student mastery checklist for - radford university 2009/eshe 365...3. grip the bar with an over-hand...

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Student Mastery Checklist for: Domain: Risk Management and Injury

Prevention Teaching Objective #:

7-1A

Specific Outcome:

Proper lift technique for Parallel Squat: Letter A

Skill: Parallel Squats

Skill steps: Peer

Review/date Senior Review/date

ACI Review/ Date

1. Select desired weight.

2. With the barbell on a rack, walk under the bar so it rests across the back of your shoulders.

3. Grip the bar with an over-hand grip slightly wider than shoulder width apart to balance the bar.

4. Stand up straight to lift the barbell off the rack, and step back.

5. Have your head up and back straight, and feet about shoulder width apart.

6. Bend your knees and lower yourself until your thighs are parallel with the ground. Keep your back straight. Lead with your gluets like you are going to sit down in a chair.

7. Now that you’re parallel, drive yourself back up to the starting position.

9. Remember to exhale on the concentric contraction and inhale on the eccentric contraction.

10. Repeat this process for your desired repetitions and sets.

9. State that standing parallel squats work the entire lower body including the quads, hamstrings, calves, hip flexors, and glutes.

Evaluators signature/date: Special Notes: Perform test in less than 1 minute.

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7-1A

Specific Outcome:

Proper lift technique for Heel Raises: Letter B

Skill: Heel Raises

Skill steps: Peer


ACI Review/ Date

1. Selection of weight is optional. If you do desire weight, select two desired dumbbells and hold them in your hands beside your hips.

2. Standing with your feet about shoulder-width apart with your toes on a step, platform, weight or block a few inches off the ground.

3. Your arms should be extended at your sides.

4. Put your weight on the balls of your feet so you're leaning forward slightly.

5. Rise all the way up onto your toes while keeping your legs straight.

6. Feel the contraction in your calves and pause for about 2 seconds at the top.

7. Then lower slowly and under control to the starting position.


10. Repeat this process for the desired repetitions and sets.

9. State that standing heel raises work the gastrocs.

Alternate Method:

10. In step 5 you can bend your knees to about a 30-40 degree angle. However, you will need to hold on to a stationary object to keep your balance.

11. Repeat steps 2-8 without weight in your hands. 12. State that standing heel raises with a 30-40 degree bend of the knees isolates your soleus muscle of each calf.


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7-1A

Specific Outcome:

Proper lift technique for Power Clean: Letter C

Skill: Power Clean

Skill steps: Peer


ACI Review/ Date

1. Select desired weight.

Starting Position 2. Place hands approximately shoulder width apart with an over-hand or pronated grip.

3. Foot position will differ for lifters of different body types; a standard stance will place the feet about hip width with the toes slightly pointed out.

4. The back should be flat with the chest up and the hips should be slightly higher than the knees.

5. The bar should be next to the leg and up against your shins.

6. Take a deep breath before moving the barbell and take all the slack out of the arms and back.

7. As the barbell begins to rise the lifter should maintain shoulders in front of bar and keep a flat back as the hips and shoulders rise at the same time.

8. As you move into the power position the knees begin to go under the bar and the hips come forward as you shrug the shoulders and extend up on your toes.

9. The second pull is executed by complete lower body extension while pulling yourself under the bar. IMPORTANT NOTE: KEEP THE BAR CLOSE TO BODY

10. In the receiving position your elbows are rotated under the bar and facing forward with your knees and hips slightly bent.

11. Finish the lift by standing upright with torso erect.

12. Lower the bar back down to the floor by reversing the upward motion while keeping your back flat.

13. Do not drop the weights to the floor. 14. Remember to exhale on the concentric contraction and inhale on the eccentric contraction.


16. State that power cleans work the entire body including the shoulders, biceps, triceps, quads, hamstrings, calves, hip flexors, glutes, etc.


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7-1A

Specific Outcome:

Proper lift technique for Bench Press: Letter D

Skill: Bench Press

Skill steps: Peer


ACI Review/ Date

1. Select your desired weight.

2. Lie on a flat bench, with your feet on the floor for balance.

3. Use a medium-wide overhand grip equally spaced apart on the bar so that your forearms are perpendicular to the floor and each humerus is parallel with floor.

4. Raise the bar off the rack and hold it with your arms fully extended above you.

5. Lower the bar under control until it touches your chest in line with the breast line.

6. Pause for a moment when the bar touches so that you don't bounce the bar off your chest.

7. Then drive the bar back up in one smooth motion till your arms are fully extended.



10.. State that bench press works the chest, anterior deltoid, and triceps.


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7-1A

Specific Outcome:

Proper lift technique for Shoulder Press: Letter E

Skill: Shoulder Press

Skill steps: Peer


ACI Review/ Date


2. Either sitting or standing, grab hold of a barbell with an overhand grip and hold it at shoulder level.

3. Your hands should be farther than shoulder width to minimize triceps support, tuck elbows in and under.

4. Start with the barbell even with your clavicles.

5. Then press the bar straight up overhead until your arms are locked out, concentrating on keeping the weight under control while exhaling.

6. Lower the barbell under control till its back to the starting position and inhaling.

7. Repeat for desired repetitions and sets. 8. State that shoulder press works your anterior and middle deltoid and triceps.


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7-1A

Specific Outcome:

Proper lift technique for Dead Lift: Letter F

Skill: Dead Lift

Skill steps: Peer


ACI Review/ Date


2. Stand before the weight in a shoulder width stance or slightly wider.

3. Place your shin to the bar.

4. Bend at the waist and at the knees equally and at the same time.

5. Grasp the bar fully and securely in an over-grip or an alternate under/over grip about waist width or slightly wider for comfort.

6. Looking straight ahead. 7. Your spine should be in a powerful flat position (not stooped over or rounded) and your arms should be extended grasping the bar.

8. Focus, regulate your breathing, breath in deeply and steadily pull the bar up so your arms are fully extended and extend your legs like your getting out of a chair.

9. Keep the bar close to the body and exhale as you stand up.

10. Pause for a second of contraction and slowly bend your knees and low back (while keeping it flat) and keep your arms extended as you return to the starting position and repeat.

11. Repeat for desired repetitions and sets. 12. State that dead lift works entire back, legs, and forearms primarily.


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7-1A

Specific Outcome:

Proper lift technique for Arm Curls: Letter G

Skill: Arm Curls

Skill steps: Peer


ACI Review/ Date


2. Standing with your feet about shoulder-width apart, grasp a straight bar or curl bar with an over-hand or under-hand grip about shoulders width apart.

3. Let bar hang down at arm's length in front of body.

4. Curl the bar up in a wide arc as high as you can toward your chin, have your elbows close to the body and keep them still.

6.Really flex hard at the top for a peak contraction.

7. Lower the weight slowly to the starting position, following the same arc until your arms are fully extended.

8. Do not arch your back; keep your back as flat as possible during the entire movement.



9. State that standing biceps curl works the biceps.


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7-1A

Specific Outcome:

Proper lift technique for Triceps Extension: Letter H

Skill: Triceps Extension

Skill steps: Peer


ACI Review/ Date


2. Standing with your feet about shoulder-width apart, grasp a dumbbell with both hands and carefully extend it over your head. If possible hold dumbbell with both hands on handle. If not, hold dumbbell with both hands cupping one end of the dumbbell.

3. Keeping your elbows pointed toward the ceiling and close to the sides of your head, slowly lower the dumbbell behind your head as far as you can, or until it touches the back of your shoulders.

4. Slowly raise the dumbbell back above your head by extending your elbows.

5. Do not arch your back, keep your back as flat as possible during the entire movement.


7. Repeat this process for the your desired repetitions and reps.

8. State that seated/standing triceps extension works the triceps.

Alternate Method:

9. Sit on a bench in a good posture position. Follow steps 1-7 except in a seated position.


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7-1A

Specific Outcome:

Proper lift technique for Knee Curl: Letter I

Skill: Knee Curl

Skill steps: Peer Review/date

Senior Review/date

ACI Review/ Date


2. Make proper adjustment to the seated leg curl.

3. Grab the handles to the side or the seat itself for balance. Curl your knees back toward your glutes and pause for a 1 second count, until the hamstring is at a peak contraction.

4. Make sure back stays flat against back support.

5. Release and return the weight under control back to the starting position.



8. State that knee/leg curl works the hamstrings.

Alternate Method: 1

9. Lay face down and place your heels under the lever mechanism of the leg curl. Your legs should be stretched out straight with the pad on the back of your calves.

10. Grab the two handles on the underside of the leg curl or under the piece of equipment itself.

11. Your pelvis, stomach and chest should remain flat on the machine when you curl both legs up as far as possible and pause for 1 second count, until the hamstrings is at a peek contraction.

12. Follow steps 6-7 except for curling both legs; only curl one.

Alternate Method: 2

13. You can isolate one leg at a time. Follow steps 1-7 except for curling both legs; only curl one.


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7-1A

Specific Outcome:

Proper lift technique for Knee Extension: Letter J

Skill: Knee Extension

Skill steps: Peer


ACI Review/ Date


2. Take a seat on a leg extension machine and hook your legs underneath the lever mechanism.

3. Extend your legs out to the maximum until they are locked out to achieve a peak contraction and pause for a 1 second count.

4. Then lower the weight slowly until your feet come to under your knees. Your tibia and fibula should be perpendicular with the floor.



7. State that leg extension works the quadriceps.

Alternate Method:

8. You can isolate one leg at a time. Follow steps 1-6 except for extending both legs, only extend one.


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7-1A

Specific Outcome:

Proper lift technique for Leg Press: Letter K

Skill: Leg Press

Skill steps: Peer


ACI Review/ Date


2. Sit in the leg press and place your feet on the foot plate in front of you about shoulder width apart.

3. Make sure the seat is adjusted so your knees are bent at about a 90-degree angle or slightly less/more.

4. Place your hands on the handlebars at your sides in relaxed manner.

5. Now push forward on the footplates and straighten your legs until they're almost fully extended in front of you while you are exhaling. Keep your knees slightly flexed-not locked.

6. Your upper body should remain upright and relaxed, and your hands should hold the handlebars for support.

7. Unlock the safety locking bar that is located at either side of your hip.

8. Lower the footplate back down to about 90 degrees while exhaling.



11. State that leg press works your entire legs and gluetes.


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7-2A

Specific Outcome:

Proper spotting technique for Parallel Squat: Letter A

Skill: Spotting Parallel Squat

Skill steps: Peer


ACI Review/ Date

1. Stand behind your athlete after they have backed up from the squat rack.

2. Follow the athlete through the act of squatting with your hands near the waist of your athlete.

3. Assure that they are following the correct form.

4. If athlete needs assistance place your hands on their waste and assist them with concentric and eccentric phases of as many reps as necessary. Alternate Method: You may need to adjust your hands to under the armpits and cup the anterior deltoid if your spotting technique is not sufficient from the waist. Make sure your chest is up against the athletes back and assist them through the lift.

5. Once athlete has completed desired number of reps, follow your athlete back up to re-rack the weights.

6. Make sure athlete is using the proper breathing technique.

Evaluators signature/date: Special Notes: Must perform/instruct each test/skill in 1 minute.

