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‘It's My Concussion Story, and I Want it to be Heard’
Published in Adam Gledhill, Dale Forsdyke, The Psychology of Sports Injury, 2021
Osman Hassan Ahmed, Eric E. Hall, Caroline J. Ketcham
The effect of the media on individuals assessing and managing concussion has also been noted. Martin et al. (2018) explored the effect of television consumption and internet use on the attitudes of Athletic Training students towards SRC. Those Athletic Training students who consumed more internet per day felt that the reporting of concussion accurately educates the public, whereas students who consumed more television per day were more likely to disagree that this positively educates the public about concussion. As Athletic Trainers are often central to the assessment and management of SRC, then the effect of the media on their perceptions of concussion is important to understand.
Consultation with Sports Organizations
Published in Mark R. Lovell, Ruben J. Echemendia, Jeffrey T. Barth, Michael W. Collins, Traumatic Brain Injury in Sports, 2020
W. Gary Snow, Kenneth C. Kutner, Ronnie Barnes
Athletic trainers graduate from degree programs specializing in athletic training, kinesiology, and sports medicine. Over 70 percent of all certified athletic trainers have earned advanced degrees including doctorates. Their academic preparation includes at minimum a baccalaureate degree that includes competencies in risk management and injury prevention, pathology of injuries and illness, assessment and evaluation, acute care of injury and illness, pharmacology, therapeutic modalities, therapeutic exercise, general medical conditions and disabilities, nutrition, health care administration, psychosocial intervention and referral, and professional development and responsibilities.
The Consumer/Athlete's Source of Nutrition Information
Published in David Lightsey, The Myths about Nutrition Science, 2019
Most coaches simply do not have the appropriate nutrition or biochemistry science background to be considered a reliable source. This does not mean that some coaches are not well versed in nutrition science, which many are, but they are simply unlikely to be beyond the basics. As an example, in 2012 the Journal of Athletic Training published “Sports Nutrition Knowledge Among Collegiate Athletes, Coaches, Athletic Trainers, and Strength and Conditioning Specialists.” The researcher’s results indicated that only 35.9% of the 131 NCAA Division I, II, and III coaches who participated had adequate knowledge.33
Integration of contextual intelligence by sport medicine clinicians in the United States
Published in International Journal of Healthcare Management, 2023
Athletic Training (AT) is a specialized clinical profession working directly in treating physically active patients with their healthcare needs (e.g. orthopedic, musculoskeletal, injury prevention and care, etc.). Within the United States Athletic Trainers’ credentials are regulated nationally, and by each state. To practice as an AT in the United States, individuals must be credentialed by the Board of Certification, Inc. (BOC) as a Certified Athletic Trainer (ATC®) and also licensed to practice Athletic Training in their respective state. As a closely regulated healthcare profession, Athletic Trainers must undergo rigorous credentialing and continuing education processes. Maintaining the credential, and thus continuing education, is regulated by the BOC. Entry-level professional education, which requires a professional masters degree, is regulated by the CAATE (Commission on Accreditation of Athletic Training Education) in collaboration with the CHEA (Council for Higher Education Accreditation). Recently the CAATE has accredited universities in Spain and other countries are now exploring this option. Recognizing the global need of this aspect of healthcare, the BOC has initiated an International Arrangement, which is a collaboration for global mobility between clinicians within the Athletic Rehabilitation Therapy Ireland (ARTI), BOC (USA), Canadian Athletic Therapists Association (CATA), and the British Association of Sport Rehabilitators (BASRaT).
Training monitoring in professional Australian football: theoretical basis and recommendations for coaches and scientists
Published in Science and Medicine in Football, 2020
Samuel Ryan, Thomas Kempton, Franco M Impellizzeri, Aaron J Coutts
The aim of athletic training is to provide a stimulus that improves physical performance while also attempting to protect an athlete from injury and illness during competition (Coutts et al. 2018). In professional AF, training usually includes tactical skills training designed by coaches (drills that are congruent with aspects of the team’s game plan or specific technical skills that require improvement or focus), conditioning (e.g., running or cross-training) and resistance training (Ritchie et al. 2016). Recent case studies describing the training load completed by professional AF players have shown that training load (total and high-intensity running distances and session rating of perceived exertion load) is greater during the preseason period (i.e. November to February) compared to in-season (i.e. March to September), with the majority of total training load obtained from skills and conditioning sessions (Ritchie et al. 2016). During in-season, approximately half the total training load (session-RPE) is derived from matches, while the other half is typically generated from technical-tactical sessions and upper body weight sessions (Ritchie et al. 2016). The overall intensity of training is at least of moderate intensity (assessed via session-RPE), which is likely due to the nature of training being focused on tactical capabilities as opposed to physical (Moreira et al. 2015). However, whilst these studies have described the training load completed by professional AF players across typical training microcycles, they provide little insight into the methodology and decision-making process used to plan and deliver training in practice.
Pre- and post-season visio-vestibular function in healthy adolescent athletes
Published in The Physician and Sportsmedicine, 2022
Patricia R. Roby, Kristina B. Metzger, Catherine C. McDonald, Daniel J. Corwin, Colin M. Huber, Declan A. Patton, Susan S. Margulies, Matthew F. Grady, Christina L. Master, Kristy B. Arbogast
Overall, the clinical meaningfulness of this study is highlighted in the lack of change in VVE outcomes over a single athletic season. It is estimated that almost half of all public high schools and only 40% of private high schools provide full athletic training coverage respectively, with most secondary schools employing only one athletic trainer [51,52]. Though baseline testing is no longer deemed necessary (and often times impractical) [3], it remains a common tool used in secondary school settings, placing testing burden on the athletic trainer. The VVE is a quick, reliable assessment [26] that, if athletic trainers choose to incorporate into their baseline assessment, has flexibility with the timing of administration based on this study’s findings. It may also be a clinically useful visio-vestibular measure and can reduce burden on athletic trainers in adolescent athletic settings which rarely employ more than one athletic trainer [51]. The identification of visual and vestibular deficits with the VVE subtests may also better inform active treatment and targeted rehabilitation [53–57] as well as add valuable data useful in risk stratification [9,11,58] and improvements in diagnostic accuracy [24,27,28,59]. Additionally, based on the lack of change in the VVE, our study suggests that clinicians can be confident that any post-injury abnormalities are not a result of sport participation or physical activity. Importantly, our study provides foundational data regarding VVE outcomes across adolescent populations often underrepresented in the concussion literature, including middle school athletes, female athletes, and non-collision sport athletes.