis on professional development.Today's athletic trainers are focusing onimproving their communication, manage-ment, and leadership skills.

Ideally, you should feel comfortablemaking athletic trainers part of your man-agement team. Even if they are contracted towork only a minimal number of hours aweek with you, think of them as criticalmembers of your staff-and not just people

A T H L E T I C B I D . C O M

s00z ldls/9nv l.Nf y\tf 9vNVm )tt3-tHrv

'ol lou uel#v{pue ruoor Sururerl lrle1rlle eql ot elalq]€ue pues ol uJrlm punore eAIoAeJ lluterur{frq1v\ 'suoqsanb

,soqteor sra]!\suE osleaqs 'uoor Sururerl rrlaFlle aql ur salnrraq pue looqJs Jno ol rgnads saJnpef-ord eqt go aruos ]noqe $llel aqs (lxaN

'luaurlredap l4olqle eql ur elor rrar{l puesreurpJl lrlelqle lnoqe seqJeor luauruo.rdruo.rg salonb pu? qtJeeser sapr,rord uollel-uesard srql '(e8ed pu5 uo xoq eos) png-euaq aru.(aqr dq.r,r. pue op sraurerl )rleFllelpqnJo ner JJAo ue sapno;d q)rqm 'uorl

-erf,ossv (srouretJ )uelqlv puorre5l aql Lqpapltord uopelueserd ]urodrenod alnurru-91 e Surmoqs Lq sgels oqg 'uorleluasard

u Sunleur pue ser{feof, eql;o luo4 ur dnSurlle8glasraq reur?rl Jrlelqle rno dq por*o1

1o; sr Sururer] lqapp? lnoqe 4e1 dry'srrlal{}E

Jo roperrP aq} pu?raurerl f,rlaI{te aqt,{q pa,rordde aq lsnru lr'papaeu sr uorssos erJxe ro arllre.ld orel e

JI 'ualr8 are,{aql eppaqts aql urqilM ureruer

pue aruq uo serrperd pua ol poJrnbarore saqreoJ 'spueruep Surlnpaqrs s(Jaur?JllI]aFIlB Jno lfedsor ol sorlfeof, {se osp I

'pueq uo dlaq uodxa a,reqa.r uar{ r s1sr.r Lressorauun .{ue Euplel louaaseqdua a14 'Lrn(ur

Jo edlr ,(ue ro3 dleqraq JoJ IIec o1 perrnbar ere sar{teor rno pueeurBE ro arrllerd e Surrnp ,,{q osop .ro alrs-uo sde,u,p sr laureJl lrlalqle rng 'sarrn(ur

osou8erp ol ]du-raDB saqreoJ plnoqs sa)uels-run)Jrf ou raPun lBql Oleralrar osp I

'ruerEord.rno

ot s8uuq eqs slgouaq ar{l ozrspqdruo I 'olqrs

-sod se,(pprnb se uno) ro plag eqt uo {lequraql la8 01 lnq (lno

lrs salaFlle e^eq olJou sr rurp reH 'rueal Jno

Jo ued sr JeureJllrlalr{tE eqr lBqr Pue 'uleal otues oql uo

Ip0J(a.4{ ,|\oq 'ssaf,f,ns }ue./v\

ile a1!t 1!{or{ lnoqe

{lpl I 'r0ur?rl rr}alql€ rno

Jo uorssru eq}se aes I }?r{.t\ lnoqe {13} I 'tsrrc 'seqleol

il?JoJ uorl?luorJo IenuuE Jno le uorler.uJoJursrql nerler a^{ 'uer{urng-q8ralauolg 1y'sr roure4 rrlal{]e ar{lJo elor aql

}eq.^A uo s0-qceor rnod oleJnpe 01 luelJodrff s,lr (eJoJ

-araq1 'aure8 aql ol urnlor.{pltrnb o1 ral.eldaql ]rodxa uoql pue dn 8uBla8 1ou sr a1a1q1euP uorllv\ (,iraurErJ,, '1od o1 alqe aq 01 lu?,\,\lsnf soqoeor dueytr 'raurerl lnelqle pagrue)ego asrgadxa pue qof pnlte oql puelsrapunsaqreof, IIe l"qr aurnsse ol eJ?s lou sr 1I

saHfvof DNtJ-vtno3

31es1r sluasard q)reesar ,tleu pueesrJe suorlenlrs Meu se palepdn st qrrq,r'ssarSord ur

{rom € se uJo {ugl of o11l elA'rea,( e aluo pnueru eql ^\erlaJ.avrou aM

'(alcqre srql;o a8ed 1se1 uo xoq aas)srrdol qrns uo r{fJeasar pu€ uoneruJoJur

Jo lsoq e sEr{ qlrrl.^A'uorJerf,ossv (srerneJJ

l4olqly puort€N aql peluof, ro (uorurdo

lrJq] roJ lsnJl PUE ,r,rou4 nod sJolfJrp rrlJl-qre >lsv'so)Jnosal s3 sJer{lo osn 01 eleuseql(uop (suorsrrap .,(e1d-o1-urnler pue

lueru-ssasse Lrn(ur ro; satrpurd lsaq uo suorsrtep

Puu e{suJ ol ,!\oq uo ernsun ere nol;1

T"qp00J.{ue epr,rord pue relo ll {ool osp ot uerf,-rsdr{d ueel pue Laurolle Ioorlrs ar{} pe{sea.{r'uaDrrllt peq e1t\ ler{.{\ qlr^\ palJsues aJeMelrr uer{ \ 'sarnparord oql o} puodsal lr{8nusluared pue setalqle ,,ltoq pezrsaqlod-{qpue soueuef,s ]urreJJrp q8norql pa>11e;alA 'suorsrrap ,{u1d-o1-urnlar pue sarrnfurSurssasse ro; ssaro.rd lseq or{1 Surproaporurt Jo 1o1 e luads alA 'slrctep oql possnl