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7-2

Specific Outcome:

Proper spotting technique for Shoulder Press: Letter B

Skill: Spotting Shoulder Press

Skill steps: Peer


ACI Review/ Date

1. Stand behind your athlete when they are seated in the shoulder press station.

2. Assist them with a lift-off if necessary.


4. If athlete needs assistance place your hands on the bar inside their grip and assist them with concentric and eccentric phases of as many reps as necessary. Just assist them; still allow them to lift the weight if they are able for a desired number of reps. If not assist them to re-rack the weight.

5. Once athlete has completed desired number of reps, assist them in re-racking the weights.


Alternate Method:

7. If two spotters are available, have each spotter stand at the ends of the bar. Follow steps 2-6, but each person is placing their hands at the end of the bar.


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7-2

Specific Outcome:

Proper spotting technique for Bench Press: Letter D

Skill: Spotting Bench Press

Skill steps: Peer


ACI Review/ Date

1. Stand behind your athlete when they are lying on the bench press station.

2. Assist them with a lift-off if necessary.


4. If athlete needs assistance place your hands on the bar inside their grip and assist them with concentric and eccentric phases of as many reps as necessary. Just assist them; still allow them to lift the weight if they are able for a desired number of reps. If not assist them to re-rack the weight.

5. Once athlete has completed desired number of reps, assist them in re-racking the weights.


Alternate Method:

7. If two spotters are available, have each spotter stand at the ends of the bar. Follow steps 2-6, but each person is placing their hands at the end of the bar.


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5-1; 5-5-A/B

Specific Outcome:

Upper/Lower Body Strength Test/Repetition Max Test: Letter A/B

Skill: Bench Press/Squat


Senior Review/date

ACI Review/ Date

Establishing 1 Repetition Max Test: 1. Perform proper stretching and warm-up before you start

2. Perform the desired exercise with a weight you know you can lift one time. Then proceed to add weight and perform the lift for one repetition. At the point where you can not perform the lift for one rep you conclude that the last weight you lifted for one rep is your One Repetition Maximum (1RM).

3. You must have a spotter to perform this test.

4 Be careful to use correct form.

Upper Body Strength Test: (Bench Press)

1. Select your desired weight to start the test.

2. Perform the proper lifting technique for the bench press. Do not compromise your technique. (See proper lifting technique for bench press.)

3. Be sure to have proper number of spotters.

4. Once the athlete can not perform a 1 rep max, record the last weight they successfully lifted for 1 rep.

Lower Body Strength Test: (Squat)

1. Select your desired weight to start the test.

2. Perform the proper lifting technique for the squat. Do not compromise your technique. (See proper lifting technique for squat.)


4. Once the athlete can not perform a 1 rep max, record the last weight they successfully lifted for 1 rep.


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2-1B-B

Specific Outcome:

Upper Body Strength Repetition Testing: Letter B

Skill: Bench Press

Skill steps: Peer


ACI Review/ Date

Strength Repetition Testing

1. Select a desire exercise and have athlete follow the proper lifting technique with adequate spotters.

2. State that repetition max testing evaluates strength, muscular endurance and stresses the anaerobic energy systems in a safe effect manor.

3. State the strength repetition testing is a safer method of evaluating an athlete’s strength than the 1RM testing method.

Upper Body Strength Test: (Bench Press)

1. Select your desired weight to start the test after a proper warm-up

2. Perform the proper lifting technique for the bench press. Do not compromise your technique. (See proper lifting technique for bench press.)


4. Instruct athlete to perform the lift a specific number of times.

5. Take the amount of reps performed and look at the repetition/1 max rep chart to see an estimated 1RM.

Evaluators signature/date: Special Notes: Must perform/instruct each test/skill in 1-2 minutes.

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Student Mastery Checklist for: Domain: Therapeutic Exercise Teaching

Objective #:

1-6U A

Specific Outcome:

Exercises to improve neuromuscular control and coordination

Skill: PNF Patterns- Shoulder


Senior Review/date

ACI Review/ Date

PNF of Shoulder- D1 1. D1 Pattern- Moving into flexion- Place one hand inside volar surface of hand and the other hand underneath arm in cubital fossa of elbow.

2. Starting Position- The shoulder should be extended, abducted, and internally rotated.

3. Terminal Position- The shoulder should be flexed, adducted, and externally rotated.

4. Assist or resist the desired motion from starting D1 moving into flexion. Verbal command of pull can be used.

5. D1 Pattern- Moving into extension- Place one hand on dorsum of hand and the other hand back of the elbow on the humerus.

6. Starting Position- The shoulder should be flexed, adducted, and externally rotated.

7. Terminal Position- The shoulder should be extended, abducted, and internally rotated.

8. Assist or resist the desired motion from starting D1 moving into extension. Verbal command of push can be used.

PNF of Shoulder- D2 1. D2 Pattern- Moving into flexion- Place one hand on dorsum of hand and the other hand back of the elbow on the humerus.

2. Starting Position- The shoulder should be extended, adducted, and internally rotated.

3. Terminal Position- The shoulder should be flexed, abducted, and externally rotated.

4. Assist or resist the desired motion from starting D2 moving into flexion. Verbal command of push can be used.

5. D2 Pattern- Moving into extension- Place one hand inside volar surface of hand and the other hand in cubital fossa of elbow.

6. Starting Position- The shoulder should be flexed, abducted, and externally rotated.

7. Terminal Position- The shoulder should be extended, adducted, and internally rotated.

8. Assist or resist the desired motion from starting D2 moving into extension. Verbal command of pull can be used.

State that PNF is concerned with gross movement as opposed to specific muscle action.

State that PNF patterns are composed of rotational and diagonal exercise patterns that are similar to motions required in sports.


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Objective #:

1-6U B

Specific Outcome:


Skill: Rhythmic Stabilization


Senior Review/date

ACI Review/ Date

Shoulder/Elbow Rhythmic Stabilization 1. The following can be used in shoulder and elbow rehab.

2. Assure the athlete is ready for rhythmic stabilization exercises.

Open-Kinetic Chain 1. Supine Isometric Contractions- Have athlete lie supine in a table with arms at about 100 degree of shoulder flexion.

3. Instruct the athlete to hold arms at 100 degrees of shoulder flexion for a desired time and reps and sets.

4. Can increase the difficulty by having athlete close eyes, hold weights in their hands, offer manual resistance in different directions, or change the angle they are hold their arms in.

5. State that the athlete is trying to hold arms in an isometric contraction so arms stay at desired angle.

Closed-Kinetic Chain 1. Standing Weight Bearing- Have athlete stand, bend slightly at waist and both arms on a table.

2. Can increase difficulty by having athlete place more of their weight on the table, and alternating lifting one leg/arm off the ground/ table at a time, and the therapist providing resistance in different directions.

3. Instruct athlete to hold a desired position for a desired time and reps/sets.

1. Quadruped, Tripod, and Bipod Weight Bearing- Have athlete on a table in the desired position.

2. State that shoulders should be directly over hands and hips should be forward of the knees so that the weight is primarily on the upper extremity. NOTE: If athlete is unable to hold this position the hip can be positioned directly over the knees to equalize the weight between the upper and lower extremities.

3. Increase difficulty by instructing athlete to shift their weight in different directions, closing eyes, applying resistance in different directions, proceeding to a tripod, and bipod position, and rubber tubing resistance of the involved and uninvolved extremity.

4. Instruct athlete to hold a desired position for a desired time and reps/sets.

Evaluators signature/date:

Special Notes: Must perform/instruct each test/skill in 1 minute.

19


Objective #:

1-6U C/D

Specific Outcome:


Skill: Double and Single arm balancing, and balance apparatus

Skill steps: Peer Review/date Senior Review/date

ACI Review/ Date

Double and Single Arm Balancing and Balancing apparatus

1. The following can be used in shoulder and elbow rehab.

2. Assure the athlete is ready for this aspect of the rehab.

Closed-Kinetic Chain 1. Quadruped, Tripod, and Bipod Weight Bearing- Have athlete on a table in the desired position.

2. State that shoulders should be directly over hands and hips should be forward of the knees so that the weight is primarily on the upper extremity. NOTE: If athlete is unable to hold this position the hip can be positioned directly over the knees to equalize the weight between the upper and lower extremities.


4. May incorporate “superman” exercises or same side arm and leg balancing exercise.

5. Can add a BAPS board, wobble board, or foam rolls, trampoline, or plyoball (for increase balance training work) in the Quadruped, Tripod, and Bipod Weight Bearing positions for the advanced stages of rehab.


7. Instruct athlete to hold a desired position for a desired time and/or reps/sets.

8. State that weight shifting and balance on an unstable surface facilitates co-contraction of the muscles involved in the force couple that collectively maintain dynamic stability.


20


Objective #:

1-6U

Specific Outcome:

Exercises to improve neuromuscular control and coordination: Letter E

Skill: Weighted Ball Rebounding or Toss


Senior Review/date

ACI Review/ Date

Weighted Ball Rebound/Toss: Upper Body-Letter E

1. Select desired weighted ball size and weight. Stand where you can see the athletes face.

2. Instruct athlete to stand an arm and a half lengths away from a concrete wall. Tell them to hold the ball at chest level and push the ball out toward the wall releasing it. (Like a chest pass in basketball.) Then instruct them to catch the ball with both hands as it rebounds off the wall with arms in the extended position.

3. Watch athlete’s face for pain.

4. Make sure the athlete attempts to catch the rebounding ball with both hands and arms extended.

5. Repeat process for desired time and to keep track of the number of reps they perform.

6. State that weighted ball exercises are performed at later stages of the rehab program to maintain/increase cardiovascular conditioning and strength, neuromuscular control, coordination, and flexibility.


21


Objective #:

1-6L A

Specific Outcome:


Skill: PNF Patterns- Ankle, Hip, and Knee

Skill steps: Peer Review/date Senior

Review/date ACI Review/ Date

PNF of Ankle- D1 1. D1 Pattern- Moving into flexion- Place one hand on the distal aspect of the tibia/fibula and the other hand on the dorsimedial surface of foot in the metatarsals/phalange region.

2. Starting Position- The ankle should be plantarflexed, foot everted, and toes flexed.

3. Terminal Position- The ankle should be dorsiflexed, foot inverted, and toes extended.


5. D1 Pattern- Moving into extension- Place one hand on the distal aspect of the tibia/fibula and the other hand on the lateralplantar surface of foot in the metatarsals/phalange region.

6. Starting Position- The ankle should be dorsiflexed, foot inverted, and toes extended.

7. Terminal Position- The ankle should be plantarflexed, foot everted, and toes flexed.


PNF of Ankle- D2 1. D2 Pattern-Moving into flexion- Place one hand on the distal aspect of the tibia/fibula and the other hand on the dorsilateral surface of foot in the metatarsals/phalange region.

2. Starting Position- The ankle should be plantarflexed, foot inverted, and toes flexed

3. Terminal Position- The ankle should be dorsiflexed, foot everted, and toes extended.


5. D2 Pattern-Moving into extension- Place one hand on the distal aspect of the tibia/fibula and the other hand on the lateralplantar surface of foot in the metatarsals/phalange region.

6. Starting Position- The ankle should be dorsiflexed, foot everted, and toes extended

7. Terminal Position- The ankle should be plantarflexed, foot inverted, and toes flexed.

8. Assist or resist the desired motion from starting D2 moving into extension. Verbal

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command of push can be used. State that PNF is concerned with gross movement as opposed to specific muscle action.


