Responder 2019-2020... · Web viewIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The …

Shelby County Schools First Responder/Athletic Training 2019-2020

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

80% of our students will graduate from high school college or career ready 90% of students will graduate on time 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP) and the SCS Curriculum Maps for Arts Education.

Designed with the teacher in mind, the Health, Physical Education and Lifetime Wellness (HPELW) curriculum maps focus on teaching and learning in the domains of Perform, Create, Respond, and Connect. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS HPELW Education curriculum maps provide guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

The SCS HPELW Education curriculum maps are designed to create physically literate students by engaging them both individually and collaboratively in creative practices of applying, creating, communicating, collaborating and reflecting. To achieve these goals the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: present, create, respond, and connect.

How to Use the HPELW Education Curriculum Maps

The SCS HPELW Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all HPELW disciplines, this is generally reflected in the following quarterly framework:

Course description- This reflects the primary goals of the students to master basic skills and concepts that build upon previous knowledge which occurs as a result of physical activity.

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State Standards: Students will be introduced to the following areas: movement, movement concepts, physical activity, fitness and personal/social responsibilities.

Essential Learnings: This section focuses on student outcomes and expectations

Effective Components of HPELW: This section provides State and Local laws,

Assessments: The educator will provide students with content, skill topics, SPIs and suggested timelines, with the appropriate assessment strategy; pre and post skill assessment, teacher observation, product and performance, self analysis, oral and or cognitive quizzes, fitness gram, pacer, student-lead peer modeling, peer observation and portfolio student growth measures.

Physical Education Vocabulary Terms: Educators are provided grade appropriate and content specific terminology used within a HPELW classroom

Essential Guiding Questions: Generally phrased similar to “I Can” statements, this portion identifies the specific performance indicators that are expected for students at a given time within the quarters/semester.

Tennessee-Shelby County Content Standards per grade band.

HPELW Quarterly Pacing Guides: SPIs, suggested timelines content skill, topic and task.

Sample Activities with Literacy connections

Resources And Interdisciplinary Connections- In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) and HPELW activities are designed to strengthen authentic development of communication, listening, research, collaboration and content reading literacy in HPELW in supporting the District’ goals for improving student literacy.

Throughout this curriculum map, you will see high-quality activities, strategies and resources to support in ensure that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage (technology, online)resources available for teacher use.

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National Standards for K-12 Health EducationStandard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance healthStandard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Standard 3: Students will demonstrate the ability to access valid information and products and services to enhance health.Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health

*Joint Committee on National Health Education Standards. (2007). National Health Education Standards, Second Edition: Achieving Excellence. Washington, D.C.: The American Cancer Society.

Tennessee Health Components-9-12Component 1: Personal WellnessComponent 2: Mental, Emotional and Social HealthComponent 3:First Aid & SafetyComponent 4: Human Growth & DevelopmentComponent 5: Substance Use and Abuse

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Diamond Conceptual Framework: A K-12 Road Map for Health Education

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The diamond shape helps illustrate the progression of skills and concepts taught in health education, which are guided by national and state standards and research on health-related activity and health education.

Students should be provided a foundational skill-based approach for enhancing student development and assessment of student performance. Health literate students have the ability to address their own needs along with the needs of others. They are able to obtain and apply knowledge and skills now and in the future as their needs change throughout their lives.

http://www.supportrealteachers.org/uploads/4/6/4/4/4644123/356238_orig.jpg?261


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http://www.supportrealteachers.org/uploads/4/6/4/4/4644123/8702478_orig.jpg?269


Course Description

The Introduction to First Responder and Athletic Training Beginning course is a one (1) semester course designed for students who are interested in fields such as athletic training, physical therapy, medicine, nurse, fitness, physiology of exercise, kinesiology, nutrition, EMT, and other sports medicine related fields. It is offered as a classroom and lab course to provide students with an avenue through which to explore these fields of study. This course focuses on the basic information and skills important in the recognition of, care, prevention, and preliminary rehabilitation of athletic injuries. The course includes class work and hands on application (One 55-minute class period per day). One/half Unit of Physical Education Elective Credit may be earned for successful completion of this course. Credit for this course cannot be used to replace any required course in the Drivers Education, Health, and Physical Education Program.

Enduring Understanding

Through classroom engagement and hands-on experience students will become familiar with the concepts relevant to sports medicine. Students will learn to prevent, treat, and evaluate athletic injuries and maintain an efficient, professional athletic training facility, manage athletic data, reports and assist with media/communication sites.

