The Sports Medicine Team
Download
Report
Transcript The Sports Medicine Team
Principles of Athletic Training
14th Edition
William E. Prentice
© 2011 McGraw-Hill Higher Education. All rights reserved.
Principles of Athletic Training
th
14 Edition
PowerPoint Presentations
Jason Scibek, PhD, ATC
Duquesne University
© 2011 McGraw-Hill Higher Education. All rights reserved.
Chapter 1: The Athletic
Trainer as a Health Care
Provider
© 2011 McGraw-Hill Higher Education. All rights reserved.
Athletic trainers specialize in preventing,
evaluating, treating and rehabilitating
injuries
Function as a member of a health care
team which also incorporates and
involves a number of medical specialties
Provide a critical link between the
medical community and physically active
individuals
© 2011 McGraw-Hill Higher Education. All rights reserved.
Historical Perspective
Early History
Evidence suggests that coaches, physicians
& therapists existed in Greek and Roman
civilizations
Assisted athletes in reaching top performance
Athletic trainers came into existence in the
late 19th century in intercollegiate &
interscholastic sports
Early treatments involved rubs, counterirritants, home remedies and poultices
© 2011 McGraw-Hill Higher Education. All rights reserved.
Evolution of Contemporary Athletic
Trainer
Traditional setting of practice included
colleges and secondary schools
Dealing exclusively with an athletic population
Today certified athletic trainers (ATC) work
in a variety of settings and with a variety of
patient populations
Professional sports, hospitals, clinics, industrial
settings, the military, equipment sales, physician
extenders
© 2011 McGraw-Hill Higher Education. All rights reserved.
Rapid evolution of the profession following
WW I
Athletic trainers became specialists in
preventing and managing injuries
Dr. S.E. Bilik wrote, The Trainer’s Bible (1917)
The Cramer brothers developed a line of
liniments to treat ankle sprains (1920’s) and
followed the publication The First Aider (1932)
In the 1930’s the NATA started to come into
existence but then disappeared during WW II
In 1950 the NATA was reorganized and it has
continued to flourish and expand
© 2011 McGraw-Hill Higher Education. All rights reserved.
With the evolution of the profession a
number of milestones have been
achieved
Recognition of Acts as healthcare providers
Increased diversity of practice settings
Passage of practice acts
Third party reimbursement for athletic
trainers
Constant revision and reform of athletic
training education
© 2011 McGraw-Hill Higher Education. All rights reserved.
Changing Face of Athletic Training
Profession
Role of the athletic trainer is more in line,
today, as a health care provider
40% of athletic trainers are employed in
clinics, hospitals, industrial and occupational
settings
Also involved in NASCAR, performing arts,
military, NASA, medical equipment & sales,
law enforcement, and the US government
Has resulted in changes in athletic training
education
© 2011 McGraw-Hill Higher Education. All rights reserved.
Athletic trainers do not just provide
medical care to athletes or those just
injured during physical activity
Becoming more aligned as a clinical
health care profession
Requires terminology changes
Patients and clients vs. athletes
Athletic clinic or facility vs. athletic training room
Athletic trainers – NOT TRAINERS!!
© 2011 McGraw-Hill Higher Education. All rights reserved.
Sports Medicine and Athletic
Training
Broad field of medical practices related to
physical activity and sport
Involves a number of specialties involving
active populations
Typically classified as relating to
performance enhancement or injury care
and management
© 2011 McGraw-Hill Higher Education. All rights reserved.
Human
Performance
Injury
Management
Exercise Physiology
Practice of Medicine
Biomechanics
Sport Psychology
Athletic Training
Strength Conditioning
Sports Massage
Personal Fitness
Trainers
Sports Podiatry/
Orthotists
Sports Physical Therapy
Sports Dentistry
© 2011 McGraw-Hill Higher Education. All rights reserved.
Growth of Professional Sports Medicine
Organizations
International Federation of Sports Medicine (1928)
American Academy of Family Physicians (1947)
National Athletic Trainers Association (1950)
American College of Sports Medicine (1954)
American Orthopaedic Society for Sports Medicine (1972)
National Strength and Conditioning Association (1978)
American Academy of Pediatrics, Sports Committee
(1979)
Sports Physical Therapy Section of APTA (1981)
NCAA Committee on Competitive Safeguards and Medical
Aspects of Sports (1985)
National Academy of Sports Medicine (1987)
© 2011 McGraw-Hill Higher Education. All rights reserved.
