Graduate Course Proposal Form Submission Detail - ATR5319
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Approved, Permanent Archive
Submission Type: New
Course Change Information (for course changes only):
Comments: in GC review 3/7/11. Needs punctuation added to topics. Updated - to GC 4/4/11. Appd. To USF system 5/3/11; ready for SCNS 5/11/11. Approved effective 5/1/11
- Department and Contact Information
Tracking Number Date & Time Submitted 2422 2010-12-06 Department College Budget Account Number Medical Sciences MD HSC-10000-613900-000000-0000000-n/a Contact Person Phone Dr. Jeff Konin 8133969627 firstname.lastname@example.org
- Course Information
Prefix Number Full Title ATR 5319 Rehabiliation Considerations for Children Is the course title variable? N Is a permit required for registration? Y Are the credit hours variable? N Is this course repeatable? N If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 O - Other R - Regular Abbreviated Title (30 characters maximum) Rehab Consid. for Children Course Online? Percentage Online O - Online (100% online) 0
Addresses the principles of rehabilitation for children. This course will entail advanced anatomical, physiological and psychological aspects of sports injury in the youth population.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Needed for new program/concentration/certificate
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
There are over 350 accredited undergraduate athletic training programs and only 14 recognized post-graduate athletic training programs in the U.S. Though approximately 70% of certified athletic trainers hold masters-level degrees, few pertain to athletic- training- specific education. USF will offer a degree of interest via a predominantly online format that would allow individuals to continue their employment at other institutions yet have those schools pay their tuition toward our degree. This degree has been specifically designed to prepare certified athletic trainers for career growth in the area of youth sports injury. Based on previous feasibility studies, it is evident that a hybrid learning (combination of online and resident learning) athletic training master’s program is viable at the University of South Florida.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Ph.D., Ed.D., or equivalent, and appropriate training and experience in the topic
- Other Course Information
1. Demonstrate an understanding of the anatomy and physiology of youth athletes both in a healthy and injured state.
2. Demonstrate an understanding of the cellular response to injury and the physiological healing process as it relates to orthopedic injuries in the youth population.
3. Incorporate the cascade of cellular changes occurring in the healing process after an injury into designing a rehabilitation program for injured pediatric and adolescent athletes.
4. Utilize an evidence-based approach to providing rehabilitation to the young injured athlete.
5. Determine the specificity and sensitivity of assessment techniques used in the physical evaluation of the injured athlete.
6. Understand the psychological considerations for the young injured athlete during the rehabilitation process.
7. Understand the unique anatomical, physiological, and biomechanical differences between young (pediatric & adolescent) athletes and adult athletes and how these differences may affect the rehabilitation plan (including physiological differences in maturation, the physiological healing response to injury, and morphological & physiological differences in range of motion, muscular strength & endurance, among others).
8. Understand rehabilitation considerations for children and adolescent athletes as they pertain to:
a. Re-establishing neuromuscular control (via feed-forward and feed-back afferent and efferent neuromuscular pathways) following an injury;
b. Restoring range-of-motion and improving flexibility and differences in physiological and assistive motion within joints;
c. Regaining muscular strength, endurance, and power following an injury;
d. Regaining postural stability and balance following an injury;
e. Maintaining cardiorespiratory fitness during the rehabilitation program
f. Improving core stabilization during the rehabilitation process;
g. The use of plyometric techniques and utilization of the stretch-shortening cycle during the rehabilitation process for this population;
h. The use of open-versus closed-kinetic-chain exercises used during the rehabilitation process;
i. The application of joint mobilization and traction therapeutic techniques used during the rehabilitation process.
j. The application of proprioceptive neuromuscular facilitation and other soft-tissue mobilization and strengthening techniques;
k. Principles of aquatic therapy utilized during the rehabilitation process.
l. The use of functional progressions and functional testing during the rehabilitation process.
9. Understand and apply techniques, progressions, and structure of rehabilitation programs for injuries to the: Shoulder, elbow, wrist, hand, and fingers; cervical, thoracic, and lumbar spine, and the sacroiliac joint; groin, hip, and thigh; knee; lower leg; and ankle and foot.
B. Learning Outcomes
1. Through the completion of online activities, students will demonstrate an understanding of the anatomy and physiology of youth athletes both in a healthy and injured state as well as the cellular response to injury and the physiological healing process as it relates to orthopedic injuries in the youth population.
2. Students will be able to operationalize the cascade of cellular changes occurring in the healing process after an injury by designing a rehabilitation program for injured pediatric and adolescent athletes.
