secondary-school-position-improvement-guide.pdf

OSITION

OSITION OSITION

OSITION

MPROVEMENT

MPROVEMENT MPROVEMENT

MPROVEMENT

UIDE

UIDEUIDE

UIDE

FOR CERTIFIED ATHLETIC TRAINERS

FOR CERTIFIED ATHLETIC TRAINERS FOR CERTIFIED ATHLETIC TRAINERS

FOR CERTIFIED ATHLETIC TRAINERS

IN SECONDARY SCHOOL

IN SECONDARY SCHOOL IN SECONDARY SCHOOL

IN SECONDARY SCHOOL

ATHLETICS PROGRAMS

ATHLETICS PROGRAMSATHLETICS PROGRAMS

ATHLETICS PROGRAMS

Secondary School Athletic Trainers’ Committee

POSITION IMPROVEMENT GUIDE FOR

CERTIFIED ATHLETIC TRAINERS

IN SECONDARY SCHOOL ATHLETICS PROGRAMS

National Athletic Trainers’

’’

’ Association

Secondary School Athletic Trainers’ Committee

Larry Cooper, MS, LAT ATC, Chair Troy Hoehn, ATC, ATR, CSCS

Lori Johannessen ATC, LAT Dan Newman MS, ATC, LAT

Dan Quigley, MSEd, ATC, LAT Kembra Mathis, MEd, ATC, LAT

David McAllister, MAEd, ATC, LAT Dominic L. Di Manna, M. Ed, MS, ATC-R

Troy Hoehn, ATC, ATR, CSCS Stacey J. Ritter, MS, ATC

Ronnie Harper, Ed.D, ATC Christopher Dean, ATC

Bart Peterson, MSS, ATC/L, NATA BOD Liaison Russell Lowe, NATA Staff Liaison

2013

Table of Contents

Introductory Letter ............................................................................................................................................... 3

Chapter One – Determining Your Focus .......................................................................................................... 4

Chapter Two – Assessing the Situation ........................................................................................................... 9

Chapter Three – Working Within the School System .................................................................................. 23

Chapter Four – Changing Your Employment Model .................................................................................... 26

Chapter Five – Understanding Contracts and Negotiations ...................................................................... 29

Chapter Six – Improving Your Bottom Line .................................................................................................. 36

Chapter Seven – Increasing Your Budget ..................................................................................................... 39

Chapter Eight – Improving Your Facility ........................................................................................................ 42

Chapter Nine – Increasing Your Athletic Training Staff .............................................................................. 44

Chapter Ten – Improving Communication .................................................................................................... 50

Chapter Eleven – Improving Time Management .......................................................................................... 55

Chapter Twelve – Improving Policies and Procedures ............................................................................... 58

Chapter Thirteen – Recruiting and Maintaining Quality Team Physicians .............................................. 64

Appendix A – Sample Proposal for Change in AT Program ...................................................................... 67

Appendix B – Sample Position Descriptions ................................................................................................ 68

Athletic Trainer .................................................................................................................................................. 68

Athletic Trainer / Educator ................................................................................................................................ 69

Appendix C – Athletic Trainer Evaluation Samples ..................................................................................... 71

Head Athletic Trainer Evaluation Form ........................................................................................................... 71

Assistant Athletic Trainer Evaluation Form ..................................................................................................... 75

Appendix D – Sample Communications ........................................................................................................ 79

Athletic Training Room Rules .......................................................................................................................... 79

Criteria for Lettering in Athletic Training .......................................................................................................... 80

Head Injury Care............................................................................................................................................... 81

Immediate Injury Care ...................................................................................................................................... 82

Appendix E – Sample Policies and Procedures ........................................................................................... 83

Appendix F – Sample Proposals for Additional Staff .................................................................................. 87

Appendix G – Bibliography .............................................................................................................................. 96

Introductory Letter

Dear Secondary School Athletic Trainer:

The NATA Secondary School Athletic Trainers’ Committee provides this document to

assist AT’s interested in improving their current employment situation. While we have not

addressed every possible scenario in this document, we have attempted to provide a

general overview of common situations that have been identified as problems.

As you read through this document, there may be information that you think is not specific

to your particular employment situation. However, we believe that it is important to

address any situation or condition you might like to improve as a long-range project, with

the understanding that change often takes the slow road to fruition. Planting the seeds of

ideas within the many decision-makers in a school system is essential. When

“professional persistence” is incorporated, your goals can be achieved.

Remember, essential components for improving an AT’s employment situation include

the following:

Perception. The community, school administration, coaching staff, parents, local medical

providers and student athletes must perceive the AT as a professional health care

provider.

Accountability. The AT must be accountable for the work s/he currently provides (i.e.,

professional record keeping, documentation, position statements, EAP’s and SOP’s)

Improved care. The AT must identify how proposed changes would improve the care

provided to the student athletes, the school community, etc.

Budget consciousness. The AT must be realistic in proposing changes that will fit into

the current or future budget of the school system or should identify alternatives.

The process of requesting change is not easy and this Position Improvement Guide is not

intended to be a shortcut. It is provided to improve your chances of success when

requesting a change. It will still be hard work, but with persistence, a professional attitude,

proper planning and a little luck, you will have the best chance for success.

We wish you much success in your endeavors.