Essential Learning Students will demonstrate understanding of basic first aid and injury prevention Students will be able to understand basic injury diagnosis and prevention Students will understand basic kinesiology and how it applies to sport medicine Students will be able to analyze biochemical principles involved in sports to improve performance and reduce injury Students will understand basic anatomy and physiology and how it applies to sport medicine Students will be able to understand protocols and preventions regarding head injuries Students will be able to accurately demonstrate Hands-Only-CPR on the CP units Students will be able to locate, identify and demonstrate procedures for using an AED unit Students will be able to tape and treat injuries Students will be able to identify and provided pros/cons of injury prevention devises

Essential Questions

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Shelby County Schools First Responder/Athletic Training 2019-2020 What are basic first aid and injury prevention strategies? How can you diagnose and prevent basic injuries? How can basic kinesiology be applied to sport medicine? What biochemical principles are involved in sport performance improvement and injury reduction? How does basic anatomy and physiology apply to sport medicine? What are the protocols regarding head injuries and concussion prevention? What are the basic steps for applying Hands-Only-CPR? What are the steps needed for identifying and demonstrating procedures for properly using an AED? What are the various strategies needed for taping and treat various injuries? What are some pros/cons of injury prevention devises?

What Does The Curriculum Map Contain?

EXAMPLEUnit of Instruction

National and TN State Standards

Description

Grades 9-12 Components Suggested Activities Resources/Connections/Assessments

These are the K-2 Student Performance Indicators for the TN State PE Standards

These are the activities that are suggested to use while teaching these SPIs.

yoga, resistance training, fitness walking, F.I.T.T., overload, specificity, progression, stretching, cardiovascular fitness, body composition

https://www.tn.gov/assets/entities/education/attachments/std_pe_gr_9-12.pdf

http://www.shapeamerica.org/standards/pe/statestandards.cfm

http://www.sparkpe.org/standardsNASPE.pdf

http://www.peteacheredu.org/national-physical-education-standards/

www.mbsfitness.com

9th Grade Outcomes 10th Grade Outcomes 11th-12th Grade Outcomes

These outcomes are grade level specific and are based on the SHAPE America Grade Level Outcomes & Ariz State Physical Education Standards (2015). We believe that inserting the words "I Can" in front of each outcome will create a grade specific "I Can" Statement/Clear Target.

These outcomes are grade level specific and are based on the SHAPE America Grade Level Outcomes & Stat State Physical Education Standards (2015). We believe that inserting the words "I Can" in front of each outcome will create a grade specific "I Can" Statement/Clear Target.

These outcomes are grade level specific and are based on the SHAPE America Grade Level Outcomes Standards (2015). We believe that inserting the words "I Can" in front of each outcome will create a grade specific "I Can" Statement/Clear Target.

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http://www.mbsfitness.com/

http://www.peteacheredu.org/national-physical-education-standards/

http://www.sparkpe.org/standardsNASPE.pdf





Unit Assessment: Teacher Observation, Skill Testing, Game Play, Progression of Skills

Cumulative Progress Content Objectives Instructional Actions

Concepts Skills Activities/Strategies Assessment

Academic Vocabulary:

Unit 1: First Responder/Athletic Trainer CLASSROOM ORIENTATIONHealth Component Safety & PreventionPE Component-Personal Responsibility

First Nine Weeks – Five 55 minute periods to completeSubcomponent Learning Outcomes Adopted Resources Core Ideas

HS.FS1 Identify and demonstrate the skills necessary in responding to medical emergencies (e.g. common injuries, AED, choking)understand and identify appropriate use of equipmentHS.FAS.3 Explain how potential risks associated with technology , transportation and high risk behaviors affect safetyC5 define skill-related physical fitnessC5 explain the benefits of physical activity participation

Review the course syllabus and objectives, attendance procedures, Rules and Regulations/ Safety/ Extreme weather and/or environmental conditions

Students are assigned lockers and informed about the appropriate uniform/attire to wear during class

Complete and review medical history information –assisting with safety during activity and during different environmental conditions

TN Department of Education http://tn.gov/education/article/health-pe-wellness-standardshttps/:shapeamerica

Textbook: Principles of Athletic Training, 14th

Edition – William E. Prentice, McGraw-Hill, © 2011, ISBN 978-0-07-352373-6

Learn and understand the classroom rules, procedures and safety regulations

Apply basic first aid skills Demonstrate CPR and AED procedures Describe how to prevent and treat injuries Apply sports medicine terminology

Describe how to use technology, media and other resources for inventory control

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http://tn.gov/education/article/health-pe-wellness-standards


Shelby County Schools First Responder/Athletic Training 2019-2020Unit 1: First Responder/Athletic Trainer CLASSROOM ORIENTATION

Health Component Safety & PreventionPE Component-Personal Responsibility

First Nine Weeks – Five 55 minute periods to complete

Unit Assessment: Teacher Observation, Skill Testing, Online Assessment, Progression of Performance Skills

Cumulative ProgressContent Objectives Instructional Actions

Concepts Skills Activities/Strategies AssessmentExplain why it is important to know and follow rules and follow basic activity and safety rules and explain why they are important.

Rules and etiquette- Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance.Working with others- Uses communication skills and strategies that promote/team group dynamicsWorking with others- Solves problems and thinks critically in physical activity and/ or dance settings, both as an individuals and in groups

Identify rules, regulations, safety, and how extreme weather conditions effects an individual (medical conditions etc.)