PNF Pattern of Hip and Knee-D1 1. D1 Pattern- Moving into flexion- Place one hand on the anteriormedial thigh near patella and the other in the metatarsals/phalange region.

2. Starting Position- Hip should be extended, abducted, and internally rotated; Knee should be extended

3. Terminal Position- Hip should be flexed, adducted, and externally rotated; Knee should be flexed.


5. D1 Pattern- Moving into extension- Place one and on the posteriolateral thigh near patella and the other in the metatarsals/phalange region.

6. Starting Position- Hip should be flexed, adducted, and externally rotated; Knee should be flexed

7. Terminal Position- Hip should be extended, abducted, and internally rotated; Knee should be extended.


PNF Pattern of Hip and Knee-D2 1. D2 Pattern- Moving into flexion- Place one and on the anteriorlateral thigh near patella and the other in the metatarsals/phalange region.

2. Starting Position- Hip should be extended, adducted, and externally rotated; Knee should be extended

3. Terminal Position- Hip should be flexed, abducted, and internally rotated; Knee should be flexed.


5. D2 Pattern- Moving into extension- Place one and on the posteriomedial thigh near patella and the other in the metatarsals/phalange region.

6. Starting Position- Hip should be flexed, abducted, and internally rotated; Knee should be flexed

7. Terminal Position- Hip should be extended, adducted, and externally rotated; Knee should be extended.


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State that PNF is concerned with gross movement as opposed to specific muscle action.




24


Objective #:

1-6L B/C/D

Specific Outcome:


Skill: Balance Apparatus, Incline Board, and Single-Leg Balancing



Balance Apparatus 1. Select the desire balancing apparatus. 2. Have athlete stand on board with affected extremity.

3. Instruct them to perform a desired activity: ROM exercises, balancing exercise, etc and progressing to not letting the sides of the board/apparatus to touch the ground.

4. Have them gradually place all the weight on the injured extremity and progress to not holding on for balance.

5. Time the athlete on how long they perform the desired activity.

Incline Board 1. Have athlete stand on the incline board as if they were going to stretch their Achilles tendon.


3. Have them balance for a specified time and increase that time as time goes on.

4. Advanced version: Have the athlete stand the opposite way of an Achilles tendon stretch with their foot point down.


6. Have them balance for a specified time and increase that time as time goes on.

7. Time the athlete on how long they perform the desired activity.

Stork Test 1. The athlete stands on the affected extremity while attempting to keep their balance for 30 seconds.

2. Perform the exercise for the desired number of sets.

3. Increase the difficulty of the exercise by increasing time, having the athlete close their eyes, stand on a trampoline, a foam roll, or by throwing objects to the athlete to catch.

4. Become sports specific in the advanced stages.


25


Objective #:

1-6N A/B

Specific Outcome:


Skill: Stabilization and postural control



Stabilization- Gravity Resisted 1. Have athlete lie on a table with their shoulders at the edge of the table. It depends on the desired stabilization exercises you do as to what position the athlete lies (Supine, Prone, Side-lying Right and Left).

2. Have athlete hold their head in line with their cervical spine in a static position.

3. Change the lying position of the athlete to change the particular muscle to be stabilized.

4. Time the athlete on how long they perform the desired activity for desired reps/sets.

5. You can increase the difficulty of the exercise by having them lie on a plyoball, increasing the time, reps, and sets.

Postural Correction 1. Select exercises that will increase muscle strength and postural control.

2. Manual resistance cervical strengthening exercises.

3. Select desired ROM to strengthen and apply resistance in that motion.

4. Be sure to use proper hand positioning. 5. Resistance, type of contraction, time/reps/sets will vary with stage of rehab.

Prone/Plyoball Exercises 1. Have athlete lie prone on a table with shoulders and elbows at a 90 degree angle. Like a field goal post.

2. Instruct them to raise their arms off the table and hold for a desired count.

3. Repeat for desired reps/sets. 4. You can increase the difficulty by having them extend arms out and raise like “superman” exercises, alternate each arm, have them gradually repeat the entire process when lying prone or supine on a plyoball.


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Objective #:

1-6T A/B

Specific Outcome:


Skill: Stabilization and postural control



Stabilization- Quadruped, Tripod, and Bipod

1. Have athlete on a table in the desired position.

2. Exercises should progress from quadraped, to tripod, to bipod.


5. Increase difficulty by instructing athlete to shift their weight in different directions, closing eyes, applying resistance in different directions, proceeding to a tripod, and bipod position, and rubber tubing resistance of an extremity.

Postural Correction Plyoball Exercises 1. Have athlete sit on desired size ball. 2. Make sure athlete is sitting in a correct up right position with feet shoulder width apart, back flat, shoulders back and looking forward.

3. Exercise should progress from easy to harder.


5. Increase difficulty by instructing athlete to shift their weight in different directions, closing eyes, applying resistance in different directions, flexing at the hip, extending the leg, etc, and adding rubber tubing resistance or weights to lift while on ball.


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Student Mastery Checklist for: Domain: Acute Care of Injuries and Illness Teaching

Objective #:

6

Specific Outcome:

1c Skill: Fitting Crutches/ Use of Crutches


Review/date Clinical Instructor Review/ Date

Fitting Crutches 1. Ask the athlete how tall they are 2. Ask the athlete to stand erect in flat

shoes

3. Place the crutch tip 2” in front and 6” to the side of the front toe of the leg

4. Adjust the height of the crutch so that the axillary pad is 11/2 to 2” (2-3 fingers) below axilla

5. Adjust the hand grip so the elbow is bent to a 30 degree angle.

Use of Crutches 6. Tell the athlete to keep their involved leg

up at all times

7. Instruct the athlete to keep the involved leg with the crutches at all times.

8. Instruct the athlete to keep their body weight on their hands and not on the axillary pads

9. Instruct the athlete to move the crutches approx. 12” in front of them

10. Instruct the athlete to step through the crutches as if taking a normal step

Going up stairs 11. Instruct the athlete to place the

uninvolved leg on the step, followed by the crutch and involved leg.

Going down stairs 12. Instruct the athlete to move the crutches

with the involved foot forward followed by the crutches and the uninvolved foot

Special Notes: Height of crutches and arm angle must be correct to achieve mastery.

28

Student Mastery Checklist for: Domain: Acute Care of Injuries and

Illnesses Teaching Objective #:

6

Specific Outcome:

Cane Use: Letter D Skill: Cane Use



Fitting a Cane:

1. Have athlete stand as erect as possible.

2. Make sure athlete is in shoes they most often wear.

3. Allow arms to fall at the sides naturally. Do not lean forward. Shoulders should not be raised.

4. Take the measurement from the carpals to down to the floor.

5. Adjust cane to that height. Walking with a Cane:

1. Instruct athlete to use cane on the opposite side of injury.

2. Place weight on unaffected leg, then move the cane and affected leg a comfortable distance forward.

3. With weight supported on both your cane and your affected leg, step through with your unaffected leg.

4. Instruct athlete to take it slow and take their time.

Walking Up/Down Stairs:

1. Going up the stairs: Take the first step up with your strong leg. Then move the cane and "bad" leg to that same step. Then repeat process.

2. Going down the stairs: Take the first step down with the cane and the "bad" leg. Then, lower the strong leg to the same step.

Safety Issues: 1. Make sure cane tips and handle are in good working condition.

2. Inform athlete to be careful in inclement weather, at night and on slick surfaces.


29

Student Mastery Checklist for: Domain: Acute Care of Injuries and

Illnesses Teaching Objective #:

6

Specific Outcome:

Manual Conveyance: Letter E Skill: Manual Conveyance



Manual Conveyance:

1. Assure that the athlete can be moved. Manual conveyance requires two people to perform.

2. The athlete should drape both of their arms across the shoulders of the assistants.

3. While one arm of each assistant is placed behind the athlete’s back and the other arm is placed under the athlete’s thigh.

4. Both assistances should then lift the legs up, placing the athlete in a seated position.

5. Then carry the injured athlete off the field and continue treatment if needed.

6. State that manual conveyance should be used when the athlete is unable to walk or the distance is too great to walk.


30

Student Mastery Checklist for: Domain: Assessment and Evaluation Teaching

Objective #:

2-1A

Specific Outcome:

Standard Record Keeping Methods

Skill: HIPS & HOPS A/ Progress Notes C



HIPS and HOPS Record Keeping Techniques

1. The student will demonstrate their ability to ask appropriate history questions as part of an evaluation. History should be taken by asking questions directly to the athlete.

2. The student will demonstrate their ability to inspect/observe for appropriate anatomical landmarks, gait, deformities, etc as part of an evaluation. Be sure to inspect/observe bilaterally.

3.a. The student will demonstrate their ability to palpate for appropriate anatomical landmarks, gait, deformities, etc as part of an evaluation. Make sure you palpate at different touches (light, medium, hard).

3.b. Palpate bilaterally. 4.a. The student will demonstrate their ability to perform relevant special tests for the body part being evaluated.

4.b. The student should understand positive and negative signs of the special test they perform.

5. State the all record keeping documents should be written in pen, dated, and signed.

Progress Notes: 1. The student will demonstrate their ability to update injury reports/documents with appropriate progress notes.

2. Student should state to update when ever the conditions of the injury change, the rehab regimen changes, status of athlete changes, etc.

3. Progress notes should be updated daily in the beginning and then at least weekly until the player is fully recovered.

4. All notes should be written in pen, dated, and signed.


Special Notes: Perform test in 1-2 minutes.

31


Objective #:

1

Specific Outcome:

Postural Deviations #1a Skill: Kyphosis



1. Have athlete stand in a lateral posture view, and stand lateral to the patient to observe

2. Have athlete stand behind the plumb line that runs thru the frontal plan; the line should run through the earlobe, bodies of the cervical vertebrae, the center of the shoulder, the greater trochanter, slightly anterior to the center of the knee just behind the patella, and thru the mid-foot

3. Knees should be straight but not locked 4. Look for a rounding of the thoracic area 5. Look for a round shoulder posture 6. Scapula may be more than the normal 5cm or 2 inches from the thoracic vertebrae

7. State that a rounded thoracic area is a positive sign for kyphosis

8. State that kyphotic posture may present tenderness and tightness in the thoracic area

Evaluators signature/date: Special Notes: Perform test in 1-2 minutes.

32


Objective #:

1

Specific Outcome:

Postural Deviations #1b Skill: Lordosis



1. Have athlete stand in a lateral posture view, and stand lateral to the patient to observe.

2. Have athlete stand behind the plumb line that runs thru the frontal plan; the line should run through the earlobe, bodies of the cervical vertebrae, the center of the shoulder, the greater trochanter, slightly anterior to the center of the knee just behind the patella, and thru the mid-foot

3. Knees should be straight but not locked 4. Look for an excessive lumbar curve 5. Look for anterior pelvic tilt when the ASIS is rotated down in relation to the PSIS

6. State that an excessive lumbar curve in the lumbar area is a positive sign for lordosis

7. State that lordotic posture may present pain, tenderness, and tightness in the lumbar area that may radiated into the legs


33


Objective #:

1

Specific Outcome:

Postural Deviations #1c Skill: Scoliosis



1. Have athlete stand in a posterior posture view, and stand posterior to the patient to observe.

2. Have athlete stand behind the plumb line that runs thru the midsagittal plan; the line should bisect the body into symmetrical left and right sides

3. The plumb line should run through the back of the head and down the spinous process of the cervical, thoracic, and lumbar vertebrae

4. Knees should be straight but not locked 5. Calcaneus should be straight 6. The Achilles tendon should be perpendicular with the standing

7. Look for a C-curve, either right or left depending on the direction of the convexity, in the thoracic region

8. Look for unlevel shoulders and scapulas 9. Look for uneven hips 10. State that a C-curve in the thoracic area is a positive sign for scoliosis

11. State that scoliosis can cause muscle fatigue and ligament stress on the convex side of the curve; scoliosis nerve root impingement and pain on the concave side of the curve.