Sincerely,

NATA Secondary School Athletic Trainers’ Committee

Chapter One – Determining Your Focus

When the Secondary School Athletic Trainers’ Committee initially published the Position

Proposal Guide for the Secondary School Athletic Trainer (PPG) (Almquist, et.al. 1998),

we discovered that much of the information included in that document could assist those

already employed in the secondary school setting. Many ATs were using the PPG to

improve their current employment situation and requested additional help. As we met and

tried to determine the most effective method to assist in affecting change, we decided that

the best way is to determine what changes are needed and then offer solutions and

guidelines for making those changes. In this first section, we hope to help you determine

your focus.

The Appropriate Medical Care for the Secondary School-Aged Athlete Task Force

Consensus Statement describes a secondary school athletic training program as one that

has a designated individual who has specialized knowledge in and is qualified to

accomplish the following:

•

Determine an individual’s readiness to participate in physical activity.

•

Promote safe and appropriate practice, competition and treatment facilities.

•

Advise on the selection, fit, function and maintenance of athletic equipment.

•

Develop and implement a comprehensive emergency action plan.

•

Establish protocols regarding environmental conditions.

•

Develop injury and illness prevention strategies.

•

Provide for on-site recognition, evaluation and immediate treatment of injury and

illness, with appropriate referrals.

•

Facilitate rehabilitation and reconditioning.

•

Provide for psychosocial consultation and referral.

•

Provide scientifically sound nutritional counseling and education.

•

Participate in the development and implementation of a comprehensive athletic health

care administrative system (e.g. personal health information, policies and procedures,

insurance, referrals, and record keeping).

Five Steps to Improve Your Situation

We encourage you to evaluate your school’s athletic training program using the following

five-step rubric in an effort to assess areas that require improvement within your practice.

You may also incorporate any other techniques that you determine necessary to evaluate

your ability to provide an appropriate athletic training program as defined above by the

Consensus Statement.

Step 1: Determine the Ideal Situation

Determine all aspects that you consider to be components of your ideal situation so that

improvement efforts are not duplicated. What are the details of the optimal program?

Does your ideal situation fall within the legal realm of athletic training in your state? Some

state statutes may allow or disallow many of the different skills and competencies

involved in the practice of athletic training. Ensure that your identified goals are legal in

your state.

You should be able to identify a list of items you would like to be addressed and changed.

Many of them may be accomplished without much effort or without administrative

approval. All you have to do is apply yourself. What improvements can be achieved

easily? What improvements can be achieved with more effort? There may be some

things that may be great additions or changes to your program, but due to any number of

reasons (state laws, district or school policies and procedures, or perhaps just poor timing

or a lack of funding), which may be unachievable at the moment.

Does your ideal situation involve appropriate coverage or appropriate care?

An area to focus on is the concept of COVERAGE versus CARE. Coverage is what we

do when we establish policies and procedures to ensure that we are available as needed

to all sports, teams, and participants on an equitable basis. Coverage is a matter of being

there and reacting to the needs on an immediate basis.

Care is what we do when we practice the art and science of athletic training. Athletic

trainers do not just tape, ice, or sit in a golf cart. Anyone can do that! Athletic trainers

provide valuable healthcare. We evaluate, rehabilitate, treat, assess, counsel, and

educate, and are qualified to perform a variety of other roles for the student athlete.

We need to get away from the paradigm of providing coverage, and instead focus on

providing care. In fact, if you look through the Role Delineation Study from any year of

publication, you will find that the document does not say we should provide coverage.

Step 2: Evaluate Your Current Situation

Are the changes you want to make possible within the framework of your current job

description? Each job description is written independently. Do you know what your job

description does and does not allow you to do? It may be possible to make certain

changes or modifications simply by changing components or wording of your job

description. Changes can occur as easy as adhering to a change with support from your

immediate supervisor or administrator.

Can you change your job description?

What is the process for job description change in your school system? In many school

systems, there are procedures for changing job descriptions; you need to know (and

follow) those procedures. See previous paragraph.

What changes can be made within your current job description?

If you cannot change the job description easily or immediately, what changes can you

make that stay within the current job description? This may be the place to start.

Eventually others within your school or district will see your desire to improve your

program and making any future changes to the job description may become easier.

Does your institution have the capability to meet your ideal situation?

Are the changes you would like to make possible within the school system? We all have

that idealistic view about our current situation and our ability to make change. However,

there are some instances where the best change you can make is your employer. If

necessary change is not possible at your current place of employment, serious

consideration should be given to changing to another employer to effect the desired

changes.

What would you settle for? What would you not settle for?

Compromise is an essential part of working within a bureaucracy. School systems are

built in layers and you may have to make concessions to obtain the desired changes.

What is it that you are willing to settle for? Prioritize your recommendations for

improvement and change.

What have you done or been doing to justify the desired changes to your superiors?

As an AT you have been hired to provide healthcare services to your patients and

athletes. Your employer expects you to do your utmost to protect the health and lives of

those in which their care you have been entrusted. Often, school-based administrators

and coaches have impressions about what the AT can and should provide to the school’s

student athletes. That impression can range from: simply taping ankles and applying ice;

to the coordination and implementation of athletic training services that encompass a

wide spectrum of duties and responsibilities. What SHOULD you provide? What DO you

currently provide?