Introduction The students will be able

to identify concepts of the rules as they apply to this course—Safety, rules and procedures, participation, medical history, and environmental factor

1 st Week - Course Syllabus, Attendance Procedures, Rules and regulations (school and rules associated with the course activities.)

Overall focus- Safety. Course Syllabus

Fundamental SkillsStudents will read, review, and demonstrate knowledge of classroom rules and procedures, safety, and weather and environmental conditions

Students will read and review classroom syllabus and objectives, attendance procedures, Rules and Regulations/ Safety/ Extreme weather and/or environmental conditions

Activities: Self-reflection (journaling) Syllabus scavenger hunt Point Value partner activity Goal Setting activity

• Question/Discussion• Skills Test• Group Work• Student Discussion

Progression of SkillsAssessments-Pre-test/goal setting for fitness improvement. Pre-test 12 min walk/run/and or Pacer, push-ups, crunches.

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Shelby County Schools First Responder/Athletic Training 2019-2020Unit 1: First Responder/Athletic Trainer CLASSROOM ORIENTATION

Health Component Safety & PreventionPE Component-Personal Responsibility

First Nine Weeks – Five 55 minute periods to complete Locks and

Lockers/Uniforms Attendance Procedures Rules and

Regulations/Safety/Extreme weather and/or environmental conditions.

Asthma Awareness Medical History

UNIT 2: First Responder/Athletic TrainingWeeks 2-9 Twenty-Five 55 minute periods to complete

Grades 9-12 Components Suggested Activities Resources/Connections/Assessments

HS.FS1 Identify and demonstrate the skills necessary in responding to medical emergencies (e.g. common injuries, AED, choking)understand and identify appropriate use of equipment

HS.FAS.3 Explain how potential risks associated with technology ,

transportation and high risk behaviors affect safety

These are the activities that are suggested to use while teaching these

Integration & InformationLiteracy

Shares knowledge and information with others. Draws conclusions. Pedometers and heart rate monitors are used to monitor physical activity. Tracks physical activity on fitness

websites such as “Let’s Move Active School” and other integration activities

9th Grade Outcomes 10th Grade Outcomes 11th-12th Grade Outcomes

These outcomes are grade level specific and are based on the SHAPE America Grade Level Outcomes believe that

These outcomes are grade level specific and are based on the SHAPE America Grade Level Outcomes We believe that

These outcomes are grade level specific and are based on the SHAPE America Grade Level Outcomes We believe that inserting the words "I Can" in front of each outcome will create a grade specific "I Can" Statement/Clear Target.

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Shelby County Schools First Responder/Athletic Training 2019-2020inserting the words "I Can" in front of each outcome will create a grade specific "I Can" Statement/Clear Target.

inserting the words "I Can" in front of each outcome will create a grade specific "I Can" Statement/Clear Target.

Unit Assessment: Teacher Observation, Skill Testing, , Progression of Skills, Pre-Test, Article, Feedback, Reports, Taping,

Cumulative Progress

Content Objectives Instructional Actions

Concepts Skills Activities/Strategies Assessment/Connection/ResourcesStudents will:

Identify components of a sports medicine program

Identify medical terminology and abbreviations

Demonstrate basic injury treatment and taping procedures workout for a designated body area

Understand the History of Sports medicine

Identify the primary Sports

The essential components of a sports medicine program

Medical terminology and abbreviations

Basic injury treatment and taping procedures

• The human body’s reaction to injury.

The preparation of athletes for sport and the treatment of injuries

Injury Treatment and taping of injuries

Ice and Heat treatment for injuries

Use and apply medical terminology

Ability to work within a group

Public communication sources (articles, videos, journals)

Practice various taping skills for specific body areas

Immobilization principles

Apply RICE principles

Power point presentation and review

Teacher Observation, Skill Testing, Game Play, Progression of Skills, Pre-Test, Using a rubric for assessing projects

Resources:

Textbook: Principles of Athletic Training, 14th

Edition – William E. Prentice, McGraw-Hill, © 2011, ISBN 978-0-07-352373-6

Supplemental Reference Textbook: Concepts of Athletic Training: 6 th Edition – Ronald P. Pfeiffer & Brent C. Mangus, Jones & Bartlett Learning, © 2012, ISBN 13:978-0-7637-8378-5

www.redcross.org/First-Aid-Classhttps://www.libertyunion.schoolwires.net/Page/4844https://www.cteonline.org/curriculum/lessonplan/introduction-to-sports-medicine-athletic-training/8jcindwww.redcross.orghttps://wwww.uoutube.com/watch?v=n5hP4DIBCEEhttps://www.cpr.heart.org/AHECC/CPRAndECC/Programs/HandsOnlyCPR/UCM_473196_Hands-Only-CPR.jsphttps://www.ispot.tv/ad/AZbY/american-heart-association-hands-only-song-by-bee-geeswww.nismat.org/clinicians/athletic-training/taping-for-sprained-anklewww.humankinetics.com/excerpts/excerpts/taping-and-bracing-important-skill-for-athletic-trainers

www.heart.org/handsonlycpr.

