Transcript Role of the Athletic Trainer

Dan Foster, PhD, ATC
Sports Medicine Conference
August 9, 2007
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Athletic trainers have a long tradition of
focusing on a full-spectrum of health care for
the physically active population
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Background and current status
What makes a successful athletic trainer
Other issues
Characteristic roles
Best fit
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NATA – primary organization
30,000 members
 70%+ have MS or PhD/EdD
 Accredited schools, licensed to practice
 50%+ work outside of school settings
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Iowa legacy
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1925 Drake Relays
 Bill Frey
 WD Paul
1925
November 7
The aerial game had to be forgotten when
the worst blizzard of the year blew a gale
through Iowa Field. The Hawkeye billed the
game: “Iowa vs. Wisconsin vs. the
Elements.” The snowy wind was so strong
that punters actually lost ground on two
occasions. In the end, Iowa lost by a score
of 6-0. It was the first Hawkeye defeat of
the season.
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Risk management and injury prevention
Pathology of injury and illness
Assessment and evaluation
Acute care of injury and illness
Pharmacology
Therapeutic modalities
Therapeutic exercise
General medical conditions and disabilities
Nutritional aspects of injury and illness
Psychosocial intervention and referral
Health care administration
Professional development and responsibilities
NATA Competencies in Athletic Training ,2005
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Athletic trainers are employed in:
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Performing arts
Corporations
Industrial plants
Military
Schools
Rehabilitation clinics
Hospitals
Physician’s offices
Other health care facilities, Rodeo, Professional
golf…
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Work under the
direction of the Team
Physician
Use knowledge of:
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Hygiene
Conditioning
Nutrition
Psychology
Protective equipment
Environmental
conditions
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Clinical Sciences
Training
Personal Characteristics
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Mature interpersonal
relationships
Good physical
condition
Confidence in making
decisions
Strong loyalties and
personal integrity
Make the athlete
primary
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Long hours – nights, weekends, travel is
common
Job satisfaction – Herrera, et al. 2003
DIaa Football programs
 138 ATCs (73 ♂, 65 ♀)
 Minnesota Satisfaction Questionnaire
 Program directors and faculty had highest job
satisfaction
 GAs had lowest
 Males higher than Females
 As experience increased, satisfaction increased
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PREVENTION/RISK
Assisting and coordinating training and
conditioning programs
 Ensuring safe playing environments
 Selecting, fitting, and maintaining protective
equipment
 Explaining the importance of nutrition
 Using medications appropriately
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Prentice, 2006
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CLINICAL EVALUATION & DIAGNOSIS
Conducting physical examinations
 Understanding the pathology of injury illness
 Referring to medical care
 Referring to support services
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Prentice, 2006
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IMMEDIATE CARE OF INJURY & ILLNESS
TREATMENT, REHABILITATION &
RECONDITIONING
Designing rehabilitation programs
 Supervising rehabilitation programs
 Incorporating therapeutic modalities
 Offering psychosocial intervention
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Prentice, 2006
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ORGANIZATION & ADMINISTRATION
Record keeping
 Ordering equipment & supplies
 Supervising personnel
 Establishing policies for the program
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Prentice, 2006
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PROFESSIONAL RESPONSIBILITIES
Education
 Promotion
 Counseling
 Research
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Prentice, 2006
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Immediately accessible for emergency prehospital care (95% of parents; Board of Education, 2006)
Educate clients about nutrition and exercise
(96% of parents; Board of Education, 2006)
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Improve access to medical/therapy care
(Kohl,
2005)
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Improve MD/PT productivity and patient
satisfaction (Albohm et al., 2004)
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CPT codes for AT 97005, 9700 (AMA, 2000)
UB code (AHA, 1999)