Transcript Unit 2_Injury preventionx

Bell Ringer
 DNR- do not resusctitate
 DOB- date of birth
 Dx- diagnosis
 ECG- electrocardiogram
Conditioning, Nutrition and Supplements,
Environmental Considerations, and Bandaging and
Taping
What do you believe is the Athletic Trainer’s role when it
comes to conditioning? What is the coaches role?
Conditioning
 Who instructs the conditioning depends on the
program…
 Strength and conditioning coaches
 Athletic Trainers
 Coaches
 If Athletic Trainer does not make the program, they
may have to modify/limit the program for injured
athletes
Principles of conditioning
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Safety – education and proper techniques
Warm up/cool down
Motivation
Overload
 SAID principle (specific adaptations to imposed demands)
 When the body is subjected to stresses and overloads of varying
intensities, it will gradually adapt over time to overcome whatever
demands are placed on it
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Consistency
Progression
Intensity
Specificity- specific goals
Individuality
Minimize stress
Flexibility and contraction
 Range of motion Active ROM (AROM)- degree joint can be moved by a
muscle
 Passive ROM (PROM)- degree a joint can be moved
passively to the endpoint
 Goniometer- tool used to measure ROM
 Agonist- muscle that contracts
 Example: elbow flexion- biceps brachii is the agonist
 Antagonist- muscle that stretches
 Example: elbow flexion- triceps brachii is the antagonist
Stand and act
 Elbow extension
 Agonist:
 Antagonist:
 Knee flexion
 Agonist:
 Antagonist:
 Ankle dorsiflexion
 Agonist:
 Antagonist:
Stretching
 Goal: to maintain and/or improve the range of motion
at a given articulation
 Want to improve the flexibility of the musculotendinous
structures
Types of Stretching
 Ballistic- stretching technique using bouncing
motions
 Dynamic stretching- controlled stretches resembling
functional movements
 “active stretches”
 Static- passively stretching the muscle to placing it in a
maximal stretch and holding it there
What is the best stretching technique and why?
Let’s get active
Get into groups, come up with ideas to demonstrate a
ballistic, dynamic, and static stretch. Talk amongst your
group. You will demonstrate them in front of the class.
Be able to describe what you are stretching.
Muscle strength and endurance
 Strength- max force of a muscle in a single max
contraction
 Endurance- ability to perform repetitive max
contractions against resistance
 Isotonic- shortens and lengthens the muscle through a
complete range of motion
 Concentric- muscle is shortening
 Eccentric- muscle is lengthening
 Isometric- no change in length in muscle
 Isokinetic- velocity the same, resistance varies
Let’s get active
 Elbow flexion:
 Concentric:
 Eccentric:
 Shoulder flexion:
 Concentric:
 Eccentric:
 Hip flexion:
 Concentric:
 Eccentric:
 Calf raise:
 Concentric:
 Eccentric:
 Knee flexion:
 Concentric:
 Eccentric:
Types of Exercise
 PRE- progressive resistive exercises
 Free weights and machines
 Circuit- series of exercise stations consisting of
combination of weight training, flexibility,
calisthenics, and brief aerobic exercise
 Plyometric- specific exercise that encompass a rapid
stretch of a muscle eccentrically, followed immediately
by a rapid concentric contraction of that muscle
 “explosive movement exercises”
Bell Ringer
 ER- emergency room
 FH- family history
 Ft- foot
 Fx- fracture
Bell Ringer
 GI- gastrointenstial
 Hgb-hemoglobin
 Hr- hour
 HR- heart rate
Bell Ringer
 Get your presentations out and begin talking quietly
with your group about last minute details. You will
have 10 minutes to finish up. Stay in seats and do not
leave the classroom.
GROUP PROJECT TIME!! 
Develop a conditioning program consisting of at least 2
(one static and one dynamic) stretches and 5 exercises.
You need to be able to describe what kind of stretch it is
and have the class demonstrate the exercise. You need to
be able to tell the class what muscle is the agonist and
what muscle is the antagonist.
**You may video your program.
**If you don’t know any exercises, ask me for a good
website or source.
Nutrition
 Science of the substances that are found in food that are
essential to life
 3 major roles of nutrients:
 Growth, repair, and maintenance
 Regulation of body processes
 Production of energy
 6 major classes:
 Carbohydrates
 Fats
 Proteins
 Water
 Vitamins
 Minerals
Quick fact
What percent of your diet should be carbs? Fats?
Proteins?
Quick fact
 Carbs 55-60%
 Fats 30%
 Proteins 10-15%
Carbohydrates
 Primary fuel for muscle contraction
 Most important nutrient for performance
What are some foods you can eat for carbs?
Fats
 Necessary for normal body function
 Used after carbohydrates
 Primary source of energy for events lasting more than
2 hours
 Absorbed until needed
Proteins
 Composed of amino acids
 Building blocks of the body
 Used for growth and repair
 Excess protein converted to fat
What would be the problem for sedentary people taking
protein supplements?
Vitamins and minerals
 Vitamins
 Necessary in small amounts to perform specific
metabolic functions
 Minerals
 Aid in the metabolism and formation of tissue and
maintain the balance of the body’s internal environment
Bell Ringer
 Write down some ideas for good snacks for an athlete
to eat pre-practice and we will discuss.