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http://www.humankinetics.com/excerpts/excerpts/taping-and-bracing-important-skill-for-athletic-trainers

http://www.humankinetics.com/excerpts/excerpts/taping-and-bracing-important-skill-for-athletic-trainers

http://www.nismat.org/clinicians/athletic-training/taping-for-sprained-ankle

https://www.ispot.tv/ad/AZbY/american-heart-association-hands-only-song-by-bee-gees

https://www.cpr.heart.org/AHECC/CPRAndECC/Programs/HandsOnlyCPR/UCM_473196_Hands-Only-CPR.jsp

https://www.cpr.heart.org/AHECC/CPRAndECC/Programs/HandsOnlyCPR/UCM_473196_Hands-Only-CPR.jsp

https://wwww.uoutube.com/watch?v=n5hP4DIBCEE

http://www.redcross.org/

https://www.cteonline.org/curriculum/lessonplan/introduction-to-sports-medicine-athletic-training/8jcind

https://www.cteonline.org/curriculum/lessonplan/introduction-to-sports-medicine-athletic-training/8jcind

https://www.libertyunion.schoolwires.net/Page/4844

http://www.redcross.org/First-Aid-Class

Shelby County Schools First Responder/Athletic Training 2019-2020medicine team

Academic Vocabulary: Use throughout semesterimmobilize, anatomical position, sagittal, horizontal, frontal planes, transverse, superior, inferior, lateral, medial, anterior, posterior, proximal, distal, dorsal, plantar, prone, supine, afferent, efferent, central, peripheral, median, intermediate, deep, superficial

Body Positions: Use throughout the semesterflexion, extension, hyperextension, abduction, adduction, internal rotation, external rotation, circumduction, pronation, supination, dorsiflexion, plantar flexion

Injury terms: Use throughout the semesterabrasion, acute, atrophy, avulsion, bursa, calcification, chronic, contraindicate, contusion, crepitus, cyanosis, dislocation, subluxation, ecchymosis, effusion, fracture, hematoma, incision, indicate, inflammation, joint laxity, laceration, ligament, tendon, modality, point tenderness, puncture wound, range of motion, referred pain, sprain, strain, valgus, varus,

Root Words, Prefixes and Suffixes: Use throughout the semester

arthro, cardio, chondro, neuro, pneumo, pyscho, tomy, plantar, supra/super, semi, palmar, thermo, cryo, arterio, cerebro, myo, osteo, derm, sub, pseudo, quad, hyper, brachium, phalangel, cephalic, vertebro, A/An, ad, Bi, inter, hypo,sym/syn, algia, it is, ology, pathy, uni, epi, ab,ante, co/con, intra, peri, re,reto, ectomy, oma, osis, scopy, post

HS.FS1 Identify and demonstrate the skills necessary in responding to medical emergencies (e.g. common injuries, AED, choking)understand and identify appropriate use of equipmentHS.FAS.3 Explain how potential risks associated with technology, transportation and high risk behaviors affect safety

2 nd Week INTRODUCTION TO SPORTS MEDICINE

The essential components of a sports medicine program

Identify personal characteristics of sports medicine practitioners

• Medical terminology and abbreviations

•Basic injury treatment and taping procedures

• The human body’s reaction to injury.

Resources/Connections/AssessmentsLiteracy Connections

Articles: Use carefully selected articles which students can analyze and dissect, pulling out key information linked to the topic.

Speaking: Teach students how to give effective feedback so they can give feedback to peers (develop skills, choosing correct and specific terminology and thinking about how to give descriptions/instructions. Structure).Connection: Speak/Feedback Research and discuss the essential components of an effective sports

medicine program. Research and discuss personal characteristics of sports medicine

practitionersResourceshttp://www.shapeamerica.org/standards/pe/statestandards.cfm

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Shelby County Schools First Responder/Athletic Training 2019-2020HS.FS1 Identify and demonstrate the skills necessary in responding to medical emergencies (e.g. common injuries, AED, choking)understand and identify appropriate use of equipmentHS.FAS.3 Explain how potential risks associated with technology, transportation and high risk behaviors affect safety

3rdWeek

INTRODUCTION TO SPORTS MEDICINE

• The difference between acute and chronic injuries.

• Different types of sports injuries.

• Injury evaluation using the HOPS procedure

Overall Focus-Introduction to Sports Medicine terminology and athletic injuries.

Resources/Connections/AssessmentsLiteracy Connections

Articles: Use carefully selected articles which students can analyze and dissect, pulling out key information linked to the topic.