International Federation of Sports
Medicine
Federation Internationale de Medecine
Sportive (FIMS)
Principal purpose to promote the study and
development of sports medicine throughout
the world
Made up of national sports medicine
associations of over 100 countries
Organization includes many disciplines that
are concerned with physically active
individuals
© 2011 McGraw-Hill Higher Education. All rights reserved.
American Academy of Family
Physicians
To promote and maintain high quality
standards for family doctors who are
providing continuing comprehensive
health care to the public
It is a medical association of more than
93,000 members
Many team physicians are members of
this organization
© 2011 McGraw-Hill Higher Education. All rights reserved.
National Athletic Trainers’
Association
To enhance the quality of health care for
athletes and those engaged in physical
activity, and to advance the profession of
athletic training through education and
research in the prevention, evaluation,
management and rehabilitation of injuries
The NATA now has 32,000 members
© 2011 McGraw-Hill Higher Education. All rights reserved.
Figure 1-1
© 2011 McGraw-Hill Higher Education. All rights reserved.
American College of Sports
Medicine
Patterned after FIMS (Umbrella Organization)
Interested in the study of all aspects of sports
Membership composed of medical doctors,
doctors of philosophy, physical educators,
athletic trainers, coaches, exercise
physiologists, biomechanists, and others
interested in sports
>20,000 members
© 2011 McGraw-Hill Higher Education. All rights reserved.
American Orthopaedic Society for
Sports Medicine
To encourage and support scientific research
in orthopaedic sports medicine and to
develop methods for safer, more productive
and enjoyable fitness programs and sports
participation
Members receive specialized training in
sports medicine, surgical procedures, injury
prevention and rehabilitation
1,200 members are orthopaedic surgeons
and allied health professionals
© 2011 McGraw-Hill Higher Education. All rights reserved.
National Strength and Conditioning
Association
To facilitate a professional exchange of ideas in
strength development as it relates to the
improvement of athletic performance and fitness and
to enhance, enlighten, and advance the field of
strength and conditioning
30,000 strength and conditioning coaches, personal
trainers, exercise physiologists, athletic trainers,
researchers, educators, sport coaches, physical
therapists, business owners, exercise instructors and
fitness directors
Accredited certification programs
Certified Strength and Conditioning Specialist, (CSCS)
NSCA Certified Personal Trainer (NSCA-CPT)
© 2011 McGraw-Hill Higher Education. All rights reserved.
American Academy of Pediatrics,
Sports Committee
Dedicated to providing the general
pediatrician and pediatric sub-specialist with
an understanding of the basic principles of
sports medicine and fitness and providing a
forum for the discussion of related issues
To educate all physicians, especially
pediatricians, about the special needs of
children who participate in sports
© 2011 McGraw-Hill Higher Education. All rights reserved.
American Physical Therapy Association, Sports
Physical Therapy Section
To provide a forum to establish collegial relations
between physical therapists, physical therapist
assistants, and physical therapy students interested
in sports physical therapy
Promotes prevention, recognition, treatment and
rehabilitation of injuries in an athletic and physically
active population
Provides educational opportunities through
sponsorship of continuing education programs and
publications
© 2011 McGraw-Hill Higher Education. All rights reserved.
NCAA Committee on Competitive
Safeguards and Medical Aspects of Sports
Collects and develops pertinent information
regarding desirable training methods,
prevention and treatment of sports injuries,
and utilization of sound safety measures
Disseminates information and adopts
recommended policies and guidelines
designed to further the above objectives
Supervises drug-education and drug-testing
programs
© 2011 McGraw-Hill Higher Education. All rights reserved.
National Academy of Sports
Medicine
Founded by physicians, physical therapists
and fitness professionals
Focuses on the development, refinement and
implementation of educational programs for
fitness, performance and sports medicine
professionals
Offer a variety of certifications (fitness and
performance)
© 2011 McGraw-Hill Higher Education. All rights reserved.
Other Health Related
Organizations
Various aspects of health related
professions have also become involved
Dentistry, podiatry, chiropractic medicine
National, state and local organizations
have also emerged
Focus on athletic health and safety
All bodies have worked towards the
reduction of injury and illness in sport
© 2011 McGraw-Hill Higher Education. All rights reserved.