34


Objective #:

6

Specific Outcome:

Postural Deviations – 1d Skill: Hip Obliquity



1. View athlete in a standing position. 2. View from the lateral side. Indicate that

you are observing the pelvis bilaterally to see if it tilts anteriorly or posteriorly.

3. State that this could increase low back pain, be caused by weak abdominal or low back muscles, or have radiating pain down one leg or the other.

4. View form the anterior/posterior. Indicate that you are observing the pelvis bilaterally to see if it tilts to one side or the other.

5. State that this could make a leg length discrepancy, be caused by tight hip flexors, or tight abductors.

Evaluators signature/date: Special Notes: Perform test in less than 2 minutes.

35


Objective #:

6

Specific Outcome:

Postural Deviations – 1f Skill: Hip anterversion and retroversion (Craig’s Test)



6. Have the patient lying prone with the knee being evaluated flexed to 90 degrees.

7. Recommended two examiners: Examiner 1: on the contralateral side to that being tested,; one hand palpates the greater trochanter and the other hand manipulates the lower extremity. Examiner 2: holding a goniometer distal to the flexed knee with the stationary arm perpendicular to the table top.

8. Instruct examiner 1 to internally rotate femur by moving the lower leg inward and outward until the greater trochanter is maximally prominent (the point at which the femoral head is parallel with the table top).

9. Measure the angle formed by the lower leg while the knee remains flexed at 90 degrees. Indicate measurement.

10. Indicate that normal adult angles are 8-15 degrees and less than 8 degrees represent femoral retroversion, and angles greater than 15 degrees represent femoral anteversion.

Evaluators signature/date: Special Notes: Student must be assessed twice on this skill, once as examiner one, and once as examiner two In order to master this skill the student must: • Perform the task bilaterally, starting with the uninjured side first • Complete the task in under 2 minutes • Obtain values within 2-3 degrees of the clinical instructor

36

Student Mastery Checklist for: Domain: Assessment and Evaluation Teaching 1 Objective #: Specific Postural Assessment Skill: Lateral Inspection of Outcome: 1-2 A/B/C/D Posture Skill Steps: Peer


ACI Review/ date

Lateral : 1. Have the patient stand lateral to the plumb

line, align slightly anterior to the lateral malleolus, and stand lateral to the patient to observe.

Hip and Pelvis (Normal): 2. Indicate the greater trochanter should be

bisected by the plumb line

3. Indicate observed alignment. Torso (Normal): 4. Indicate that the mid thoracic region should be


5. Indicate observed alignment. Shoulder (Normal): 6. Indicate that the acromion process should be


7. Indicate observed alignment. Head and Neck (Normal): 8. Indicate that both the cervical bodies and the

auditory meatus should be bisected by the plumb line.

9. Indicate observed alignment. Evaluators signature/date

In order to master this skill: • Must be done bilaterally • The skill must be completed in 2 minutes or less

37

Student Mastery Checklist for: Domain: Assessment and Evaluation Teaching 6 Objective #: Specific Postural Assessment Skill: Anterior Inspection of Outcome: 1-2 A/B/C/D Posture Skill steps: Peer


ACI Review/date

Anterior:

1. Have the patient stand facing the plumb line, align the plumb line so it is equidistant from both feet, and stand in front of the patient to observe.

Hip and Pelvis (Normal) 2. Indicate normal alignment is that the ASIS

and Illiac Crests should be equidistant by the plumb line.

3. Indicate observed alignment. Torso (Normal): 4. Indicate normal alignment is that the

Umbilicus, sternum, and jugular notch should be bisected by the plumb line

5. Indicate observed alignment. Shoulder (Normal):

6. Indicate normal alignment is that the acromion processes, shoulder heights, deltoid and anterior chest musculature should be evenly spaced from plumb line. The shoulder height may be slightly lowered on the dominant side

7. Indicate observed alignment. Head and Neck (Normal): 8. Indicate normal alignment of the head, nasal

bridge and frontal bone should be bisected by the plumb line.

Evaluators signature/date In order to master this skill: • Must be done bilaterally • The skill must be completed in 2 minutes or less

38

Student Mastery Checklist for: Domain: Assessment and Evaluation Teaching 6 Objective #: Specific Postural Assessment Skill: Posterior Inspection of Outcome: 1-2 A/B/C/D Posture Skill steps: Peer

Review/date Senor Review/date

ACI Review/date

Posterior: 1. Have the patient stand with their back facing

the plumb line, align the plumb line so it is equidistant from both feet, and stand behind the patient to observe.

Hip and Pelvis (Normal): 2. Indicate normal alignment is that the PSIS and Illiac Crests should be equidistant relative to plumb line.

3. Indicate observed alignment.

Torso (Normal): 4. Indicate normal alignment is that the

Median sacral crests, Spinous processes, and paraspinal muscles bisect the plumb line and the muscles should be symmetrical

5. Indicate observed alignment. Shoulder (Normal):

6. Indicate normal alignment is that the Scapular borders, acromion processes, are evenly spaced from plumb line

7. Indicate the Deltoid and posterior musculature should be bilaterally symmetrical, and the shoulder heights should be equal or the dominant side slightly lower

8. Indicate observed alignment. Head and Neck (Normal):

9. Indicate normal alignment is the cervical spinous process and the occipittal protuberance are bisected by the plumb line.

10. Indicate observed alignment.

Evaluators signature:

In order to master this skill: • Must be done bilaterally • The skill must be completed in 2 minutes or less

39


Objective #:

1-1A

Specific Outcome:

Exercise to Improve Active Range of Motion: Letter B

Skill: Active Range of Motion

Skill steps: Peer


ACI Review/ Date

Upper Extremity: (Wrist Extension)

1. Stand where you can see the athlete’s face.

2. Instruct athlete to actively extend wrist through the entire ROM and return to the starting point. Compare injured wrist ROM with uninjured wrist.


4. Repeat process for desired number of reps and sets.

5. Instruct athlete to tell you if they experience any pain through out the entire ROM.

6. Note any painful arcs.

7. State that limited ROM can be caused by several factors.

Lower Extremity: (Ankle Dorsi-Flexion) 1. Have athlete sit on a table with their affected ankle hanging off the edge. Stand where you can see the athletes face.

2. Instruct athlete to actively dorsi-flex ankle through the entire ROM and return to the starting point. Compare injured ankle ROM with uninjured ankle.






Trunk: (Hip Extension)

1. Have athlete lie prone on a table

2. Instruct athlete to extend hip by lifting the entire leg off the table while keeping the leg straight. Extend through the entire ROM and return to the starting point. Compare injured leg’s ROM with uninjured leg.

40






Cervical: (Cervical Flexion)

1. Have athlete sit in a chair. Stand to the side of the athlete.

2. Instruct athlete to actively flex neck through the entire ROM and return to the starting point.







41


Objective #:

1-1A

Specific Outcome:

Exercise to Improve Active-Assisted Range of Motion: Letter C

Skill: Active-Assisted Range of Motion

Skill steps: Peer


ACI Review/ Date



2. Instruct athlete to actively extend wrist through the their current ROM, then if needed place hands in the same position as the passive ROM exercise and complete the desired ROM assisting them. Return to the starting point. Compare injured wrist ROM with uninjured wrist.






Lower Extremity: (Ankle Dorsi-Flexion) 1. Have athlete sit on a table with their ankle hanging off the edge. Stand where you can see the athletes face.

2. Instruct athlete to actively dorsi-flex ankle through the their current ROM, then if needed place hands in the same position as the passive ROM exercise and complete the desired ROM assisting them. Return to the starting point. Compare injured ankle ROM with uninjured ankle.







1. Have athlete lie face up on a table with affected

42

leg close to the edge.

2. Instruct athlete to drop the affect leg off the table into hip extension and extend through their current ROM, then if needed place hands in the same position as the passive ROM exercise and complete the desired ROM assisting them. Retrun to the starting point. Compare injured leg’s ROM with uninjured leg.








2. Instruct athlete to actively flex neck through their current ROM, then if needed place hands in the same position as the passive ROM exercise and complete the desired ROM assisting them. Return to the starting point.







43


Objective #:

1-1A

Specific Outcome:

Exercise to Improve Passive Range of Motion: Letter A

Skill: Passive Range of Motion

Skill steps: Peer


ACI Review/ Date


1. Stand where you can see the athlete’s face. Support above and below the desired joint.

2. Instruct athlete to place affected hand in the pronated position.

3. With your left hand hold the affected wrist about 2” above the wrist. Place your right hand in the palm of the affect hand of the athlete along the MCP joint area. Hands my be reversed if desired.

4. Apply pressure to push the wrist into extension. Watch your athlete’s facial expression. Do Not push to far, push to the point of pain not beyond.

5.. Hold for a desired count. Repeat this process for the desired repetitions and sets.

6. State that passive wrist extension increases wrist ROM.

Lower Extremity: (Ankle Dorsi-Flexion) 1. Have athlete sit on a table with their ankle hanging off the edge. Stand where you can see the athletes face.

2. Place one hand above the affected joint on the shin.

3. Place the other on the ball of the foot at the MTP joint.

4. Apply pressure to push the foot into dorsi-flexion. Watch your athlete’s facial expression. Do Not push to far, push to the point of pain not beyond.

5. Hold for a desired count. Repeat this process for the desired repetitions and sets.

6. State that passive ankle dorsi-flexion increases ankle ROM.


1. Have athlete lie face up on a table with affected leg close to the edge.

2. Grab the affected leg and extend it down off the edge of the table. With one hand support under the bent knee in the popiteal fossa region. Place other

44

hand on the middle to lower third of quad.

3. Push the leg into hip extension. Watch your athlete’s facial expression. Do Not push to far, push to the point of pain not beyond.


5. State that passive hip extension increases hip ROM.



2. Place one hand on the lower cervical/upper thoracic area. Place the other hand on the back of the head.

3. Push the head into cervical flexion. Watch your athlete’s facial expression. Do Not push to far, push to the point pain not beyond.


5. State that passive cervical flexion increases cervical ROM.

NOTE: On all passive ROM’s student should state the end-point feel they feel: normal end-feel, empty feel, spasm feel, or loose/springy block.


45


Objective #:

1-1B

Specific Outcome:

Exercise to Improve Range of Motion: Letter D

Skill: Joint Mobilization

Skill steps: Peer


ACI Review/ Date

Upper Extremity: (Limited Wrist Extension)

1. Stand where you can see the athlete’s face. Support above and below the desired joint.

2. Instruct athlete to place forearm in a pronated position with the wrist in a neutral position.

3. Place the stabilizing hand over the radial and ulna styloids and the mobilizing hand over the distal carpal row.

4. Apply a posterior-anterior force with the mobilizing hand.

5. If this motion is to painful pull in the opposite direction until the proper glide can be tolerated.

6. Repeat the oscillation for 3-6 sets lasting between 20-60 seconds with one to three oscillations per second.

7. State that posterior-anterior glide of the wrist will increases wrist extension.

Lower Extremity: (Limited Dorsiflexion) 1. Have athlete lie supine a table with knee extended and their ankle hanging off the edge. Stand where you can see the athlete’s face.