There are also certain characteristics that administrators look for in an employee.

Namely, do you identify solutions instead of just problems? Are you proactive in your

approach? Do you do your work? Are you punctual? Positive responses to these

questions are just the start to ensure that your coworkers and supervisors are behind you

in your quest for improvement.

Step 3: Develop a Plan

Determining your focus is the basis for the future.

If you perform an honest and thorough evaluation, you will identify those areas that need

the most work.

Imagine performing a fitness analysis and body composition test on an athlete. First we

take pictures from all angles, then we perform a caliper test on selected sites and, finally,

we perform some cardiovascular, strength and flexibility testing. If we allow the athlete to

choose the areas that are tested and they choose their strongest areas, then we fail to

find their weakest points. These weakest points are what we need to address, not avoid.

Often problem areas are right in front of our eyes. Do your coaches always complain

about something in particular? Is your administration always late in communicating a

change or an expectation? These issues should be addressed first. However, just as in

medicine, make sure you identify the underlying cause of the problem. Do not just treat

the symptoms!

After you have determined your area(s) of focus, formulate a plan. Talk to individuals

whose opinions and input you trust. Identify those who may have already gone through

this process and get their suggestions. Sit down with your supervisor; let him or her know

that you would like to improve in this area and get his/her suggestions. Many times help

in making the change will be offered.

However, try to anticipate setbacks, as well as solutions. Anticipate being told "no" at

least once (possibly 100 times or more). Also anticipate succeeding, but do not get

frustrated if you do not accomplish everything you wanted to achieve. Remember to set

goals and standards for success, and use these to help evaluate your progress.

Prioritize your plan.

As you formulate your plan, identify those things that must be achieved, those things that

could be achieved, and those things that it would be nice to achieve but are not

absolutely necessary (“dream/wish” list). Once you have identified the aspects of your

program you wish to change, prioritize these items from most to least important. Take

into consideration the necessity of the item as well as the degree of difficulty in achieving

that particular goal. You may also want to consider the cost of achieving each of the

desired items. Just because a school can afford it, does not mean you are entitled to the

Taj Mahal of athletic training rooms or to be paid like a king. It may be better to try to

achieve several smaller, more affordable items than one large, more expensive one.

Finally, prioritize your plan based on long and short term goals. Some items may be fairly

easily achieved and can be done so in a relatively short time frame. Other items may

require more planning, time, or money to be implemented effectively.

Step 4: Implement the Plan

After your detailed plan is finalized, implement it.

Be ready for setbacks and difficulty. Remember, if it does not hurt at least a little bit, it

probably is not worth fixing, so keep it up. Make sure your support team (administration,

coaches, parents or whomever you have used to help identify the problem and the

solution) knows what the plan is and whether they have a role in the solution. You will be

amazed at how many people are willing to help when they see your desire to improve the

quality of services you provide. Avoid surprising any group impacted by your plan. Keep

everyone informed and assess their support.

The hardest part of any endeavor is beginning. Getting up the courage to begin change is

ultimately up to each of us and requires honesty. Imagine trying to pull a train engine

down the tracks. If we can just get it going, momentum will help us achieve our goals.

After you have started, it takes much less effort to keep the train rolling; just make sure it

is rolling in the right direction. Keep the momentum, and DON’T QUIT - sometimes

change takes the slow road.

Step 5: Evaluate the Outcome and Try Again, if Necessary

Once the plan is complete, evaluate the results. Are the results what you expected? Was

it harder than you anticipated? What setbacks did you not see before they hit you? Have

the changes improved your position? Why did you start this whole process? Did it help

you improve yourself as a professional?

Using the same tools you are provided in later chapters, evaluate your program or

situation again to see if improvements have been made. At the same time, you will

identify additional areas that require your attention. After a short break for a breath, start

all over again.

Things to Consider:

Excuses Everyone can come up with excuses for not doing something. We only do

those things we want to do. Benjamin Franklin once said “He that is good at making

excuses is seldom good for anything else.” Don’t let excuses get in the way of achieving

your goals.

The Power of Persuasion This document should be used to assist you in working with

the administration, not against them. Use the administration as a sounding board and as

a means to help you fix YOUR problem. They will be much more willing to help than if you

use this to FORCE them to change something.

Survey Surrounding Schools (Rural versus Urban) Make sure you find out what others

are doing in similar circumstances. If no one else around you is doing what you propose,

you may have a more difficult time convincing your support team that it is necessary. But

remember, just because no one else is doing it does not mean it should not be done.

Stick to your guns. If you are doing the right thing, others will follow you. Don’t be afraid

to be the first to try something.

Use the statistics of similar and nearby schools if they favor your position. If their

information is not favorable, it may be because their demographics do not match those of

your school or their tax base is not the same and you can eliminate their data. If the

information for a dissimilar school does favor you, you might be able to use it if you can

minimize the differences between schools and school systems.

Problems versus Solutions Administrators tend to respond better to questions being

asked and solutions proposed than to just problems being presented. After you have

identified your problem area(s), determine your solutions before you hit the administration

with the problem. The word "solutions" in the preceding sentence is plural for a reason. In

this way, you are giving them a choice between two (or more) viable solutions to the

problem. Remember to have your proposed solutions well thought out and consider the

impact your solution has on other areas of the school system.