Speaking: Teach students how to give effective feedback so they can give feedback to peers (develop skills, choosing correct and specific terminology and thinking about how to give descriptions/instructions. Structure).Connection: Research and discuss the various types of sport injuries. Research and discuss the use of the HOPS procedure for evaluating injuriesAssessments:

Define medical terminology and abbreviations (throughout year)

•Demonstrate and discuss basic injury treatment and taping procedures

•Describe how the human body reacts to injury.

•Identify the differences between acute and chronic injuries.

•Identify different types of sports injuries.

•Perform an injury evaluation using the HOPS procedure

Resourceshttp://downloads.lww.com/wolterskluwer_vitalstream_com/sample-content/9780781784450_Anderson/samhttp://firstaid.about.com/od/emergencypreparation/ht/07_emergencies.htm (How to recognize a medical emergency)

HS.FS1 Identify and demonstrate the skills necessary in responding to medical emergencies (e.g. common injuries, AED, choking)understand and identify appropriate use of equipmentHS.FAS.2 Demonstrate hands-on CPR

HS.FAS.3 Explain how potential risks

4thWeek –ATHLETIC TREATMENT CENTER PROTOCOLS (5 periods)

• Athletic Treatment Center operational protocols (record keeping, inventory, budgeting)

. • Blood-borne pathogens are transmission, universal precautions, and disposal of

Assessments-ATHLETIC TREATMENT CENTER PROTOCOLS (5 periods)

•Describe and demonstrate Athletic Treatment Center operational protocols (record keeping, inventory, budgeting)

. •Identify and describe how blood-borne pathogens are transmitted, universal precautions, and disposal of hazardous wastes and sanitation.

. •Describe and demonstrate the functions and uses of various sports medicine

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http://downloads.lww.com/wolterskluwer_vitalstream_com/sample-content/9780781784450_Anderson/sam

http://downloads.lww.com/wolterskluwer_vitalstream_com/sample-content/9780781784450_Anderson/sam

Shelby County Schools First Responder/Athletic Training 2019-2020associated with technology, transportation and high risk behaviors affect safety

hazardous wastes and sanitation.

. •The functions and uses of various sports medicine supplies and equipment.

Overall Focus-. Athletic treatment, electronic inventory, budgeting and record keeping

supplies and equipment.


HS.FAS.3 Explain how potential risks associated with technology, transportation and high risk behaviors affect safety

5th Week-EMERGENCY PROCEDURES (5 periods)

•Proper procedure in providing cardiopulmonary resuscitation. (AMERICAN RED CROSS CERTIFICATION IN BOTH CPR AND FIRST AID, Hands Only/AED Certification

• Various first aid procedures (splinting, bleeding control, etc.)

•Procedures in obtaining vital signs of an injured person.

6th Week

EMERGENCY PROCEDURES

•Steps to take in planning for athletic emergencies.

• Emergency equipment necessary for handling athletic emergencies.

• The anatomical basis, specific evaluative preventive exercises/techniques, and treatment techniques for head and cervical injuries

• Environmental illness (heat stroke, heat

Assessment EMERGENCY PROCEDURES (6 periods)

Demonstrate the proper procedure in providing cardiopulmonary resuscitation. (AMERICAN RED CROSS CERTIFICATION IN BOTH CPR AND FIRST AID.

Describe and demonstrate various first aid procedures (splinting, bleeding control, etc.)

Demonstrate the procedures in obtaining vital signs of an injured person.

Identify the steps to take in planning for athletic emergencies.

Demonstrate the function of the emergency equipment necessary for handling athletic emergencies.

Describe and demonstrate the anatomical basis, specific evaluative preventive exercises/techniques, and treatment techniques for head and cervical injuries

Describe and demonstrate how to recognize and treat environmental illness (heat stroke, heat exhaustion, hypothermia).

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Shelby County Schools First Responder/Athletic Training 2019-2020exhaustion, hypothermia).

Overall Focus- Treatment for environmental injuries and illnesses and first-aid

HS.FS1 Identify and demonstrate the skills necessary in responding to medical emergencies (e.g. common injuries, AED, choking)understand and identify appropriate use of equipmentHS.FAS.2 Demonstrate hands-on CPRHS.FAS.3 Explain how potential risks associated with technology, transportation and high risk behaviors affect safety.

HS.MESH.4 Examine characteristics of mental health conditions ( e.g drugs, anxiety, depression and eating

7th week-ATHLETIC INJURIES: Evaluation Treatment Tapping/Wrapping Procedures (Thumb,

ankle, wrist, knee, thigh, arm)

Recognize stressors and formulate personal stress management

Articles, reports and feedbackIdentify factors that influence treatment for and wrapping athletic injuries

Connection/Speak:

Describe how the human body reacts to injury.

Assessment:

•Identify the differences between acute and chronic injuries. •Identify different types of sports injuries.

•Perform an injury evaluation using the HOPS procedure

•Describe and demonstrate basic treatment procedures for sports injuries (RICES).

•Identify the basic procedures and supplies needed for athletic taping and wrapping.