2. Place the stabilizing hand anteriorly around the distal lower leg.

3. Place the mobilizing hand around the anterior proximal foot with the thumb and index finger in contact with the maleoli.

4. Apply pressure with a posterior glide with the mobilizing hand.

5. If this motion is to painful pull in the opposite direction until the proper glide can be tolerated.


7. State that posterior glide of the talocrural joint increases dorsi-flexion ROM.

Trunk: (Limited Hip Extension)

1. Have athlete lie prone on a table.

46

2. Place the stabilizing hand at the anterior distal thigh with the knee flexed.

3. Place the mobilizing hand at the posterior proximal thigh.

4. Keep the thigh in slight extension or neutral with the stabilizing hand.

5. Apply an anterior glide with your mobilizing hand from the elbow utilizing your body weight for force.


6. State that anterior glide of the hip increases hip ROM.

Cervical: Used to reduce spasms

1. Have athlete lie prone with chin slightly tucked and hands under the forehead.

2. Stand at the head of athlete with your thumbs on the cervical spine and fingers relaxed, along the sides of the neck.

3. Apply posterior-anterior pressure through movement of the trunk through the hands along the cervical spine C-1-C-7.

4. Pressure should be gentle at first and adjustments should be made according to the responses of the athlete.

5. Repeat the oscillation for 3-6 sets lasting between 20-60 seconds at about one oscillation per second.

5. State that central posterior-anterior mobilization will increase cervical ROM by decreasing pain and spasms.

Evaluators signature/date: Special Notes: Must perform/instruct each test/skill in 1 to 2 minutes.

47


Objective #:

1-1B

Specific Outcome:

Exercise to Improve Range of Motion: Letter E

Skill: Self- Mobilization

Skill steps: Peer


ACI Review/ Date

Lower Extremity: (Patellofemoral Mobilizations)


2. Have athlete sit with leg extended out.

Medial/Lateral Glide 3. Have athlete place thumb and index finger of each hand on the medial and lateral side of patella. An alternate hand position is placing both index fingers on the medial and lateral sides of patella.

4. Apply a medial and lateral force to the patella for medial and lateral glides.

5. Superior/Inferior Glide Have athlete place both thumbs and index fingers on the superior and inferior aspect of the patella respectively.

6. Apply a superior/inferior force to the patella for superior and inferior glides.

7. Repeat the glides for desired oscillation for 3-6 sets lasting between 20-60 seconds with one to three oscillations per second.

8. State NOT to apply a compressive force with any patellofemoral mobilization glides

9. State that patellofemoral mobilizations are used to increases knee flexion/extension.

Upper Extremity: (Metacarpophalangeal Joint) 1. Have athlete sit in a position where their hand is resting on a flat surface and their fingers are hanging off the edge of the surface. Stand where you can see the athletes face.

2. Instruct them to grab their metacarpophalangeal (MCP) joint with their thumb and index finger on the posterior and anterior aspect respectively.

3. The metacarpals must be stationary.

4. Apply a posterior glide and anterior glide with the mobilizing hand for your desired affect.


6. State that posterior glide of the MCP joint increases extension and anterior glide increases

48

flexion of the MCP joint.

Trunk: (Self Hip Distraction)

1. Have athlete lie supine on a table.

2. Anchor the stretch strap around the affected foot and anterior thigh. A pad or towel can be placed around the anterior superior thigh for comfort.

3. Place the knee and hip in a 90 degree flexed position.

4. Keep the opposite hip flexed by pulling it close to their chest.

5. The athlete pushes the involved foot against the strap, attempting to extend the hip and knee.

6. Repeat the pushing for the desired time, reps and sets.

7. State that self hip distraction increases hip ROM and to control pain.


49


Objective #:

1-9 A/B

Specific Outcome:

Joint End Point, Long-Axis Distraction, and Appropriate Glides

Skill: Assessing Joint End Point, Long-Axis, and Appropriate Glides

Skill steps: Peer


ACI Review/ Date

Joint End Points

1. State the following end points feels and definitions/examples of each when assessing a particular joint’s ROM.

2. Normal End Feels -Soft-tissue approximation- soft and spongy, a gradual painless stop (Elbow Flexion) -Capsular- an abrupt, hard, firm endpoint with little give (Shoulder Rotation) -Bone-to-Bone- a distinct and abrupt end point where two hard surfaces come in contact with one another (Elbow Extension)

3. Abnormal End Feels -Empty- movement definitely beyond the anatomical limit (Ligament Rupture) -Spasm-involuntary muscle contraction that prevents normal ROM due to pain (guarding) (Muscle Spasm) -Loose-extreme hypermobility (Subluxation/ Dislocation) -Springy Block- a rebound at the end point of motion (Meniscal Tear)

Long Axis Distraction- Cervical Spine

1. Select the appropriate joint.

2. Cervical Distraction Technique: Have athlete lie supine on a table with their head toward the open end of the table.

3. Support the head with one hand by placing it supporting the neck and the fingers at the occiput.

4. The other hand is place under the chin.

5. Then proceed to lean back producing a longitudinal pull (distraction). NOTE: The hand on the chin is for position only; no force is directed into the chin.

6. State that this technique is often used to initiate mobilization treatments and help you gain the

50

athletes confidence.

Long Axis Distraction- Subtalar Joint

1. Have athlete lie supine on table with their foot hanging over the edge of the table.

2. With the stabilizing hand grab the talus anteriorly and the mobilizing hand cups the posterior calcaneus.

3. A distraction force is applied to the calcaneus from the long axis of the leg.

4. State this technique is used to reduce pain and improve general ankle ROM.

Appropriate Glides- Anterior/Posterior/Inferior/ Superior

1. Select the appropriate joint and hand positioning for the mobilization. Always have a hand above and below the joint.

2. One hand should be the stabilizing joint and the other the mobilizing joint. Note: Some knee joint mobilizations will need the use of both hand (ex. anterior/posterior glides), while the table or your body weight acts as the stabilizing force.

3. Follow the concave/convex rules when you decide what motion you want to work; Concave-Convex Rule- joint mobilization force is applied in the same direction of the bone motion if the concave bone is moving on the stationary convex bone. (Ex. Knee Extension, a anterior glide should be applied on the moving concave tibia.)

Convex-Concave Rule- joint mobilization force is applied in the opposite direction of the bone motion if the convex bone is moving on the stationary concave bone. (Ex. Shoulder AB, a inferior glide should be applied on the moving convex humerus)

4. Repeat the glides for desired oscillation for 3-6 sets lasting between 20-60 seconds with one to three oscillations per second.


51


Objective #:

1-2

Specific Outcome:

Exercise to Improve Muscular Strength: Letter B

Skill: Upper Extremity


Senior Review/date

ACI Review/ Date

Isometric: Wrist Extension


2. Instruct athlete to place forearm in a pronated position with the wrist in a neutral position.

3. Place one of your hands on the dorsal side of the affected hand in the metacarpal region the other hand should be wrap around the radius/ulna. Resist wrist extension of the affected hand so there is no movement. The wrist should be static.

3.B. (Self-Isometric Exercise Technique) Have them place one of their hands on the dorsal side of the affected hand in the metacarpal region. Instruct them to resist wrist extension with the unaffected hand so there is no movement of the affected wrist. The wrist should be static.


5. Have the athlete count to a desired count while resisting wrist extension of the affected hand.

6. Repeat this process for the desired number of reps and sets and at different angles.

7. State that isometric exercises are performed early in the rehab stage when full ROM may not be attainable and creates a pumping action to reduce swelling.

Progressive Resistive: Wrist Extension


2. Select a desired dumbbell weight.

3. Instruct athlete to sit down and place forearm in a pronated position with the wrist on their distal quads with their hands hanging over their knees.

4. Instruct athlete to hold the weight and extend affected wrist throughout their entire ROM.

5. Perform the motion in a smooth slow manner.

6. Repeat this process for the desired number of reps and sets.

7. State that progressive resistive exercises use an isotonic muscle contraction and can be used with free-weights, machines, or rubber tubing/bands.

Evaluators signature/date: Special Notes: Perform each test in 1 minute.

52


Objective #:

1-2

Specific Outcome:

Exercise to Improve Muscular Strength: Letter A

Skill: Lower Extremity


Senior Review/date

ACI Review/ Date

Isometric: Ankle Dorsi Flexion

1. Have athlete sit on a table with their affected ankle hanging off the edge. Stand where you can see the athletes face.

2. Place one hand on the distal portion of the tibia/fibula and the other hand on the dorsal side of the metatarsals of the affected foot. Resist ankle dorsi flexion by allowing no movement. Instruct athlete to actively dorsi flex the ankle. The ankle should be static.

2.B. (Self-Isometric Exercise Technique) Instruct athlete to place the unaffected heel/lateral malleolus on the dorsal side of the metatarsals of the affected foot. Instruct them to resist dorsi flexion with the unaffected foot so there is no movement of the affected ankle. The ankle should be static.


4. Have the athlete count to a desired count while resisting dorsi flexion.

5. Repeat process for desired number of reps and sets and at different angles.


Progressive Resistive: Dorsi Flexion


2. Select a desired cuff weight.

3. Have athlete sit on a table with their affected ankle hanging off the edge. Wrap the cuff weight around the metatarsals.

4. Instruct athlete dorsi flex affected ankle throughout their entire ROM.





53


Objective #:

1-2

Specific Outcome:

Exercise to Improve Muscular Strength: Letter C

Skill: Cervical Flexion


Senior Review/date

ACI Review/ Date

Isometric: Cervical Flexion

1. Stand to the side of the athlete when you are performing the isometric exercises and stand in front of the athlete when they are performing the exercise.

2. Place one of your hands on the forehead of the athlete. Place your other hand on their shoulder to stabilize them. Resist cervical flexion so there is no movement. The neck should be static.

2.B. (Self-Isometric Exercise Technique) Have them place one of their hands on their forehead. Instruct them to resist cervical flexion so there is no movement. The neck should be static.


4. Have the athlete count to a desired count while resisting cervical flexion.

5 Repeat this process for the desired number of reps and sets and at different angles.


Progressive Resistive: Cervical Flexion


2. Select a desired weight in exercise machine.

3. Instruct athlete to place face against pad and perform the exercise through their entire ROM. Follow directions on the exercise equipment.



6. State that progressive resistive exercises use an isotonic muscle contraction and can be used with manual resistance, machines, or rubber bands.


54


Objective #:

1-2

Specific Outcome:

Exercise to Improve Muscular Strength: Letter D

Skill: Trunk and Torso


Senior Review/date

ACI Review/ Date

Isometric: Hip Flexion

1. Have athlete sit on a table with their knees bent and hanging off the edge. Stand where you can see the athletes face.

2. Place one hand on the distal portion femur and the other hand on their shoulder to stabilize them. Resist hip flexion by allowing no movement. Instruct athlete to actively flex the hip by lifting their bent knee and leg off the table. The hip should be static.