Chapter One Notes:

Chapter Two – Assessing the Situation

This is the method you will use to document the suspicions you have about your

program; we all have an idea of areas that need improvement. The following two

evaluations will document the needs of your athletic program.

Self-Evaluation

The AT should complete this survey of his/her program. This survey is the method used

to determine where you should focus your efforts in improving your position. Sections

provided later in the Position Improvement Guide provide the AT with the tools needed to

use to improve the area identified through this survey.

I. Governing Administrative Policies and Procedures

Athletic Health Care Personnel

1. NATA Certified/ Licensed Athletic Trainers employed full-time? Yes __ No__

2. NATA Certified/ Licensed Athletic Trainers employed part-time? Yes __ No__

3. AT contracted through physical therapy clinic or hospital/other? Yes __ No__

4. Coach, teacher, or other staff member performs medical duties? Yes __ No__

5. Other (PT, EMT, DC, RN, etc.) Yes __ No__

Job Responsibilities

1. Written job descriptions define the responsibilities and legal duties of:

Certified/Licensed athletic trainer (or comparable staff member) Yes __ No__

Athletic administrator Yes __ No__

Coaches Yes __ No__

2. Athletic trainer's responsibilities to specific groups of students defined in job description

and consistent with state law. Yes __ No__

3. Does an athletic trainer or other health care professional provide athletic health care:

Full-time daily Yes __ No__

Afternoons only Yes __ No__

Game coverage only Yes __ No__

4. Do you have a team physician? Yes __ No__

5. Sports Participation Requirements

Pre-participation medical evaluation required as per state athletic and/or state education

association guidelines. Yes __ No__

6. Pre-participation evaluation includes:

Medical history Yes __ No__

Physical examination Yes __ No__

Medical authorization for participation Yes __ No__

Concussion Baseline Testing Yes __ No__

7. Format/content of medical examination meets accepted standards as per state athletic

and or state education association guidelines Yes __ No__

8. Medical examination conducted by: (check all that apply)

Yes __ No__ MD or DO

Yes __ No__ Physician’s assistant

Yes __ No__ Nurse practitioner

Yes __ No__ Doctor of chiropractic

9. Student-athletes/parents required to provide “informed consent or acknowledgement

of risk” for participation. (Concussion information sheet may be required according to

state law.) Yes __ No__

10. Emergency information card required Yes __ No__

11. Emergency information card includes:

List of student's allergies Yes __ No__

Parent / guardian home or cell phone number Yes __ No__

Parent / guardian work telephone number Yes __ No_

Parent /guardian consent for emergency medical treatment Yes __ No__

Hospital preferences Yes __ No__

Comprehensive medical insurance required Yes __ No__

12. Appropriate forms and records submitted and on file before first practice (all sports):

Medical history/examination Yes __ No__

Informed consent or acknowledgment Yes __ No__

Verification of medical insurance Yes __ No__

Emergency information card Yes __ No__

Concussion Informed Consent/Information Sheet Yes __ No__

13. Staff member who reviews and organizes records:

Athletic trainer Yes __ No__

Athletic director (secretary) Yes __ No__

Activities director (secretary) Yes __ No__

School Nurse Yes __ No__

Other Yes __ No__

II. Emergency Care Preparedness

A. Emergency care personnel

Cardiopulmonary resuscitation/Defibrillator (CPR/AED) training required of:

Athletic trainer Yes __ No__

Athletic administrators Yes __ No__

Coaches (all sports) Yes __ No__

Basic first aid (e.g., American Red Cross, American Heart Association) required of:

Athletic trainer(s) Yes __ No__

Athletic administrators Yes __ No__

Coaches (all sports) Yes __ No__

Concussion training (per state law) required of:

Athletic Trainers Yes __ No__

Athletic administrators Yes __ No__

Coaches (all sports) Yes __ No__

Teachers Yes __ No__

Parents/Athletes Yes __ No__

B. Emergency care (EAP) in-service training

Regular emergency care in-service training sessions held for:

Athletic administrators Yes __ No__

Coaches (all sports) Yes __ No__

Emergency care (EAP) in-service training sessions include policies/ procedures for:

Compliance with legal duties and responsibilities Yes __ No__

Use of emergency transportation Yes __ No__

Securing emergency transportation (e.g., 911 calls) Yes __ No__

General management of emergency situations Yes __ No__

Emergency management of specific injuries/illnesses

(e.g., neck injuries, heat illness, concussions, etc.) Yes __ No__

Notification of parents/guardians Yes __ No__

Completion and submission of accident reports Yes __ No__

Media Response (administration) Yes __ No__

Emergency care in-service training sessions held:

Quarterly Yes __ No__

Semiannually Yes __ No__

Annually Yes __ No__

Biannually Yes __ No__

C. Emergency/acute health care equipment

Emergency equipment available AND in good repair:

AED (automated external defibrillator) Yes __ No__

Vacuum splints (or appropriate alternative) Yes __ No__

Long spine board Yes __ No__

Hard neck collars (Philadelphia collars) Yes __ No__

Face mask removal equipment (e.g., Trainer’s Angels,) Yes __ No__

Resuscitation mask Yes __ No__

Shoulder immobilizers Yes __ No__

Blankets Yes __ No__

Crutches Yes __ No__

Blood pressure cuff Yes __ No__

Stethoscope Yes __ No__

Latex gloves Yes __ No__

First aid kit Yes __ No__

Immersion tub Yes__ No__

Emergency equipment readily accessible during all practices and games to:

Athletic trainers Yes __ No__

Athletic administrators Yes __ No__

Coaches (all sports) Yes __ No__

Staff member(s) responsible for emergency care trained in the use of all emergency care

equipment available Yes __ No__

D. Communication system/emergency transportation

Telephone/direct outside line accessible during all practices and games to:

Athletic trainers Yes __ No__

Athletic administrators Yes __ No__

Coaches (all sports) Yes __ No__

Emergency telephone numbers posted by telephone Yes __ No__

Information to be given during emergency telephone calls posted by telephone

Yes __ No__

Emergency telephone numbers and information (e.g., on wallet-sized cards) issued to:

Athletic trainers Yes __ No__

Athletic administrators Yes __ No__

Coaches (all sports) Yes __ No__

Keys for all gates and doors necessary for emergency transportation accessibility to all

playing fields and playing areas are distributed to:

Athletic trainers Yes __ No__

Athletic administrators Yes __ No__

Coaches (all sports) Yes __ No__

Emergency (EAP) information cards accessible during all practices and games (home

and away) to:

Athletic trainers Yes __ No__

Athletic administrators Yes __ No__

Coaches (all sports) Yes __ No__

Written policies/procedures established for securing emergency transportation (e.g., 911

call) for both practices and (home) games Yes __ No__

Written policy established for notification of parents and school administrators for serious

injuries Yes __ No__

E. Accident reports

Appropriate accident report forms available:

Athletic injury report Yes __ No__

Standard (school) accident report Yes __ No__

Policies/procedures established for competing and submitting accident reports

Yes __ No__

Criteria established for “reportable injury” (“time loss” vs “non-time loss)

Yes __ No__

Staff member responsible for filling out and filing reports:

Coach Yes __ No__

Athletic trainer(s) Yes __ No__

Administrator Yes __ No__

Other (School Nurse, etc.) Yes __ No__

III. Injury management protocol and procedures

A. Records/record keeping

Forms established for maintaining records regarding:

Initial assessment Yes __ No__

Referrals to physicians Yes __ No__

Daily treatments (e.g., cold, heat, tape) Yes __ No__

Injury rehabilitation Yes __ No__

Format/content of forms meet accepted standards (e.g., content, information

recorded) Yes __ No__

Initial assessment Yes __ No__

Referrals to physicians Yes __ No__

Daily treatments (e.g., cold, heat, tape) Yes __ No__

Injury rehabilitation Yes __ No__

Concussion baseline & incidence tracking Yes __ No__

B. Medical Referral

Protocol/procedures established for referral of injured/ill student athletes to physicians

Yes __ No__

Follow-up treatment is given under the direction of the physician Yes __ No__

Policy of written medical release from an MD/DO (PAC, ARNP) required for return to

sports participation (following an injury) established Yes __ No__

Return to sport participation typically determined by:

MD or DO Yes __ No__

Athletic trainer Yes __ No__

Coach Yes __ No__

Nurse Yes __ No__

Other (PA, ARNP, DC, PT) Yes __ No__

IV. Training room facilities and operation

A. Facilities/equipment

Adequate space available for:

Pre-practice/event preparation (e.g., taping and wrapping) Yes __ No__

Therapeutic management (e.g., treatment tables, modalities) Yes __ No__

Injury Evaluation & Treatment Yes __ No__

Injury rehabilitation Yes __ No__

Administrative functions (e.g., desk, file cabinets, computer) Yes __ No__

Basic administrative/injury management equipment available:

Desk/chair Yes __ No__

Phone (land-line and cellular) Yes __ No__

Computer (laptop, tablet) w/ internet access Yes __ No__

Injury Tracking Software (EMR) Yes __ No__

Concussion Management Software Yes __ No__

File cabinet Yes __ No__

Ice machine Yes __ No__

Refrigerator Yes __ No__

Sink/hand washing facilities Yes __ No__

Whirlpools Yes __ No__

Heat packs Yes __ No__

Treatment/taping tables Yes __ No__

Storage cabinets (for tape, gauze, wraps, etc.) Yes __ No__

Basic injury rehabilitation equipment available:

Leg exercise device (e.g., leg press, extension machine) Yes __ No__

Shoulder exercise device (e.g., wall pulley) Yes __ No__

Free weights (e.g., dumbbells and weight cuffs) Yes __ No__

Rubber tubing (e.g., elastic tubing) Yes __ No__

Proprioceptive devices (e.g., wobble board, slide board, etc.) Yes __ No__

Cardiovascular training equipment (e.g., stationary bicycle, stair climber, etc.)