Sports Medicine Journals
A variety of publications exist, providing excellent
resources to the sports medicine community
Journal of Athletic Training
Journal of Sports Rehabilitation
International Journal of Sports Medicine
Physician and Sports Medicine
Clinics in Sports Medicine
American Journal of Sports Medicine
Sports Health
Athletic Therapy Today
Training & Conditioning
Athletic Training & Sports Health Care
© 2011 McGraw-Hill Higher Education. All rights reserved.
Employment Settings for the
Athletic Trainer
Employment opportunities are
becoming increasingly diverse
Dramatic transformation since 1950
Due largely to the efforts of the NATA
Started out primarily in the collegiate
setting, progressed to high schools and
are now 30% are found primarily in
hospital and clinic settings
© 2011 McGraw-Hill Higher Education. All rights reserved.
Settings include:
Clinics and hospitals
Physician extenders
Industrial/Occupational settings
Corporate settings
Colleges or Universities
Secondary schools
School districts
Professional sports
Amateur/Recreational/Youth sports
Performing arts
Military & Law enforcement
Health & fitness clubs
© 2011 McGraw-Hill Higher Education. All rights reserved.
Figure 1-3
© 2011 McGraw-Hill Higher Education. All rights reserved.
Show “Physician Extender” Video
© 2011 McGraw-Hill Higher Education. All rights reserved.
Treating Physically Active
Populations
Consists of athletic, recreational or
competitive activities
Requires physical skills and utilizes
strength, power, endurance, speed,
flexibility, range of motion and agility
© 2011 McGraw-Hill Higher Education. All rights reserved.
The Adolescent Athlete
Focuses on organized competition
A number of sociological issues are involved
How old or when should a child begin training?
Skeletal maturity presents some challenges
with respect to healthcare
Physically and emotional adolescents can
not be managed the same way as adults
© 2011 McGraw-Hill Higher Education. All rights reserved.
The Aging Athlete
Physiological and performance capability
changes overtime
Function will increase and decrease depending
on point in lifecycle
May be the result of both biological and
sociological effects
High levels of physiological function can be
maintained through an active lifestyle
The impact on long-term health benefits have
been documented
Beginning an exercise program
© 2011 McGraw-Hill Higher Education. All rights reserved.
Exercise program should be gradual and
progressive as long as no unusual signs or
symptoms develop
Individuals over age 40 should have a
physical and exercise testing before
engaging in an exercise program
© 2011 McGraw-Hill Higher Education. All rights reserved.
Occupational Athlete
Occupational, industrial or worker “athlete”
are involved in strenuous, demanding or
repetitive physical activity
May result in accidents and injury
Involves
Instruction on ergonomic techniques to avoid
injury associated with physical demand of job
responsibilities
Intervention when injuries arise
• Correcting mechanics, faulty postures, strength
deficits, lack of flexibility
Injury prevention is still critical
© 2011 McGraw-Hill Higher Education. All rights reserved.
Roles & Responsibilities of the
Athletic Trainer
Charged with injury prevention and
health care provision for an injured
patient
Athletic trainer deals with the patient
and injury from its inception until the
athlete returns to full competition
© 2011 McGraw-Hill Higher Education. All rights reserved.
Roles and Responsibilities: Board of
Certification Domains
Prevention
Clinical evaluation and diagnosis
Immediate care
Treatment, rehabilitation and
reconditioning
Health care administration
Professional responsibilities
© 2011 McGraw-Hill Higher Education. All rights reserved.
Prevention
Ensure safe environment
Conduct pre-participation physicals
Develop training and conditioning programs
Select and fit protective equipment properly
Explaining important diet and lifestyle
choices
Ensure appropriate medication use while
discouraging substance abuse
© 2011 McGraw-Hill Higher Education. All rights reserved.
Clinical Evaluation & Diagnosis
Recognize nature and extent of injury
Involves both on and off-field evaluation
skills and techniques
Understand pathology of injuries and
illnesses
Referring to medical care
Referring to supportive services
Immediate Care
Administration of appropriate first aid and
emergency medical care (CPR, AED)
Activation of emergency action plans (EAP)
© 2011 McGraw-Hill Higher Education. All rights reserved.
Treatment, Rehabilitation Reconditioning
Design preventative training systems
Rehabilitation program design
Supervising rehabilitation programs
Incorporation of therapeutic modalities and
exercise
Offering psychosocial intervention
Organization & Administration
Record keeping
Ordering supplies and equipment
Establishing policies and procedures
Supervising personnel
© 2011 McGraw-Hill Higher Education. All rights reserved.