8th Week

SPECIFIC SPORTS INJURIES

• Understanding the following sports injury concepts:

anatomical basis preventive exercises specific evaluative procedures treatment techniques specific taping and wrapping

Assessment/Connection/Resources

Assessment and Connection

Speak/Feedback

Describe and demonstrate the anatomical basis, preventive exercises, specific evaluative procedures, treatment techniques, and specific taping and wrapping procedures for:

a. FOOT/ANKLE/LOWER LEG INJURIES

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Shelby County Schools First Responder/Athletic Training 2019-2020procedures b. KNEE/THIGH INJURIES

c) TRUNK INJURIES (Hip/Spine/Rib)

d) INTERNAL INJURIES (Abdominal/Thoracic)

e) SHOULDER INJURIES

f) ELBOW/WRIST/HAND INJURIES



9th weekFIELD EXPERIENCE IN SPORTS MEDICINE

Maintain a weekly journal/log highlighting experiences and questions.

Assessment/Connections/ResourcesAssessment: Choose one option from the following Observe procedures and assist in the following sports medicine settings: -

Athletic training (high school, college, clinical) Physical therapy (outpatient, inpatient, sports medicine) Medicine (Specialties including: orthopedics, pediatrics, family practice,

ophthalmology, otolaryngology, radiology, pathology, and others by availability

Fitness (fitness centers, health clubs, etc.) Emergency medicine (emergency room, ambulance Chiropractic-Other specialties by request

Quarter 2: First Responder/Athletic TrainerWeeks 10-18 : Fifteen- 55 minute periods to complete

State Component Learning Outcomes Adopted Resources Core IdeasComponent 5: First Aid & SafetyHS.FS1 Identify and demonstrate the skills necessary in responding to medical emergencies (e.g. common injuries, AED, choking)understand and identify appropriate use of equipmentHS.FAS.2 Demonstrate hands-on CPRHS.FAS.3 Explain how potential risks associated with technology,

The student will be able to:

Demonstrate and explain concussion injury and response protocols

Demonstrate CPR and AED procedures Apply sports medicine terminology Identify advanced procedures in dealing

with athletic emergencies Understand the organization and

administration of sports medicine

TN Department of Education http://tn.gov/education/article/health-pe-wellness-standardsCan-fit ProSHAPEAMERICA

Learn and understand the classroom rules, procedures and safety regulations

Apply basic first aid skills Demonstrate CPR and AED

procedures Describe how to prevent and treat

injuries Apply sports medicine terminology Describe how to use technology,

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Shelby County Schools First Responder/Athletic Training 2019-2020transportation and high risk behaviors affect safety

Identify related careers in sports medicine and athletic training

Current and post injury treatment

media and other resources for inventory control

Use statistical and data analysis to identify player performance

Identify health/sports related occupations

Academic Vocabulary: concusion, sternocleidomastoid, trapezius, deltoid, pectoralis major, brachialis, biceps brachi, brachioradialis, serratus anterior, external oblique, rectus abdominis,adducter longus, vastus intermedius, rectus femorus, vastus mrdialis, vastus lateralis, gracilis, Sartorius, peroneus longus, extensor digitorum longus, tibialis anterior, Sartorius,

Cumulative Progress Content Objectives Instructional ActionsConcepts-Personal Health Skills Activities/Strategies Assessment

ComponentHS.FS1 Identify and demonstrate the skills necessary in responding to medical emergencies (e.g. common injuries, AED, choking)understand and identify appropriate use of equipmentHS.FAS.2 Demonstrate hands-on CPR


Applying general First Aid

Understanding Concussion, protocols, and Tennessee Concussion Law

Injury treatment

Learn about own body and how it functions.Create independent knowledge of how to increase muscular strength and flexibilityTaping injuriesCPR/AED trainingRICE PrinciplesConcussion identification and protocols

Injury tapingCPR/AED instructionThermo therapy treatmentBraces and orthotic applicationField interviewView Online Concussion Protocols

• Question/Discussion• Skills Test• Group Work• Student Discussion• Demonstration• Site visits/

Knowledge andSkills Activities/Outcomes Assessments

Academic Vocabulary: Anatomical Planes and positions anatomical position, sagittal, horizontal, frontal planes, transverse, superior, inferior, lateral,

Body Positions: Use throughout the semesterflexion, extension, hyperextension, abduction, adduction, internal rotation, external rotation, circumduction, pronation, supination, dorsiflexion,

Injury terms: Use throughout the semesterabrasion, acute, atrophy, avulsion, bursa, calcification, chronic, contraindicate, contusion, crepitus, cyanosis, dislocation, subluxation, ecchymosis, effusion, fracture, hematoma, incision, indicate, inflammation, joint laxity, laceration, ligament, tendon, modality, point tenderness, puncture wound, range of motion, referred pain, sprain,