2.B. (Self-Isometric Exercise Technique) Instruct athlete to place one hand on their affect leg on the distal portion femur and the other hand on the table to stabilize them. Have them resist hip flexion by allowing no movement. Instruct athlete to actively flex the hip by lifting their bent knee and leg off the table. The hip should be static.


4. Have the athlete count to a desired count while resisting hip flexion.

5. Repeat process for desired number of reps and sets and at different angles.


Progressive Resistive: Hip Flexion


2. Select a desired cuff weight.

3. Have athlete stand and wrap the cuff weight around their distal femur.

4. Instruct athlete to flex their hip throughout their entire ROM.





55


Objective #:

1-8U

Specific Outcome:

Exercise to improve cardiorespiratory endurance

Skill: Upper Body Ergometer



Upper Body Ergometer (UBE) 1. Figure out athlete’s target training heart rate. Use 70-90% of maximal heart rate.

2. Instruct athlete how to take their own pulse when student is not able to take pulse for them.

3. Instruct them how to make proper adjustments on UBE.

4. Utilize the FITT (Frequency, Intensity, Type, and Time) principles when implementing the program.

4.a. Frequency - 3-6 times a week with one day of rest.

4.b. Intensity - 70-90% of max heart rate. 4.c. Type – UBE 4.d. Time – 20-60 minutes within the athlete’s training heart rate.

5. Have them begin the workout after a proper warm up and stretching routine.

6. Monitor athletes pulse to ensure they are exercise at the proper intensity.

7. Make appropriate changes to workout if necessary.

8. Instruct a proper cool down of 2-3 minutes; followed by stretching.


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Objective #:

1-8U

Specific Outcome:


Skill: Stationary Bike



Stationary Bike 1. Figure out athlete’s target training heart rate. Use 70-90% of maximal heart rate.


3. Instruct them how to make proper seat adjustments on bike.



4.b. Intensity - 70-90% of max heart rate. 4.c. Type – Stationary Bike 4.d. Time – 20-60 minutes within the athlete’s training heart rate.






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Objective #:

1-8U

Specific Outcome:


Skill: Aquatic



Aquatic 1. Figure out athlete’s target training heart rate. Use 70-90% of maximal heart rate.


3. Find out if athlete can swim; if not make sure they are in the shallow in or have a swim vest on.

4. Utilize the FITT (Frequency, Intensity, Type, and Time) principles when implementing the program. Make sure the program has a variety of upper body exercises to decrease boredom.


4.b. Intensity - 70-90% of max heart rate. 4.c. Type – Aquatic 4.d. Time – 20-60 minutes within the athlete’s training heart rate.


6. Monitor athletes pulse or have them take their own pulse to ensure they are exercise at the proper intensity.




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Objective #:

1-8U

Specific Outcome:


Skill: Versa-Stair Climber



Stair Climber 1. Figure out athlete’s target training heart rate. Use 70-90% of maximal heart rate.


3. Instruct them how to make proper program adjustments on Versa Climber or stair climber. Only use Versa Climber if there is no apparent injury to the lower body



4.b. Intensity - 70-90% of max heart rate. 4.c. Type – Versa Climber or Stair Climber 4.d. Time – 20-60 minutes within the athlete’s training heart rate.

5. Have them begin the workout on Versa Climber by concentrating on using their arms after a proper warm up and stretching routine. You can control the tension of the arms separately from the legs to increase/decrease the intensity.

5.b. Have them begin the workout while on their knees using only their arms pushing the steps down when only a regular stair climber is available after a proper warm up and stretching routine.





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Objective #:

1-8L

Specific Outcome:


Skill: Bicycle Ergometer/Arydine



Bicycle Ergometer (BE)/Bicycle Arydine 1. Figure out athlete’s target training heart rate. Use 70-90% of maximal heart rate.


3. Instruct them how to make proper adjustments on BE/Bicycle Arydine.



4.b. Intensity - 70-90% of max heart rate. 4.c. Type – BE/ Bicycle Arydine 4.d. Time – 20-60 minutes within the athlete’s training heart rate.






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Objective #:

1-8L

Specific Outcome:


Skill: Treadmill



Treadmill 1. Figure out athlete’s target training heart rate. Use 70-90% of maximal heart rate.


3. Instruct them how to make proper program adjustments on treadmill.



4.b. Intensity - 70-90% of max heart rate. 4.c. Type – Treadmill 4.d. Time – 20-60 minutes within the athlete’s training heart rate.

5. Attach safety kill switch to athlete’s clothes.

6. Have them begin the workout after a proper warm up and stretching routine. Instruct them to jog or walk at an appropriate level.





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Objective #:

1-8L

Specific Outcome:


Skill: Stair Climber



Stair Climber 1. Figure out athlete’s target training heart rate. Use 70-90% of maximal heart rate.


3. Instruct them how to make proper program adjustments for stair climber.



4.b. Intensity - 70-90% of max heart rate. 4.c. Type – Stair Climber 4.d. Time – 20-60 minutes within the athlete’s training heart rate.

5. Have them begin the workout use only their legs after a proper warm up and stretching routine.





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Objective #:

1-8L

Specific Outcome:


Skill: Aquatic



Aquatic 1. Figure out athlete’s target training heart rate. Use 70-90% of maximal heart rate.


3. Find out if athlete can swim; if not make sure they are in the shallow in or have a swim vest on.

4. Utilize the FITT (Frequency, Intensity, Type, and Time) principles when implementing the program. Make sure the program has a variety of lower body exercises to decrease boredom.


4.b. Intensity - 70-90% of max heart rate. 4.c. Type – Aquatic 4.d. Time – 20-60 minutes within the athlete’s training heart rate.


6. Monitor athletes pulse or have them take their own pulse to ensure they are exercise at the proper intensity.




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Objective #:

1-3U/L

Specific Outcome:

Exercise to Improve Muscular Endurance: Letter A

Skill: Aquatic


Senior Review/date

ACI Review/ Date

Aquatic: Upper Extremity

1. Have athlete stand in shoulder deep water. Stand where you can see the athletes face.

2. With a water dumbbell in each hand instruct them to AB/AD their shoulders at a desired rate. Tell them to concentrate on completing their entire ROM.



5. State that aquatic exercises are performed early in the rehab stage to maintain cardiovascular conditioning and strength, when total weight bearing is restricted, and to decrease swelling and pain.

Aquatic: Lower Extremity

1. Have athlete stand in desired depth of water with their arms extend to their sides of their legs. The deeper the less weight bearing they will be.

2. Have athlete extend and flex their knees in alternating fashion. They should try to kick their palms of their hands with the heels of their feet. (A lower leg running motion.) Tell them to concentrate on the extension and flexion of the knee.


4. Repeat process for desired time and tell athlete to keep track of the number of reps they perform.

5. State that aquatic exercises are performed early in the rehab stage to maintain cardiovascular conditioning and strength, when total weight bearing is restricted, and to decrease swelling and pain.


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Objective #:

1-3U/L

Specific Outcome:

Exercise to Improve Muscular Endurance: Letter B

Skill: UBE or Stationary Bike


Senior Review/date

ACI Review/ Date

UPE: Upper Extrimity

1. Have athlete sit at UBE station. Stand where you can see the athletes face.

2. Set up UBE with desired resistance and time. Instruct the athlete which direction to move the hand pedals (forward or reverse). Tell them to concentrate on completing their entire ROM.


4. Sustain workout for desired time while maintaining desired output RPM’s/MPH/Watts, etc.

5. State that UBE exercises are performed throughout the rehab program to maintain cardiovascular conditioning and strength, when total weight bearing is restricted, and to decrease swelling and pain.

Stationary Bike: Lower Extremity

1. Have athlete make proper seat adjustment. Have them stand beside the bike; the bike seat should be at the height of where they put their hands in their pockets. Note: When athlete is seated on the bike there should be about a 10 degree bend in their knee.

2. Set up stationary bike with desired resistance and time. Instruct the athlete which direction to move the pedals (forward or reverse if possible). Tell them to concentrate on completing their entire ROM.



5. State that stationary bike exercises are performed throughout the rehab program to maintain cardiovascular conditioning and strength, when total weight bearing is restricted, and to decrease swelling and pain.


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Objective #:

1-3U/L

Specific Outcome:

Exercise to Improve Muscular Endurance: Letter C/D

Skill: Physioballs


Senior Review/date

ACI Review/ Date

Physioballs: Upper Extremity-Letter C

1. Select desired physioball size. Stand where you can see the athletes face.

2. Instruct athlete to stand an arms length away from a stable wall. Tell them to hold the ball at shoulder level against the wall and dribble the ball repeatedly against the wall with their affected arm extended at the desired speed.



5. State that physioball exercises are performed at later stages of the rehab program to maintain/increase cardiovascular conditioning and strength and flexibility.

Physioballs: Lower Extremity-Letter D

1. Select desired physioball size and weight. Stand where you can see the athletes face.

2. Instruct athlete to stand with there back facing a concrete wall. Place the physioball behind the athlete at their mid to lower back region. Note: Place ball lower if they will be performing a deeper squat. Tell them to concentrate on completing their entire ROM.

3. Instruct athlete to perform a squat to the desired depth; however, do not exceed 90 degrees of flexion of the knee. Tell them to concentrate on completing the desired ROM and concentrate on the concentric and eccentric phase of the contraction.



6. State that physioball exercises are performed at later stages of the rehab program to maintain/increase cardiovascular conditioning and strength and flexibility.

Evaluators signature/date: Special Notes: Perform each test in 1-2 minutes.

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Objective #:

1-3-L

Specific Outcome:

Exercise to Improve Muscular Endurance: Letter C

Skill: Stair Climber


Senior Review/date

ACI Review/ Date

Stair Climber: Lower Extremity

1. Select desired stair climber program and length of exercise. Stand where you can see the athletes face.

2. Instruct athlete to perform exercise on the stair climber and concentrate on completing the desired ROM with each step.



5. State that stair climber exercise is performed throughout the rehab program to maintain cardiovascular conditioning and strength, increase flexibility/ROM and to decrease swelling and pain.


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Objective #:

1-3-L

Specific Outcome:

Exercise to Improve Muscular Endurance: Letter E

Skill: Treadmill


Senior Review/date

ACI Review/ Date

Treadmill: Lower Extremity

1. Select desired treadmill program, grade and length of exercise. Stand where you can see the athletes face.

2. Attach safety kill switch to athlete’s clothes.

3. Instruct athlete to perform exercise (walking or running) on the treadmill and concentrate on completing the desired ROM with each step.



6. State that treadmill exercise is performed throughout the rehab program to maintain cardiovascular conditioning and strength, increase flexibility/ROM and to decrease swelling and pain.


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5-5 E/F

Specific Outcome:

Muscular Endurance Test Skill: Upper Body/Lower Body



Bench Press 1. Figure out 1RM for bench press by following the proper form and allowing for the proper number of spotters.

2. Perform the bench press exercise for 15-20 or more repetitions at an intensity of 70% of their 1 RM for 3 sets.

3. Allow for 30 seconds to 1 minute rest between sets.

4. Perform this exercise for muscular endurance at least 2 times a week.

Legg Press 1. Figure out 1RM for leg press by following the proper form and allowing for the proper number of spotters.