Professional Responsibilities
Athletic trainer as educator
Athletic trainer and continuing education
Athletic trainers as counselor
Athletic trainers as researcher
Incorporation of evidence medicine and
participating and acquisition of evidence for
efficacy of patient care
© 2011 McGraw-Hill Higher Education. All rights reserved.
Personal Qualities of the Athletic
Trainer
Stamina and the ability to adapt
Empathy
Sense of humor
Communication
Intellectual curiosity
Ethical practice
Professional memberships
© 2011 McGraw-Hill Higher Education. All rights reserved.
Athletic Trainer and
the Athlete
Major concern on the part of the ATC
should be the injured patient
All decisions impact the patient
The injured patient must always be
informed
Be made aware of the how, when and why
that dictates the course of injury
rehabilitation
© 2011 McGraw-Hill Higher Education. All rights reserved.
The patient must be educated about
injury prevention and management
Instructions should be provided
regarding training and conditioning
Inform the patient to listen to his/her
body in order to prevent injuries
© 2011 McGraw-Hill Higher Education. All rights reserved.
Athletic Trainer and Parents
Athletic trainers must keep parents
informed, particularly in the secondary
school setting
Injury management and prevention
The parents decision regarding
healthcare must be a primary
consideration
Insurance plans may dictate care
Selection of physician
© 2011 McGraw-Hill Higher Education. All rights reserved.
The athletic trainer, physician and
coaches must be aware and inform
parents of Health Insurance Portability
and Accountability Act (HIPAA)
Regulates dissemination of health
information
Protects patient’s privacy and limits the
people who could gain access to medical
records
© 2011 McGraw-Hill Higher Education. All rights reserved.
The Athletic Trainer and the Team
Physician
Athletic trainer works under direct
supervision of physician
Physician assumes a number of roles
Serves to advise and supervise ATC
Physician and the athletic trainer must be
able to work together
Have similar philosophical opinions
regarding injury management
Helps to minimize discrepancies and
inconsistencies
© 2011 McGraw-Hill Higher Education. All rights reserved.
The physician is responsible for
compiling medical histories and
conducting physical exams
Pre-participation screening
Diagnosing injury
Deciding on disqualifications
Decisions regarding athlete’s ability to
participate based on medical knowledge and
psychophysiological demands of sport
Attending practice and games
Commitment to sports and athlete
© 2011 McGraw-Hill Higher Education. All rights reserved.
Potentially serve as the academic
program medical director
Coordinates and guides medical aspects of
program
Provides input into educational content and
provides programmatic instruction
© 2011 McGraw-Hill Higher Education. All rights reserved.
The Athletic Trainer and
the Coach
Must understand specific role of all
individuals involved with the team
Coach must clearly understand the
limits of their ability to function as a
health care provider in their respective
state
Directly responsible for injury prevention
Athlete must go through appropriate
conditioning program
© 2011 McGraw-Hill Higher Education. All rights reserved.
Coach must be aware of risks
associated with sport
Provide appropriate training and
equipment
Should be certified in CPR and first aid
Must have thorough knowledge of
skills, techniques and environmental
factors associated with sport
Develop good working relationships with
staff, including athletic trainers
Must be a cooperative relationship
© 2011 McGraw-Hill Higher Education. All rights reserved.
Referring the Patient to
Other Personnel
The athletic trainer must be aware of
available medical and non-medical personnel
Patient may require special treatment outside
of the “traditional” sports medicine team
Must be aware of community based services
and various insurance plans
Typically the athletic trainer and team physician
will consult on the particular matter and refer
accordingly
© 2011 McGraw-Hill Higher Education. All rights reserved.
Support Health Services &
Personnel
•
•
•
•
•
•
•
•
•
•
•
Physicians
Dentist
Podiatrist
Nurse
Physicians Assistant
Physical Therapist
Occupational Therapist
Massage Therapist
Ophthalmologist
Dermatologist
Gynecologist
•
•
•
•
•
•
Exercise Physiologist
Biomechanist
Nutritionist
Sport Psychologist
Coaches
Strength & Conditioning
Specialist
• Social Worker
• Neurologist
• Emergency Medical
Technician
© 2011 McGraw-Hill Higher Education. All rights reserved.