'aFercnoc ficuaFteweapt^ud pue saDlue adeloLllA epoad lsnf lou pue-JJels Jno/{ Jo sJaqwawlecnuc se waL,n Jo >lultll

"' weel luaweaeuewJno/{ Jo Ued sJeule.tl cnet-Llle Fu!>lew etqeuolwoc

peJ Hnoqs no/{ 'fipep1

-srp I pug eqs ueql'lenupur eql uo r{)reeserIBrlrur Oql prp raurerl )rlalqlB rno'uroor Eurure.rl tqelqle aql ueep ol .tr'oq o1sarnpaco.rd druaE.raura uro.r; 8urqil-re.ta uouorleruroJur Papnllu ala'spaeu s

THE NEXT STEP

With the athletic trainer's role clear toall and communication systems in place,you are on your way to a safer athleticdepartment. From there, consider takinginjury prevention to the next level, which isexamining injury trends at your particularschool and developing strategies forincreased prevention of those injuries. Atthe end of every season, the athletic trainerand athletic director can look for consisten-cies or red flags among injuries depart-ment-wide and by sport.

For example, if the number of ACLinjuries is high, you might consider intro-ducing an ACl-injury prevention programto coaches and athletes. If non-contactankle injuries have increased on the softballteam, you might want to more closelyexamine the field for bumps and divots. Ifg)rynnasts are complaining about sore backs,you might review the coach's workouts.

You can also begin to educate the ath-letic trainer on what you, as the athleticdirector, look for to reduce risks, trainingthem to be on the lookout for more thanathletic-related injuries. For example, he orshe can help you spot hazards such as inad-equate buffer zones on fields and courts,lack of supervision on certain teams, andincorrect progressions in coaches' strengthand conditioning programs. However, besure to tell the athletic trainer to bring anyconcerns with coaches to you as opposed toreprimanding the coach him- or herself.

I also turn to my athletic trainer as asource of information on any issues devel-oping on specific teams and with the over-all athletic program. For example, if thecaptains of a team seem to be oversteppingtheir bounds or getting the team focusedon the wrong things, she often spots thisbefore the coach or I do.

Improvements can always be made toevery aspect of any athletic department. Asthe old adage says, "Consistenry is the sureway to failure." As athletic directors, we needto be the leaders of our departments regard-ing safety. And we need to work closely withour athletic trainers on this soal. x

D The National Athletic Trainers'Association has many resources thatathletic directors can use to better workwith their athletic trainers:www,nata.org.

I You can find the video titled "All AboutATCs," which can be used to helpcoaches better understand the athletictrainer's role in an athletic department,at this link www.nata.org/video.

WHAT THEYDOMany athletic trainers complain that theit athletic directors do notunderstand their jobs. Athletic Managemenf asked a sampling ofathletic trainers: What do you wish your athletic directorbetter understood about your role?

ll I wistr my athletic director understoodthe time constraints of covering mul-tiple sporting events and the trainingroom as one individual. Many t imes,I work harder and longer than mycoaches. In addition, ATCS never geta season off-while my head footballcoach is relaxing and enioying beinga spectator at basketball or baseballevents, I'm working, Don't get mewrong, I love my iob, but sometimesthe time demands are very intense,7l

lll would like my athletic director tounderstand that I'm a health careproiessional who is building a program,not just providing a service. l7

lltnat an athletic trainer is a highlyeducated individual who has passed arigorous certification process andneeds to maintain CEUs to retain theircertification. That we have knowledgeof many areas-biomechanics, kinesi-ology, nutrition, psychology, exercisephysiology, risk management, andstrength and conditioning-alongwith athletic training, and could beused as a gd)d lesoulce in those arcas.An athletic trainer is pad of the ath-letics department team-we want towork with the coaches to help athletesachaeve their best performance.TT

4*That ultimately we look out for thebest interest of the athlete and weunderstand injuries better than coaches.For example, an athlete could bedoing really well with rehab exercisesbut have joint instability or musculardamage that makes it a high risk forthem to return to play, lt can be ahuge challenge to convince coachesand athletic directors of the limit-ations of particular conditions. ?F

lIl wish they understood medical confi-dentiality and liability better. As muchas you can educate them about this,sometimes they think they are anexception because they are the ath-letic director.77

ffisAthletic directors need to sit downand look at the schedules they makeand think how they affect athletictrainers. Sometimes people forgetthat athletic trainers not only cover agame or practice, but they are thereone to two hours before that game 01practice and stick around aftenvardsfor another two hours. We cannot bepaid any overtime for our long hoursof work but are expected to be onhand to cover athletic events thatare scheduled fiom dawn to dusk,SS

llnrat we want to be treated withrespect, appreciated, and helped, Thatwe want to be asked, 'What wouldmake your job easier?' That we wouldreally appreciate a new office chair,waterproof rain gear, and an hour forlunch. That we do a lot of things notin our job description, like transportingathletes to medical appointments,brin$ng them food after their surgeries,and looking at a coach's bad back.Tf

l l lwish they would remember thatathletic training is a one-on-oneactivity. Coaches can teach a dtillto many at one time, I can only tape,evaluate, or rehabilitate one athleteat a time. If three to five coaches arerequired to coach a single team of 15players, shouldn't more medical staffbe provided to care fot all 4OOathletes? l?

ATHLETIC MANAG EM ENT AUG/SEPT 2OO5 A T H L E T I C B I D . C O M