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Shelby County Schools First Responder/Athletic Training 2019-2020medial, anterior, posterior, proximal, distal, dorsal, plantar, prone, supine, afferent, efferent, central, peripheral, median, intermediate, deep, superficial

plantar flexionRoot Words, Prefixes and Suffixes: Use throughout the semesterarthro, cardio, chondro, neuro, pneumo, pyscho, tomy, plantar, supra/super, semi, palmar, thermo, cryo, arterio, cerebro, myo, osteo, derm, sub, pseudo, quad, hyper, brachium, phalangel, cephalic, vertebro, A/An, ad, Bi, inter, hypo,sym/syn, algia, it is, ology, pathy, uni, epi, ab,ante, co/con, intra, peri, re,reto, ectomy, oma, osis, scopy, post

strain, valgus, varus

Components Fitness & Physical ActivityFPA.7 Identify activities that improve each component of fitnessFPA.9 Discuss current trends in fitness technology

10th week CAREERS, PROFESSIONAL PREPARATION AND ISSUES Career options, including educational requirements

in the sports medicine field. Professional organizations and associations of

various sports medical professions. Job searches in the sports injury and health care

field Writing an effective resume Communication skills in a mock job interview.


Connections/SpeakDemonstrates composed and effective communication skills while participating in a mock job interview.Connections/Speak/Feedback

Develop a sports medicine portfolio that includes a resume, cover letter, a listing of school and sports medicine experiences, self-reflections, and other items. This may also include an electronic portfolio on CD-ROM

Assessment•List and describe the various career options, including educational requirements in the sports medicine field.

•List and describe the professional organizations and associations of various sports medical professions.

•Demonstrate job search methods in the health care field

•Demonstrate how to write an effective resume

Components Fitness & Physical ActivityFPA.6 Define principles of trainingFPA.7 Identify activities that improve each component of fitnessFPA.9 Discuss current trends in fitness technology

11th week Sports medicine professions and impactful issues.•Developing a sports medicine portfolio also include an electronic portfolio on CD-ROM

Assessment/Connection/Feedback

List and describe the several issues relating to sports medicine professions and how these issues impact each profession.

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Shelby County Schools First Responder/Athletic Training 2019-2020THE SPORTS MEDICINE PROFESSION

•History of sports medicine/athletic training •Sports medicine related careers

Connections/Speak/Feedback

• Research and present the history of sports medicine/athletic training in:Shelby County, TNShelby County SchoolsMemphis, TN

FPA.9 Discuss current trends in fitness technologyExercise PrescriptionFPA.11 Design a persona fitness goal

12th week ORGANIZATION/ADMINISTRATION OF SPORTS MEDICINE PROGRAMS•Types of liability concerns and how to prevent such occurrences

Assessment/Connection/ResourcesSpeak/FeedbackIdentify types of liability concerns and how to prevent such occurrences



HS>PW.6

13th week ORGANIZATION/ADMINISTRATION OF SPORTS MEDICINE PROGRAMS Disqualifying medical conditions for athletes

Procedures of administering pre-participation physical examinations.

Assessment / Connection/ResourcesDescribe disqualifying medical conditions for athletes and demonstrate the procedures of administering pre-participation physical examinations



14th Week ADVANCED PROCEDURES IN DEALING WITH ATHLETIC EMERGENCIES

•Recertify for AMC CPR and First Aid•

Review procedures and introduce advanced procedures in emergency care including Checking vital signs Emergencies/equipment planning and usage Care of head/cervical Care of spine injuries, Environmental illness.

Assessment/Connection/ResourcesAssessment:AMC CPR/AED and First Aid recertification

Resource:Pro First Aid: Student Manual

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Shelby County Schools First Responder/Athletic Training 2019-2020HS.FS1 Identify and demonstrate the skills necessary in responding to medical emergencies (e.g. common injuries, AED, choking)understand and identify appropriate use of equipmentHS.FAS.2 Demonstrate hands-on CPR


HS.PW.6 Describe and apply principles

related to physical activity (i.e., principles of training, target heart rate, warm up/cool-down

15th Week ADVANCED PROCEDURES IN SPECIFIC SPORTS INJURIES

•Describe and demonstrate advanced procedures (more in-depth anatomical study, preventive procedures, advanced evaluative tests, refinement of taping procedures

Foot/Ankle Lower Leg injury Knee/Thigh injury Trunk injuries(Hip/spine/Rib- Internal Injuries (Abdominal Thoracic) Shoulder injuries Elbow/Wrist/Hand


Connection: Speak/Feedback

Assessment:

Demonstrate and explain taping procedures for the following injuries:

Foot/Ankle Lower Leg injury Knee/Thigh injury Trunk injuries(Hip/spine/Rib- Internal Injuries (Abdominal Thoracic) Shoulder injuries Elbow/Wrist/Hand

Demonstration with more refinement of taping process

Taping skills, Basket weave, stirrups, anchor, base

Knowledge and Skills Activities/Outcomes AssessmentsQUARTER 2

Subcomponent: Physical Activity knowledgeFPA.5 Apply fitness terminology in appropriate settings