Recognition and Accreditation of the
Athletic Trainer as an Allied Health
Professional
June 1990- AMA officially recognized athletic
training as an allied health profession
Committee on Allied Health Education and
Accreditation (CAHEA) was charged with
responsibility of developing essentials and
guidelines for academic programs to use in
preparation of individuals for entry into
profession through the Joint Review Committee
on Athletic Training (JRC-AT)
© 2011 McGraw-Hill Higher Education. All rights reserved.
June 1994-CAHEA dissolved and replaced
immediately by Commission on Accreditation
of Allied Health Education Programs
(CAAHEP)
Recognized as an accreditation agency for
allied health education programs by the U.S.
Department of Education
Entry level college and university athletic
training education programs at both
undergraduate and graduate levels were
accredited by CAAHEP through 2005
© 2011 McGraw-Hill Higher Education. All rights reserved.
In 2003, JRC-AT became an independent
accrediting agency
JRC-AT would accredit athletic training education
programs without involvement of CAAHEP
JRC-AT officially became the Committee for
Accreditation of Athletic Training Education
(CAATE) in 2006
CAATE was officially recognized by CHEA in 2007
CHEA is a private nonprofit national organization that
coordinates accreditation activity in the United States
Recognition by CHEA puts CAATE on the same level as
other national accreditors, such as CAAHEP
© 2011 McGraw-Hill Higher Education. All rights reserved.
Effects of CHEA accreditation are not
limited to educational aspects
In the future, this recognition may
potentially affect regulatory legislation, the
practice of athletic training in nontraditional
settings, and insurance considerations
Recognition will continue to be a positive
step in the development of the athletic
training profession
© 2011 McGraw-Hill Higher Education. All rights reserved.
Accredited Athletic Training
Education Programs
Entry-level athletic training education
programs
In 2009, 357 undergraduate programs, 19
entry-level master’s programs
Advanced graduate athletic training
education programs
Designed for individuals that are already
certified ATs
© 2011 McGraw-Hill Higher Education. All rights reserved.
Education Council
In 1997 the Education Council was established to
dictate the course of the educational preparation for
the athletic training student
Focus has shifted to competency based education at
the entry level
Education Council has significantly expanded and
reorganized the clinical competencies and
proficiencies
© 2011 McGraw-Hill Higher Education. All rights reserved.
Athletic Training Education
Competencies
Twelve Content Areas
Risk management
Pathology of injuries and illnesses
Orthopedic clinical examination & diagnosis
Acute care
Pharmacological aspects of injury and illness
Therapeutic modalities
© 2011 McGraw-Hill Higher Education. All rights reserved.
Athletic Training Education
Competencies
Conditioning & rehabilitative exercise
General medical conditions and disabilities
Nutritional aspects of injury and illnesses
Psychosocial intervention and referral
Health care administration
Professional development & responsibilities
© 2011 McGraw-Hill Higher Education. All rights reserved.
Foundational Behaviors of Professional
Practice
“People” components of the profession
Recognizing the primary focus of practice should
be the patient
Understanding that competent health care
requires a team approach
Being aware of legal elements of practice
Practicing ethically
Advancing the knowledge base in athletic training
Appreciate cultural diversity
Being an advocate and model for the AT
profession
© 2011 McGraw-Hill Higher Education. All rights reserved.
Post-Professional Athletic Training
Education Programs
15 programs are certified by the NATA
Graduate Education Committee
Designed to enhance academic and
clinical preparation of already certified
athletic trainers
© 2011 McGraw-Hill Higher Education. All rights reserved.
Specialty Certifications
NATA is in the process of developing
specialty certifications
Further enhance professional development
Aid in expanding scope of practice
Specialty certifications build on entry level
knowledge
© 2011 McGraw-Hill Higher Education. All rights reserved.
Purpose
To provide the athletic trainer with advanced
clinical practice credential that demonstrates
attainment of knowledge and skills that will
enhance patient care, enhance healthrelated patient quality of life, and optimize
clinical outcomes in specialized areas of
athletic training practice
© 2011 McGraw-Hill Higher Education. All rights reserved.
Requirements for Certification as
an Athletic Trainer
Must have extensive background in
formal academic preparation and
supervised practical experience
Guidelines are set by the Board of
Certification (BOC)
© 2011 McGraw-Hill Higher Education. All rights reserved.