2. Perform the leg press exercise for 15-20 or more repetitions at an intensity of 70% of their 1 RM for 3 sets.

3. Allow for 30 seconds to 1 minute rest between sets.

4. Perform this exercise for muscular endurance at least 2 times a week.

Evaluators signature/date: Special Notes: Perform each test in 1-2 minutes.

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Objective #:

1-7L and 2-1C-C

Specific Outcome:

Exercise to improve agility #7L-A Skill: Carioca



1. Assure that athlete has followed the proper functional progression of exercises within their specific rehab program to this point.

2. Have athlete stand with feet slightly narrower than shoulders width apart.

3. Decide which direction the athlete will perform the skill and how far. Typically a total distance of 80 feet with 40 feet out and 40 feet back.

4. The athlete should be instructed to sidestep onto the right foot, then steps across with the left foot in front, then steps back with the right foot, then steps across with the left foot in back of the right, then back onto the right. Then repeats this process the length of the course.

5. The carioca test can be timed and documented to show improvement.

6. It can also be performed at a certain percentage of their maximal effort.

7. State that agility tests incorporate changes in direction, acceleration/deceleration, and quick starts and stops as a functional progression in the rehab process.

8. State that you are looking for bilateral differences in performing the test, favoring of one extremity from the other, facial expressions for pain, and improvement in a specific agility skill to progress to more difficult agility or sports skills in the rehab process.

Evaluators signature/date: Special Notes: Must perform/instruct test/skill in 1 minute.

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Objective #:

1-7L and 2-1C-C

Specific Outcome:

Exercise to improve agility #7L-B Skill: Cross-over





3. Decide which direction the athlete will perform the skill and how far. Typically a total distance of 80 feet with 40 feet out and 40 feet back.

4. The athlete should be instructed to sidestep onto the right foot, then steps across with the left foot in front, then sidestep back onto the right foot, then steps across with the left foot in front of the right. Then repeat this process down the length of the course.

5. When the athlete arrives at the 40 foot end of the course, they should reverse the process on the way back to the start finish line. The athlete should be instructed to sidestep onto the left foot, then steps across with the right foot in front, and then sidestep back onto the left foot, then steps across with the right foot in front of the left. Then repeat this process back the length of the course.

5. The cross-over test can be timed and documented to show improvement.





Special Notes: Must perform/instruct test/skill in 1 minute.

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Objective #:

1-7L and 2-1C-C

Specific Outcome:

Exercise to improve agility #7L-C Skill: Figure Eight





3. Set up cones or markers indicating the figure eight course.

3. Decide which direction the athlete will perform the skill and how far. The figure-eight course should start off bigger and progress to smaller circles.

4. The athlete should be instructed to run the figure-eight pattern to the outside of the cones or markers. Then repeat this process an indicated amount of times.

5. The figure-eight test can be timed and documented to show improvement.





Special Notes: Must perform/instruct test/skill in 1 minute.

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Objective #:

1-7U-A/B and 1-10

Specific Outcome:

Upper Body Agility Exercises and Activity Specific Skills

Skill: Throwing and Catching


ACI Review/ Date

Quick Hand Drill for Baseball/Softball Progress from steps 1-4. 1. Throw a ball to the athlete and instruct the athlete to catch a ball and get it out of their glove and drop the ball to the ground as fast as they can while concentrating on proper catching form.

2. Throw a ball to the athlete and instruct the athlete to catch a ball and put the ball into the preparatory phase of the throwing motion as fast as they can while concentrating on proper catching and throwing form.

3. Throw a ball to the athlete and instruct the athlete to catch a ball and put the ball into the preparatory phase and acceleration phase of the throwing motion as fast as they can while concentrating on proper catching and throwing form. NOTE: Do not release the ball yet.

4. Throw a ball to the athlete and instruct the athlete to catch a ball and throw the ball with a desired force back to you. NOTE: Have them concentrate on getting the ball out of the glove and releasing the ball. They are to just toss the ball back to you with proper catching and throwing form.

Interval Throwing Program for Overhead Sports

Day 1 Step 1: 45 feet at 50-70% velocity 1. Warm-up throwing 2. 25 Throws 3. Rest 10 minutes 4. Warm-Up throwing 5. 25 Throws Day 2 Step 2: 45 feet at 50-70 % velocity 1. Warm-up throwing 2. 25 Throws 3. Rest 15 minutes 4. Warm-Up throwing 5. 25 Throws 6. Rest 10 minutes 7. Warm-Up throwing 8. 25 Throws Day 3 Step 3- REST NO Throwing Repeat steps 1-3 for 60, 90, 120, 150, and 180 feet until full throwing from the desired position is achieved.

Note: Only move up in distance when throwing is pain free the day of and the day after throwing.

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Catching Drills 1. Have athlete stand stationary a desired distance away from you.

2. Throw a ball to them and instruct them to use the proper catching technique and drop the ball on the ground or bucket.

3. Increase the difficulty by increase the velocity of the throw, have the athlete turn and run after the catch, catch the ball while moving, catch outdoors, adding an opponent, or hitting the ball to them (like in baseball or softball).

4. Repeat for desired time and or reps/sets.


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Objective #:

1-10

Specific Outcome:

Activity Specific Skills Skill: Running and Striking


Senior Review/date

ACI Review/ Date

Running 1. Assure athlete has been cleared to initiate in a running program.

2. Perform a proper warm up. 3. State that all stage of the running program should be observed by athletic trainer or coach to assure proper form.

4. State that a day off should be incorporated every 2-3 days and the next step should not be implemented unless the athlete is pain free from the previous steps work out.

State the following steps: Step 1 – Running on level surface 50% maximum speed, ¼ normal distance.

Step 2 – Running on level surface 75% maximum speed, ¼ normal distance.

Step 3 – Running on level surface 100% maximum speed, ½ normal distance.

Step 4 – Running on level surface 100% maximum speed, ¾ normal distance.

Step 5 – Running on level surface 100% maximum speed, full normal distance.

Step 6 – Running on incline surface 75% maximum speed, ½ normal distance.

Step 7 – Running on incline surface 75% maximum speed, ¾ normal distance.

Step 8 – Running on incline surface 75% maximum speed, normal distance.

Step 9 – Running on incline surface 100% maximum speed, normal distance.

5. Return to normal more sports specific activity if pain free and cleared to do so.

Striking for Volleyball Overhead Spike/Serve 1. Instruct athlete to stand about 8-12 feet away from a wall.

2. Have them hold the ball up over their head and strike it toward the wall.

3. Catch the ball as it comes bounding back. 4. You can increase the difficultly by having them toss the ball at different heights, hit the ball with different intensities, throw the ball up for them to hit, have them jump and hit the ball as in a serve or spike, add defenders, add sports specific skills and situations, etc.

5. State that the athlete should only proceed to more difficult skills when they are pain free and are cleared to do so.

6. Repeat for desired time and or reps/sets. Evaluators signature/date:


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Objective #:

1-10

Specific Outcome:

Activity Specific Skills Skill: Swimming and Biking


ACI Review/ Date

Swimming 1. Assure athlete has been cleared to initiate in a swimming program.

2. Perform a proper warm up. 3. State that all stage of the swimming program should be observed by athletic trainer or coach to assure proper form.

4. State that a day off should be incorporated every 2-3 days and that the next step should not be implemented unless the athlete is pain free from the previous steps work out.

5. Select a desired swimming stroke. Step 1 – Swim 50% maximum speed, ¼ normal distance.

Step 2 – Swim 50% maximum speed, ½ normal distance.

Step 3 – Swim 50% maximum speed, ¾ normal distance.

Step 4 – Swim 50% maximum speed, full normal distance.

Repeat steps 1-4 at 75% and 100% maximum speed.

6. Can add “bungi type cords: to increase the resistance or aide them through the water.


Biking 1. Assure athlete has been cleared to initiate in a bike program.

2. Perform a proper warm up. 3. State that all stage of the biking program should be observed by athletic trainer or coach to assure proper form.

4. State that a day off should be incorporated every 2-3 days and that the next step should not be implemented unless the athlete is pain free from the previous steps work out.

Road Bike Program Step 1 – Bike on level surface 50% maximum speed, ¼ normal distance.

Step 2 – Bike on level surface 75% maximum speed, ¼ normal distance.

Step 3 – Bike on level surface 100% maximum speed, ½ normal distance.

Step 4 – Bike on level surface 100% maximum speed, ¾ normal distance.

Step 5 – Bike on level surface 100% maximum speed, full normal distance.

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Step 6 – Bike on incline surface 75% maximum speed, ½ normal distance.

Step 7 – Bike on incline surface 75% maximum speed, ¾ normal distance.

Step 8 – Bike on incline surface 75% maximum speed, normal distance.

Step 9 – Bike on incline surface 100% maximum speed, normal distance.


6. Can do same program on stationary bike but replace the incline steps with increasing tension or intensity on the bike or select a hill program if available.


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Objective #:

1-4U-A

Specific Outcome:

Upper Body Exercises to Improve Muscular Speed

Skill: Reaction Drills


ACI Review/ Date

Reaction Drills 1. Select the extremity; assure that athlete is ready for reaction drills.

2. State that all reaction drills in the beginning are at a slower rate and proceed to a faster rate when able to do so; this allows the injured athlete to build confidence and to master correct execution of the exercise.

Catches 1. Stand about 5-8 feet away from athlete and throw a desired ball to them.

2. Instruct them to catch the ball with the proper technique of their sport.

3. You can increase the difficulty by increasing the velocity of the throws, size of ball, distance of the throws, how and where you throw it, number of throws, etc.

4. Repeat for desired time and or reps/sets. Box/Number/Star Drill 1. Tape a box, star, or number pattern on the wall at a desired level.

2. Instruct athlete to follow a desired pattern with their hand/arm (clock-wise, counter clock-wise, up/down, etc) at a desired speed.

3. You can increase the difficulty of this drill by increasing the desired speed/time of drill, randomly call out spots or numbers to touch, etc.

4. Repeat for desired time and or reps/sets. Quick Hand Drill for Baseball/Softball 1. Stand about 12-15 feet away from athlete and throw a ball to them.

2. Instruct them to catch the ball with the proper technique and to get the ball out of their glove into the throwing phase without actually throwing the ball.

3. The athlete should drop the ball on the ground away from them or into a bucket.

4. You can increase the difficulty of the drill by increasing the velocity of the throws, distance of the throws, how and where you throw it, number of throws, etc

5. Repeat for desired time and or reps/sets.


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Objective #:

1-4L-A/B/C and 2-1D-D

Specific Outcome:

Lower Body Exercises to Improve Muscular Speed

Skill: Reaction Drills


ACI Review/ Date

Reaction Drills 1. Select the extremity; assure that athlete is ready for reaction drills.

2. State that all reaction drills in the beginning are at a slower rate and proceed to a faster rate when able to do so; this allows the injured athlete to build confidence and to master correct execution of the exercise.

3. State that you are looking for bilateral differences in performing the test, favoring of one extremity from the other, facial expressions for pain, and improvement in a specific agility skill to progress to more difficult speed or sports skills in the rehab process.

Box/Number/Star Drill 1. Tape a box, star, or number pattern on the floor at a desired level.

2. Instruct athlete to follow a desired pattern (clock-wise, counter clock-wise, up/down, etc) at a desired speed.

3. You can increase the difficulty of this drill by increasing the desired speed/time of drill, randomly call out spots or numbers to touch, etc.