Yes __ No__

B. Control of risk factors

Training room “risk factors” controlled regarding:

Electrical safety (e.g., ground fault interrupters) Yes __ No__

Daily sanitation/cleanliness (e.g., floor and surfaces) Yes __ No__

Maintenance of therapeutic modalities Yes __ No__

Maintenance of rehabilitation exercise equipment Yes __ No__

Controlled access to training room Yes __ No__

Controlled access to storage room/cabinets Yes __ No__

Ventilation/air conditioning Yes __ No__

Suitable floor surface Yes __ No__

C. Bloodborne pathogens control (OSHA standards)

Exposure control plan established regarding:

Determination of occupational exposure (e.g., “at risk” personnel identified)

Yes __ No__

Required annual training session for employees with occupational exposure

Yes __ No__

Provision of hepatitis B vaccine to “at risk” employees Yes __ No__

Policies/procedures for reporting exposure incidents Yes __ No__

MRSA education and guidelines Yes __ No__

Appropriate emergency controls established:

Hand washing facilities/antiseptic hand cleaner and towels available

Yes __ No__

Contaminated sharps disposal container available Yes __ No__

Regulated waste containers with biohazard label or color code available

Yes __ No__

Appropriate work practice controls established Yes __ No__

Latex/Nitrile gloves used regularly Yes __ No__

Appropriate disinfectant (e.g., 10% bleach solution) used to disinfect surfaces

Yes__ No__

Proper disposal facilities available for regulated waste Yes __ No__

Proper disposal facilities available for contaminated sharps Yes __ No__

Proper disposal facilities available for contaminated towels Yes __ No__

D. Attire

Professional appearance

Does the AT have a specific dress code s/he must adhere to for practices?

Yes __ No__

Does the AT have a specific dress code s/he must adhere to for games?

Yes __ No__

Is the AT allowed to determine his/her own dress and grooming standards?

Yes __ No__

E. Salary

Are you considered a certified staff? Yes __ No__

Are you considered classified staff? Yes __ No__

Are you eligible for tenure when qualified? Yes __ No__

Are you paid from the same pay scale as the teachers? Yes __ No__

Do you receive the same benefit package as the teachers? Yes __ No__

Are you eligible for comp time? Yes __ No__

Do you receive vacation/personal and sick time? Yes __ No__

Are you a 10-month employee? Yes __ No__

Are you an 11-month employee? Yes __ No__

F. Budget

Do you have total control over what is purchased and from whom? Yes __ No__

Are you given no dollar amount, but asked what you want and then the administration

cuts what they do not have money for? Yes __ No__

If you run out of a supply, is there money to buy more through the course of the year?

Yes __ No__

Is there a separate (capital) budget for items that are reusable, or over $100.00?

Yes __ No__

Have the number of athletes or the number of sports/teams been increased, while the

amount of money provided for supplies been held constant or decreased?

Yes __ No__

Does the booster club(s) provide money to teams and sports for improvements?

Yes __ No__

Does the booster club(s) regularly request information on needs from the administration

or even yourself? Yes __ No__

Are you allowed to sell items such as sports drinks, tape, mouthpieces, etc. from the

athletic training room as a fund-raiser? Yes __ No__

V. Additional questions to consider

1. Does your school have a regular system used to review the effectiveness of the

athletic program in preventing injury or illness? Yes __ No__

2. Does your school have a written emergency action plan? Yes __ No__

3. Does your state have laws and regulations pertaining specifically to coaches’

education in regard to first aid and athletic injury situations beyond CPR?

Yes __ No__

4. Does your state have laws and regulations pertaining specifically to who can provide

care for injuries sustained in sports and athletics beyond first aid and CPR?

Yes __ No__

5. Is the profession of athletic training regulated in your state? Yes __ No__

6. Does the accessibility of the proposed athletic training room comply with the ADA?

Yes __ No__

7. Does the proposed athletic training room have outside access? Yes __ No__

8. Does the proposed athletic training room have adequate HVAC (heating and

ventilation) Yes __ No__

9. Is the proposed athletic training room accessible equally by both boys and girls?

Yes __ No__

10. Does your school have a strong financial support system?

Yes __ No__

11. Is there an outside source for funding activities, salaries and stipends?

Yes __ No__

12. Has your school system been able to avoid terminating teachers or workers for lack of

funding? Yes __ No__

13. Do coaches and activity sponsors feel adequately paid for extra duty services?

Yes __ No__

14. Is your school system's financial outlook positive/adequate/favorable for the next 2-5

years? Yes __ No__

15. Does your school have a strong athletic support? Yes __ No__

16. Does your school have a history of hiring and firing coaches based on winning

percentage and championships achieved? Yes __ No__

17. Are games and events (including travel) scheduled during school hours?

Yes __ No__

18. Are students excused during the day for athletics or activities for regular season

games? Yes __ No__

19. Do you have courses specifically designed for athletic teams and practices?

Yes __ No__

20. Is physical education required for graduation? Yes __ No__

21. Does athletic participation fulfill PE requirements? Yes __ No__

22. Does your state department of education provide extra funding for vocational Career

& Technical Education job training? Yes __ No__

23. Does your school include a vocational job-training program? Yes __ No__

24. Does your school currently have a “Health Occupations” course in the curriculum?

Yes __ No__

25. Does your school or district currently have a “Sports Medicine” or “Athletic Training”

course or class in the curriculum? Yes __ No__

26. Does your school currently have a “Human Physiology/Anatomy” course in the

curriculum? Yes __ No__

27. Does your school currently have requirement for coaches to take courses in first aid

and CPR? Yes __ No__

28. Does your school currently have requirements for coaches to take courses in athletic

injury management? Yes __ No__

29. Does your school currently have Employee Wellness courses for staff and faculty?

Yes __ No__

30. Where is the source of your athletic funding? (Budgeted funds, booster funds, activity

fees, or combination of the preceding.) Describe the distribution in specific percentages.