Upon meeting the educational
guidelines applicants are eligible to sit
for the examination
Examination is computer based
Exam assesses the 6 domains
Prevention
Evaluation and diagnosis
Immediate care
Treatment, rehabilitation & reconditioning
Organization and administration
Professional responsibility
© 2011 McGraw-Hill Higher Education. All rights reserved.
Upon passing the certification
examination = BOC certified as an
athletic trainer
Credential of ATC
BOC certification is a prerequisite for
licensure in most states
© 2011 McGraw-Hill Higher Education. All rights reserved.
Continuing Education
Requirements
Ensure ongoing professional growth
and involvement
Requirements that must be met to
remain certified
50 CEUs over the course of two years
© 2011 McGraw-Hill Higher Education. All rights reserved.
Purpose:
To encourage athletic trainers to obtain current
professional development information
To explore new knowledge in specific areas
To master new athletic training related skills and
techniques
To expand approaches to effective athletic
training
To further develop professional judgment
To conduct professional practice in an ethical
and appropriate manner
© 2011 McGraw-Hill Higher Education. All rights reserved.
CEUs are awarded for:
Attending symposiums, workshops,
seminars
Serving as a speaker or panelist
Certification exam model
Participating in the USOC program
Authoring a research article;
authoring/editing a textbook
Completing post-graduate work
All certified athletic trainers must
demonstrate proof of current CPR/AED
certification
© 2011 McGraw-Hill Higher Education. All rights reserved.
State Regulation of the Athletic
Trainer
During the early-1970s NATA realized
the necessity of obtaining some type of
official recognition by other medical
allied health organizations of the athletic
trainer as a health care professional
Laws and statutes specifically governing
the practice of athletic training were
nonexistent in virtually every state
© 2011 McGraw-Hill Higher Education. All rights reserved.
Athletic trainers in many individual states
organized efforts to secure recognition by
seeking some type of regulation of the
athletic trainer by state licensing
agencies
To date 48 of the 50 states have enacted
some type of regulatory statute
governing the practice of athletic training
(Hawaii just got regulated)
Rules and regulations governing the
practice of athletic training vary
tremendously from state to state
© 2011 McGraw-Hill Higher Education. All rights reserved.
Regulation may be in the form of:
Licensure
Limits practice of athletic training to those who
have met minimal requirements established by a
state licensing board
Limits the number of individuals who can perform
functions related to athletic training as dictated by
the practice act
Most restrictive of all forms of regulation
© 2011 McGraw-Hill Higher Education. All rights reserved.
Certification
Does not restrict using the title of athletic trainer
to those certified by the state
Can restrict performance of athletic training
functions to only those individuals who are
certified
Registration
Before an individual can practice athletic training
he or she must register in that state
Individual has paid a fee for being placed on an
existing list of practitioners but says nothing
about competency
© 2011 McGraw-Hill Higher Education. All rights reserved.
Exemption
State recognizes that an athletic trainer performs
similar functions to other licensed professions
(e.g. physical therapy), yet still allows them to
practice athletic training despite the fact that they
do not comply with the practice acts of other
regulated professions
Legislation regulating the practice of
athletic training has been positive and to
some extent protects the athletic trainer
from litigation
© 2011 McGraw-Hill Higher Education. All rights reserved.
Future Directions for the Athletic
Trainer
Will be determined by the efforts of the
NATA and its membership
Ongoing re-evaluation, revision and reform of
athletic training education
Further recognition of CAATE by CHEA will further
enhance credibility
Athletic trainers must continue to actively seek
third party reimbursement for athletic training
services
Standardization of state practice acts
© 2011 McGraw-Hill Higher Education. All rights reserved.
Athletic trainers will seek specialty certifications
Expanding breadth and scope of practice
Increase in secondary school employment of
athletic trainers
Increase in recognition of athletic trainers as
physician extender
Potential for expansion in the military, industry,
and fitness/wellness settings
With general population aging = increased
opportunity to work with aging physically active
individuals
Continue to enhance visibility through research
and scholarly publication
© 2011 McGraw-Hill Higher Education. All rights reserved.
Continue to be available for local and
community meetings to discuss health care
of the athlete
Increase recognition and presence
internationally
Most importantly, continue to focus efforts on
injury prevention and to provide high quality
health care to physically active individuals
regardless of the setting in which the injury
occurs
© 2011 McGraw-Hill Higher Education. All rights reserved.