4. Students will demonstrate competence in the utilization of an evidence-based approach to providing rehabilitation to the young injured athlete through completing detailed writing assignments.
5. Students will be able to determine the specificity and sensitivity of assessment techniques used in the physical evaluation of the injured athlete after the completion of online activities.
6. Students will demonstrate comprehension of psychological considerations for the young injured athlete during the rehabilitation process through online activities.
7. Students will be able to identify the unique anatomical, physiological, and biomechanical differences between young athletes and adult athletes and explain how these differences may affect the rehabilitation plan through written activities and an exam.
8. Students will be able to understand rehabilitation considerations for children and adolescent athletes as they pertain to a variety of factors after completing assigned course readings and online activities.
9. After completion of online module activities, students will be able to recognize and employ techniques, progressions, and structure of rehabilitation programs for injuries to the: Shoulder, elbow, wrist, hand, and fingers; cervical, thoracic, and lumbar spine, and the sacroiliac joint; groin, hip, and thigh; knee; lower leg; and ankle and foot.
C. Major Topics
Introduction to Rehabilitation for Pediatric and Adolescent Athletes.
Evidence-Based Concepts in Rehabilitation.
Anatomy of the Young Athlete and Implications for Injury.
Range of Motion, Neuromuscular control and Core Stabilization in Children and Adolescents.
Improving neuromuscular control, muscular strength and endurance.
Utilizing manual therapies with the young athlete.
Plyometrics, functional progressions, and functional testing.
Common Acute Injuries to the Upper Extremity.
Common Acute Injuries to the Lower Extremity.
Overuse Injuries in Youth Athletes.
1. Stahelli, Lynn T. Fundamentals of Pediatric Orthopedics, 4th ed. Lippincott Williams & Wilkins, 2007. ISBN-10: 0781774977.
2. Law, Mary C & MacDermid J. Evidence-Based Rehabilitation: A Guide to Practice. SLACK Incorporated, 2007. ISBN-10: 1556427689.
3. Bar-Or, Oded & Rowland Thomas. Pediatric Exercise Medicine: From Physiologic Principles to Health Care Application. Human Kinetics, 2004. ISBN-10: 0880115971.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
Written Paper: 20%
Final Exam 30%
G. Assignments, Exams and Tests
Reading Assignments: Specific chapters in the textbooks and peer-reviewed journal articles required for the course will be assigned for each module. The reading assignments are the primary means by which each student will acquire the core content of the course. It is essential that students complete the reading assignments for comprehension early in each unit. Class Discussions: Class discussion topics will be introduced throughout the course. All students are expected to participate in, and in some cases, lead the class discussions. Question and answer activities, as well as identification of valuable web resources will be the focus of the discussions. Discussions are asynchronous, meaning that participants post messages to discussion lists. The advantage of this is that participants do not have to find a time when everyone can log in simultaneously. However, because exchange of ideas is so important, participants will have to be working on the same topics at roughly the same time. It is not possible, therefore, for participants to work entirely at their own pace, for example by doing all coursework in the first few days of the course or by leaving all coursework until the end. Therefore, it is imperative that you be able to participate in the discussions on a regular basis during the course. If you have questions about whether the course will be flexible enough for your purposes, please contact the course instructor. Students are expected to be active members of the class, and therefore each student should be able to log into the class at least twice a week to check for announcements and to participate in the class discussions. At a minimum, students will be required to respond to each discussion prompt, adding meaningful reflection or information in each post (short comments such as “I agree” or “Good point” do not count towards your participation in the discussion). Quizzes: For each module, a quiz will be posted on Blackboard with which students can self-test their level of comprehension of the reading assignment. The quizzes can be taken as many times as you wish so that you can determine your level of understanding of the reading material. Grades will be recorded in the grade book for completing each quiz. Written Paper: The submission of a written paper will be required as part of the completion for class credit. This paper will be a reflection of your knowledge as it pertains to pediatric musculoskeletal injuries, and in particular will pertain to the development of a patient education sheet. A grading rubric will be provided in advance so the expectations are clearly outlined. Final Exam: This exam will be comprehensive of all material covered during the entire course. The specific days and time during which the Final exam will be available will be identified in the course schedule. You will be able to take the Final exam only once and a time limit to complete the exam will be in operation.
H. Attendance Policy
I. Policy on Make-up Work
No work will be accepted late without prior approval from the instructor. If you anticipate missing a due date for an assignment, please contact the instructor to discuss your reason(s) and alternative options. The instructor maintains the discretion to accept or refuse late work based on individual student circumstances.
J. Program This Course Supports
Master of Science, Medical Sciences, Concentration in Athletic Training
- Course Concurrence Information