Budget ________%

Booster club donations ________%

Activity fees ________%

Gate receipts ________%

Other funding ________%

31. What is the range of head coaches’ stipends or salaries?

Summer $_________

Fall $_________

Winter $_________

Spring $_________

Summer $_________

32. What is the total number of coaches employed by your school? _________

33. What percentage of the targeted school district’s total budget is allocated for sports

and activities? _________%

34. When was the last raise given to teachers? _______

35. When was the last raise given to coaches? _______

36. When was the last raise given to staff? _______

Very

strong

Strong Neutral

Weak

Very

weak

37. Describe the level of support your

athletic/activities director has for hiring an AT.

38. Describe the level of support your principal

has for hiring an AT.

39. Describe the level of support your school

board has for hiring an AT.

40. Describe the level of support your booster club

has for hiring of AT.

41. Describe the level of support your students

have for hiring an AT.

42. Describe the level of support your school

community as a whole has for hiring an AT.

43. Describe the level of support your coaches

have for hiring an AT.

44. Describe the level of support your

athletic/activities director has for sports and

athletics.

45. Describe the level of support your principal

has for sports and athletics.

46. Describe the level of support your school

board has for sports and athletics.

47. Describe the level of support your booster club

has for sports and athletics.

48. Describe the level of support your students

have for sports and athletics.

49. Describe the level of support your school

community as a whole has for sports and

athletics.

50. Describe the level of support your coaches

have for sports and athletics.

51. Describe the level of support your

athletic/activities director has for academics.

52. Describe the level of support your principal

has for academics.

53. Describe the level of support your school

board has for academics.

54. Describe the level of support your booster club

has for academics.

55. Describe the level of support your Students

have for academics.

56. Describe the level of support your school

community as a whole has for academics.

57. Describe the level of support your coaches

have for academics.

Evaluation of results

Total the numbers in each column to establish the "climate" of support you would have

toward proposing a full-time AT model or an athletic trainer/teacher model.

The ratio of Very Strong to Weak and athletic versus academic support identified, added

to the information obtained in the other sections, will assist you in determining the most

potentially successful model of athletic trainer position to propose.

Athletic

director

Principal Superintendent School

Board

Human

resources

58. Who makes the hiring

recommendations for athletic

coaches and staff?

59. Who makes the hiring

recommendations academic

faculty and staff?

60. What are the daily physical education requirements for graduation at the school?

______________________________________________________________________

61. How many students participate in athletic activities in your school?

Fall ______________ Winter _______________ Spring _____________

62. How many total students participate in activities throughout the year? _________

63. How many sports does your school provide? ____________

64. How many ‘non-traditional’ student athletes (dance, drill, cheer, etc.)

at your school? _______

65. Are you expected to evaluate/treat/rehab PE students with medicals or injuries?

Yes __ No__

66. Are you expected to care for (or assist in caring for) non-athlete student injuries?

Yes __ No__

67. Are you often asked to evaluate/treat/rehabilitate faculty/staff members?

Yes __ No__

68. How many levels of each sport does your school provide?

Middle

Sport School Freshmen Sophomore Jr Varsity Varsity

__________________ ___ ___ ___ ___ ___

69. What is your school’s policy on return to play criteria or status?

______________________________________________________________________

70. Based on the number of sports, teams and athletes in the school’s athletic programs,

what is the suggested size of the athletic training facility including rehabilitation/

reconditioning area? __________ sq. ft. (Almquist 1998) (100 sq. ft. / athlete treated)

Assessment of “public” perception

This survey should be completed by various populations associated with your program.

Make copies of this section and pass them out to coaches, parents, athletes, coaches,

administration, team physicians, teachers and anyone whom you believe has an interest

in seeing your program succeed and share the results with them.

This survey could be used by the AT to assess what various individuals perceive as the

strengths and weaknesses of the athletic training program and to help establish your

goals for change.

To those whom your Athletic Trainer has asked to complete the following survey:

The following criteria have been established as those embodying a complete Athletic

Health Care System for the Secondary School Aged Student Athlete. Use these criteria

to assist you in determining the answers to the surveys below.

Does your school’s athletic training program:

•

Determine the student’s readiness to participate?

•

Promote safe and appropriate practice, competition and treatment facilities?

•

Advise on the selection, fit, function and maintenance of athletic equipment?

•

Develop and implement a comprehensive emergency action plan?

•

Establish protocols regarding environmental conditions?

•

Develop injury and illness prevention strategies?

•

Provide for on-site recognition, evaluation and immediate treatment of injury and

illness, with appropriate referrals?

•

Facilitate rehabilitation and reconditioning?

•

Provide for psychosocial consultation and referral?

•

Provide scientifically sound nutritional counseling and education?

•

Participate in the development and implementation of a comprehensive athletic health

care administrative system (e.g., personal health information, policies and

procedures, insurance, referrals, record keeping)?

•

Follow state/national approved concussion policy for evaluation and return-to-play?

Yes No

1. Does your school have at least one staff member who consistently reviews

and organizes records such as injury reports, physical forms, treatment reports

and orders, etc., for the entire athletic program?

2. Does your school provide at least one staff member who performs athletic

training duties specific to a job description and consistent with state law?