Water
 MOST ESSENTIAL NUTRIENT
 60% of body weight
 Needed for chemical processes to occur and energy
production and normal digestion
 Helps with temperature control
READ and DIGUST activity
Take the next 10-15 minutes to read the nutrition article.
Write down a 3-4 sentence paragraph summarizing the
article. Also, write down 5 key points you took away from
this article today. You will turn it in at the end of class.
Vegetarians
 Vegans- plants but no animal foods
 Lacto-vegetarians- milk products and plant food
 Ovolactovegetarians- dairy, eggs, plant food
 Semi-vegetarians- animal products but exclude red
meat
Eating disorders and nutrition
concerns
 Osteoporosis- lack of calcium; decrease in bone
density
 Anemia- lack of iron
 Anorexia nervosa- self imposed starvation to loose
weight and become very thin
 Bulimia- binge eating followed by purging
Pre-event meals
 Eat carb. Rich meals the day before the competition
 Day of competition- eat 3-4 hours before
 Drink water
 Avoid foods high in fat, protein, sugar, and caffeine
Turn and talk
Break into small groups, develop a “pre-event meal.” We
will discuss in 5-10 minutes.
Heat
 Hyperthermia
 A condition is which the body temperature is elevated
Post it up activity
Everyone should have 3 post its. You may collaborate
with a partner. Write down factors to consider with heat.
Try to think like an Athletic Trainer.
Types of heat exchange
 Metabolic
 The normal metabolic function naturally produces radiation
of heat
 Conductive
 Physical contact with other objects causing heat loss or gain
 Convective
 A mass of air or water moves around an individual
 Radiant
 Sunshine
 Evaporative
 Sweat glands in the skin allow water to be transported to the
surface
Quick facts
 What type of heat exchange occurs with a
hydrocollator hot pack?
 What type of heat exchange occurs with a warm
whirlpool?
 What type of heat exchange occurs with an athlete
playing on turf?
Variations in sweat rates
What factors may cause people to sweat differently?
Variations in sweat rates
 Athlete’s height and weight
 Degree of acclimization
 Fitness level
 Hydration status
 Environmental conditions
 Clothing
 Intensity and duration of activity
 Heredity
Prevention is KEY!
 Appropriate hydration
 Unrestricted fluid and electrolyte replacement
 Gradual acclimization
 Identification of suspectible individuals
 Lightweight, light-colored uniforms
 Keeping routine weight record charts
 Routine temperature and humidity ratings
How can we implement these?
Heat Syncope
 Cause: rapid physical fatigue during overexposure to
heat
 Signs and symptoms: dizziness, fainting, nausea
 Treatment: lay athlete down in a cool environment and
replenish fluids
Exertional heat cramps
 Cause: Hard work in heat; sweating heavily; imbalance
between water and electrolytes
 Signs and symptoms: muscle twitching and cramps,
spasms in arms, legs, abdomen
 Treatment: ingesting large amounts of fluid, mild
stretching, and ice massage affected muscle
Exertional heat exhaustion
 Cause: prolonged seating leading to dehydration and
an inability to sustain adequate cardiac output
 Signs and symptoms: Excessive thirst, dry tongue and
mouth; fatigue; weakness; incoordination; mental
dullness; low urine volume; slightly elevated body
temperature
 Treatment: Bed rest in cool room, IV fluids if drinking
is impaired; increase fluid intake to 6-8 L/day; sponge
with cool water
Exertional Heat stroke
 MEDICAL EMERGENCY!
 Cause: Thermoregulatory failure of sudden onset
 Signs and symptoms: CNS abnormalities; headache,
vertigo, fatigue; flushed skin; little to no sweat; rapidly
increased pulse rate; increased respiration;
temperature of 104+; feels like they are burning up;
diarrhea; vomiting
 Treatment: Take emergency measures to reduce
temperature; immersion in ice water; call 911 and
transport to hospital
Hyponatremia
 Cause: fluid/electrolyte disorder resulting in low
concentration of sodium in the blood
 Signs and symptoms: progressively worsening
headache; nausea and vomiting; swelling in hands and
feet; low blood sodium; compromised CNS
 Treatment: DO NOT rehydrate; transport to medical
facility; sodium levels need increasing and fluid
decreased
Cold illnesses
 Hypothermia- low body temperature
 Frost nip- ears, nose, face, fingers
 Skin firm and may peel/blister
 Frostbite- prolonged exposure to cold
 Skin feels hard, loose feeling
 Take to warm place, soak feet/hands in warm water
Design a pamphlet
 Everyone gets a sheet of paper.
 Design a pamphlet about heat illnesses
 Include definition
 Signs and symptoms to look for
 How to treat it
 Draw a picture to help you remember it
Heat Stroke video
http://ed.ted.com/lessons/what-happens-when-youget-heat-stroke-douglas-j-casa
Why tape/bandage?
 Provide compression to minimize swelling in the
initial management of injury
 Reducing the chances of injury by applying tape
prophylactically before an injury occurs
 Providing additional support to an injured structure
THINK OUT OF THE BOX
Get into small groups and discuss. Write down your
thoughts.
The trend in athletics is to use tape for injuries. What
would be some of the benefits of taping? What are some
of the downfalls of taping? Does it really work?
TAPE IT UP
 We will practice tearing tape and will demonstrate
how to tape an ankle.