4. Repeat for desired time and or reps/sets. Dribbling Drills for Soccer 1. Set up a desired course with cones or disks.

2. Instruct athlete to dribble a soccer ball the desired pattern at a desired speed.

3. You can increase the difficulty of this drill by increasing the desired speed/time of drill, randomly call out spots or cones to dribble to, add a defender, etc.

4. Repeat for desired time and or reps/sets. Foot Speed Drills 1. Instruct athlete to run in place at desired a desired speed.

2. On cue have them turn their body quarter or half turns in a desired direction while still running in place.

3. You can increase the difficulty of this drill by having them run forward or backward on command, increase the desired speed/time of drill, randomly call out spots or cones to run to, etc.

4. Repeat for desired time and or reps/sets. Sprint Work 1. Select a desired sprint program that is suitable for the athlete and their sport.

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2. Select the times and number of reps the athlete should complete the desired sprint work.

3. State that the athlete needs to sprint train for a desired frequency, intensity, and time to see benefits from the work out.

4. State that sprint work utilizes the anaerobic energy system (without oxygen); for short periods of time.

4. Typically the athlete should do the following with sprint work: Frequency-1-4 times a week depending on the athlete Intensity- 80-95% of Max Heart Rate Time- 10-sec-5 mins or more depending on the athlete.

Fartlek Training 1. State that Fartlek training is similar to interval training and should incorporate running for a specified period of time but the speed is not always identified.

2. State that Fartlek training should be performed over a varied terrain.

3. Track Use – Have athlete run around the track for a desired time and distance.

4. Instruct them to increase there intensity/ speed around the curves or straight away or however you desire.

5. You can time the athlete’s speed and tell them to provide them with feedback on the sprint work, lap time, and total time.

6. You can increase the difficulty by increasing the distance of their sprint work, decrease the time they have to finish the speed work or total distance they are to run, increase their speed, etc.

7. State that the athlete needs to Fartlek train for a desired frequency, intensity, and time to see benefits from the work out.

Varied Terrain Use 1. Select a course with varied terrain. 2. Have athlete increase there intensity/ speed at desired locations on the course.

3. Follow steps 5-7 from above and apply it to varied terrain use.

NOTE: Very important to time athlete because you may not be able to stay in visual contact with them.


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Objective #:

1-5

Specific Outcome:

Muscular Power Skill: Upper Body Plyometric Exercises



Chest Pass with a Medicine Ball-Tossing 1. Determine the medicine ball weight before you begin (Intensity).

2. Stand the desired distance from the athlete. Usually 4-8 feet in the beginning of the plyometric exercises. A rebounder can be used instead of another person.

3. A. Instruct athlete to hold the ball at chest level and step forward with one foot and deliver a chest pass to you or the rebounder.

3.B If desired instruct athlete to catch ball off rebounder or deliver the ball back to them.

4. Perform exercise for desired reps and sets (Volume).

5. Allow 45-60 seconds rest between sets. Which is a 1:5 to 1:10 work-to-rest ratio (Recovery).

6. Allow for at least 48 hours between plyometric exercises (Frequency).

7. The athlete should be timed on how long it takes them to complete 1 rep or set.

8. Record intensity, volume, recovery time, and exercise time.

Note: Progress from general to more sport-specific activities, from simple to complex, from low-stress to high-stress exercises.

Over Head Throw with a Medicine Ball- Two Hand Throwing

1. Determine the medicine ball weight before you begin (Intensity).


3. A. Instruct athlete to hold the ball above their head with both hands and step forward with one foot and deliver an over-head pass while extending the arms out to you or the rebounder.

3.B If desired instruct athlete to catch ball off rebounder or deliver the ball back to them.




7. The athlete should be timed on how long

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it takes them to complete 1 rep or set. 8. Record intensity, volume, recovery time, and exercise time.


Over Head Throw with a Medicine Ball- One Hand Throwing

1. Determine the medicine ball weight before you begin (Intensity).


3. A. Instruct athlete to hold the ball with one arm to the side of their head. The shoulder and elbow should be at 90 degrees. Tell them to step forward with one foot and deliver an over-head pass while extending the arm out to you or the rebounder in a throwing motion.

3.B If desired instruct athlete to catch ball off rebounder or deliver the ball back to them with one or two hands.








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Objective #:

1-5

Specific Outcome:

Muscular Power Skill: Lower Body Plyometric Exercises



Forward Hurdle Jump- Two Feet 1. Determine the hurdle height before you begin (Intensity).

2. Instruct athlete to jump forward over the hurdle off both feet. If desired, have them turn around quickly and jump back over the hurdle.







Lateral Hurdle Jump- Two Feet 1. Determine the hurdle height before you begin (Intensity).

2. Instruct athlete to jump laterally over the hurdle off both feet. If desired, have them jump back over the hurdle in the other direction.







Hip-Twist Ankle Hops-Two Feet 1. Have athlete, with feet slightly apart, jump and twist 90 degrees to the right, return to the starting position, then repeat to the left.

2. The patient should twist from the hips not the knees.

3. Perform exercise for desired reps and sets

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(Volume). 5. Allow 45-60 seconds rest between sets. Which is a 1:5 to 1:10 work-to-rest ratio (Recovery).





Pyramiding Box Jumping 1. Place up to 5 boxes of increasing heights about 2-3 feet apart in a line.

2. Jump up to the first box, then to the ground on the other side, and then to the next box repeating the cycle toward the end.

3. Athlete may use their arms to assist in the exercise.








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5-5 C/D

Specific Outcome:

Power Test Skill: Upper Body/Lower Body



Chest Pass with a Medicine Ball 1. Determine the medicine ball weight before you begin (Intensity).


3. Instruct athlete to step forward with one foot and deliver a chest pass to you or the rebounder.







Hurdle Jump- Two Feet 1. Determine the hurdle height before you begin (Intensity).

2. Instruct athlete to jump off of both feet in the direction you want them to start over the hurdle. (Forward, Lateral, or backward). If desired, have them jump back over in the desired direction.









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1-1E

Specific Outcome:

Limb Girth: Letter E Skill: Leg/Knee Girth Measurements

Skill steps: Peer


ACI Review/ Date

1. Select knee/limb you want to measure before a rehab session.

2. Find the center of the patella (mark that spot) and measure in 3” increments below and above the patella. Measure down/up as far as you desire.

3. With a small length/girth limb tape measurer, measure directly around the center of the patella.

4. Proceed to measure down the leg in 3” increments. Make sure you pull with the same tension for each measurement to be as accurate as possible. Record all measurements to the 1/16th of an inch and date.

4. Proceed with same procedure up the leg in 3” increments and record.

5. State why you are measuring the limb, like for edema reduction, atrophy, or muscle gains.

6. Measure uninjured limb if you desire.


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1-1F

Specific Outcome:

Limb Length: Letter F Skill: Leg Length Measurements

Skill steps: Peer


ACI Review/ Date

1. Select leg you want to measure before a rehab session. Then measure other leg.

2. Find the athlete’s ASIS, start at the top of their ASIS and measure down to the top, middle, or end of the medial malleolus. (Note: Be consistent with proximal and distal measurement sites when comparing sides.)

3. Record measurement to the closest 1/16th of an inch. Also record date the measurement was taken.

4. Indicate that a bilateral discrepancy of greater than 1/4 inch are considered significant.

5. State what pathology may be associated with unequally leg lengths like sciatica, low back pain, hip pain.


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5-2

Specific Outcome:

Isokinetic Test Skill: Knee and Shoulder

Skill steps: Peer


ACI Review/ Date

Knee - Flexion/Extension - Open Chain

1. Turn on Biodex, computer and select knee you want to test (Usually the uninjured 1st).

2. State that the seated testing technique assumes that minimal femoral motion will occur as the chair and body act as distal stabilizers of the thigh.

3. Instruct the athlete to sit with their back and thighs supported making approximately a right angle at the hip.

4. The thigh support should extend to the distal third of the thigh allowing for the appropriate amount of knee flexion/extension. State that you should allow for 80-95 degrees of flexion and 0 degrees of extension or available ROM.

5. Set the angle of seat recline to about 85 degrees to allow for optimal hamstring/quad strength

6. Tighten the shoulder, femoral, and pelvic straps so the subject is allowed to hold the chair or the handles provided. (Be consistent with this)

7. Place and strap the resistance pad so the inferior part of the pad lies immediately superior to the medial malleolus.

8. Select a proper protocol that takes into account the speed, degrees, and resistance of the isokinetic machine. Also select the number of reps, sets, and rest time of the exercise.

9. Enter all set measurements. 10. Set desired ROM, calibrate, and weigh limb (optional but be consistent).

11. Start the test. 12. Repeat set up for injured limb (steps 2-11). 13. Save all results and print if necessary. Shoulder – Internal/External Rotation

1. Select shoulder you want to test. Have athlete sit.

2. Position the athlete in a 15 degree scapula angle (between the back of seat and spine of scapula).

3. Have athlete abduct their shoulder to about 75 degrees and flex elbow to 90 degrees. State that this position should be comfortable to them.

4. Athlete’s elbow and posterior aspect of forearm should rest against fist pad. Fasten forearm strap

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about 1-2 inches below the cubital fossa. 5. Resistance pad should be adjusted to allow the athlete’s four fingers to wrap around the top of the resistance pad. Strap athlete’s hand in if necessary.

6. Fasten torso and lab belts. 7. Select a proper protocol that takes into account the speed, degrees, and resistance of the isokinetic machine. Also select the number of reps, sets, and rest time of the exercise.


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Student Mastery Checklist for: Domain: Psychosocial Intervention and

Referral Teaching Objective #:

2-1- A/B/C/D

Specific Outcome:

Stimulate Motivational Techniques During Rehabilitation

Skill: Verbal Motivation, Visualization/ Imagery, and Desensitization


Senior Review/date

ACI Review/ Date

Psychosocial Intervention 1. Do Not exceed your limits as a student athletic training when dealing with psychosocial issues.

2. State that with any psychosocial intervention have the means of referring an athlete for more advanced counseling and help.

Verbal Motivation 1. Follow and state the following guidelines with any type of motivational technique used.

1.a. Situations and traits motivate people 1.b. Athletes have multiple motives for involvement in a particular sport/activity.

1.c. Change the environment to enhance motivation 1.d. Leaders influence motivation 1.e. Use behavior modification to change undesirable participant motives.

2. Provided positive feedback when you are working with an athlete.

3. The following phrases can be used when trying to verbally motivate an athlete: “push, nice job, again, you can do it, good workout”, etc. Or develop phrases that work with your particular athlete.

6. NOTE: Once again, know when to refer out for advanced help.

Visualization/Imagery 1. Visualization and imagery can be used interchangeably.

2. State that visualization/imagery refers to creating or recreating an experience in the mind.

3. State the visualization/Imagery can be used to build confidence, reduce anxiety, enhance concentration, practice specific skills and strategies, and during rehab.

4. State that the following factors affect the effectiveness of visualization/imagery: Nature of the Task Skill level of the Performer Imaging Ability Using Imagery Along with Physical Practice

5. Visualization/Imagery can be used before and after competition/practice, during breaks in action (dead time), during personal time, and when recovering from injury.


student mastery checklist for - radford university 2009/eshe 365...3. grip the bar with an over-hand...

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