Component: First Aid and SafetyHS.FAS.1 Identify and demonstrate the skills necessary in responding to medical emergenciesHS.FAS.3 Explain how potential risk associated with technology, transportation and high-risk behaviors affect safety

16th WeekPROTECTIVE EQUIPMENT

Ensuring proper fit and care of protective sports equipment, (hip pads, shin guards, shoulder pads, football helmets)

CONCUSSION INJURY and PROTOCOLS

Review required Concussion Injury Protocols

Causes of head injury (Hits, blows, falls, projected

Assessment/Connection/ResourcesASSESSMENT

Identify types and functions of protective equipment. Describe and demonstrate the proper fit, care, and usage of

sports protective equipment. Identify sand describe concussion symptoms Online Concussion Test Create a Concussion Protocol Board

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Shelby County Schools First Responder/Athletic Training 2019-2020Knowledge and Skills Activities/Outcomes Assessments

objects, car, motorcycle, 4-wheeler accidents)

Heads Up Online Training CourseOverview

What is a Concussion? What happens to the brain?

The Problem How common are concussions? Signs and symptoms (clinical symptoms,

physical sign of acute injury, neurobehavioral changes, cognitive impairment, sleep disturbance)

When to seek immediate medical

attention?Your Responsibilities

What should I do if a concussion is suspected?

Returning to activity and play How can I keep my athletes safe?

What is the Tennessee Sports Concussion Law?

Public Chapter 148 three (3) components To inform and educate coaches, youth

athletes and their parents and require them to sign a concussion information form before competing

To require removal of a youth athlete who appears to have suffered a concussion from play or practice at the time of the suspected concussion.

To require youth athlete to be cleared by a licensed health care professional before returning to play or practice.

CONNECTION

Speak/Feedback

•Research, demonstrate, and explain how to make custom protective equipment Provide information for its application and future use.

Research determining factors when a youth athlete may return to practice or play.

Resources:

http://www.cdc.gov/concussion/Headsup/training/

http://nfhslearn.com/courses/38000

www.regionalonehealth.org/community/traumatic-brain-injury-sevrices/

Speaker: Carolyn Chambers

[email protected]

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mailto:[email protected]

http://www.regionalonehealth.org/community/traumatic-brain-injury-sevrices/

http://www.regionalonehealth.org/community/traumatic-brain-injury-sevrices/

http://nfhslearn.com/courses/38000


Tennessee Senate Bill 882 covers “community-based youth athletic activity” and school youth athletic activity”

What does the new law mean for public and private school sports and recreational leagues for children under age 18?

Both private and public school sports and recreational leagues that require a fee.

Annual completion of concussion recognition and head injury safety course program by all coaches and athletic directors.

A concussion and head injury information sheet be reviewed by all youth athletes and athlete’s parent or guardian annually.

Component: Personal WellnessSubcomponent FitnessHS.PW6 Describe and apply principles related to physical activityHS.PW.7 Construct fitness goals

Component: First Aid and SafetySubcomponent: Personal safetyHS.FAS.3 Explain how potential risks associated with technology, transportation and high-risk behaviors affect safety

17th Week. REHABILITATION OF INJURIES

• Goals and objective setting of various types of rehabilitation programs

Evaluating an athlete’s progress in a program.

Specialized exercises and their functions in a rehabilitation program.

Understanding the use of range of motion, strengthening, and proprioceptive exercises in a rehabilitation program for all major areas of the body.

Using special rehabilitation techniques such as proprioceptive neuromuscular facilitation, joint mobilization, etc.

Assessment/Connection/ResourcesAssessment:List and describe goals and objectives of various types of rehabilitation programs and how to evaluate an athlete’s progress in a program.

•Describe and demonstrate various types of exercises and their functions in a rehabilitation program.

•Describe and demonstrate the use of range of motion, strengthening, and proprioceptive exercises in a rehabilitation program for all major areas of the body.

•Describe and demonstrate special rehabilitation techniques such as proprioceptive neuromuscular facilitation, joint mobilization, etc.

•Describe and demonstrate required criteria designed for returning

to functional play for an athlete.

Resource:

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Utilizing criteria for determining functional return to play.

Injury Assessment and Rehabilitation: Unit 2,Chapters 5-8

Component: First Aid and SafetySubcomponent: Personal safetyHS.FAS.3 Explain how potential risks associated with technology, transportation and high-risk behaviors affect safety

18th WeekEquipment Recording Electronic inventory Uniform Equipment

Player Statistical Data Score books/sheets Reporting game scores

Sports TV and Radio StationsSports Internet Media

Assessment/Connection/ResourcesAssessments: Application of online inventory system Application of student performance data and electronic scorebook Online reporting of game scores and individual player performance

stats Interaction between local radio, television and news sport cast

regarding game scores, winning/loosing picture, pitch speed, walks, runs, field goals, team score, teams, lead runners, split time, winning time, height, distance, pairings, match play.

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Documents

Responder 2019-2020... · Web viewIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The …