3. Does your school have qualified/certified medical personnel (certified

athletic trainers (ATs) or medical doctors (MDs) at the facility daily to perform

medical duties for student athletic injuries or illness before examination by

advanced medical personnel?

4. Does your school have after-school or weekend activities at which

qualified/certified medical personnel (ATs or MDs) are present?

5. Does your school emphasize student health care by providing a school

registered nurse (RN) during the academic day?

6. How many different practice and game facilities are used for all sports? ____________

On-site: Fall sports ____________ Winter _____________ Spring ____ _______

Off-site: Fall sports ____________ Winter ____________ _ Spring _ __________

7. Who has the final say on return to play for each injury and athlete?

_____Team physician

_____Treating physician

_____Athletic director

_____Principal

_____Coach

_____Parent

_____Student

_____Certified/Licensed Athletic Trainer (AT)

_____Other ______________________

8. Who has the final say on return to play for each injury and athlete in the absence of a

physician?

_____ Team physician

_____ Treating physician

_____ Athletic director

_____ Principal

_____ Coach

_____ Parent

_____ Student

_____ Certified/Licensed Athletic Trainer (AT)

_____ Other ______________________

Chapter Two Notes

Chapter Three – Working Within the School System

There are many athletic trainers who enjoy working in the secondary school setting. It

may be that they enjoy working with secondary school athletes. They might also enjoy

many of the advantages that working at the secondary school setting offers, such as

higher salaries/benefits; Sundays and summers off; etc. These benefits can at times far

outweigh the disadvantages of the setting, thus prompting some ATs to seek

employment as a secondary school athletic trainer.

However, many times athletic trainers in this setting are also required to teach a full

course load. Teaching a full load plus the demanding athletic training schedule can at

times result in poor performance in one or both areas. Unfortunately, when faced with

the realities of doing both jobs, some athletic trainers give up and leave the secondary

school setting. Some may end up leaving the profession altogether. Burnout can be a

major problem, and, for some, is inevitable. How can one find a happy balance between

teaching and athletic training? Is it possible to reduce the teaching load without affecting

the salary? To find the answer or solution you must first start with a plan.

How does the system work?

Before change can take place, you have to understand the administrative infrastructure

within your school and school district (e.g., flow chart, hierarchy; etc.). I n many cases, it

is beneficial to build support at the lower levels of the chain of command before

addressing those higher up. Going straight to an upper level administrator (or appearing

to do so) before working with your athletic director or principal may negatively impact your

ability to effect positive, lasting change.

Next, research the policy on full-time educators (FTEs). Your district might require one

FTE for a given number of students. This is a very important concept to understand and

doing so will increase the chances that your proposal to your administration will be

successful. Ensure that your proposal takes into account the many aspects of this area

from your school and/or district.

Teaching alternatives

If you desire to reduce the teaching load you may need to consider some possible

alternatives. These alternatives may include things such as providing lunchtime or in-

school suspension supervision, acting as hall monitor, or serving as an assistant

principal. Perhaps your school system would allow for the “buying down” of the teaching

portion of your contract. In essence, your administration manipulates staffing numbers so

that you teach a reduced load yet retain your full salary. This could serve as the initial

step or an intermediate step in eliminating all of your teaching responsibilities. A full-time,

stand-alone athletic training position is the optimal position in the minds of many ATs.

Justifying such a change will take effort on your part as well as by your support team,

including site administration, coaches, athletic personnel, union representatives, etc.

Identifying Sources of Support

The Survey of Public Perception, although lengthy, will gather information to help in

developing a proposal and identifying those who will support your efforts. Make copies of

this section and find out what people really think about your program and the

school’s athletic program as a whole. This will become valuable data as you

compose your proposal.

Ideas or Strategies

1. If you are employed as both a teacher and athletic trainer, document the total amount

of time spent performing each facet of your job. Chart the number of hours spent on

teaching. Include items such as class load, the number of daily preparations,

instructional time, class size, and the amount of class preparation required. Chart the

hours spent on athletic training. Include hours spent performing injury evaluation,

rehabilitation, game coverage, education of coaches, and communicating with parents,

coaches, physicians, administration; etc. Document these hours based on a daily, weekly

and monthly timeframe. Include the number of students and athletes participating in each

facet of your job.

2. Prepare a report highlighting the total number of students receiving healthcare through

your athletic training program. Develop charts or graphs that show the number of

evaluations, treatments, and rehabilitation sessions provided during specific time intervals

(weekly, monthly, seasonally, and yearly). Much of this data may be easily generated if

you use a computer-based injury tracking system, such as SportsWare or SIMS. Data

like this can be very effective in demonstrating your value to the school. Emphasize that

students who are receiving these services in school are not missing school to go to a

doctor’s office or outside rehabilitation facility. Parents also appreciate not having to take

time off from work to take their child out of school for treatment or rehabilitation. An

excellent article was published in the June 1993 issue of NATA News titled “Showing Our

Value in $ and Cents” (Berry 1993). This article outlines an excellent procedure to show

what you do. Care must be used not to say that the ATs provided a certain dollar amount

of services; the AT should be certain to state that s/he provided the "equivalent of" this

amount of services.

3. Provide a history of the turnover rate of teachers/athletic trainers at your school or

within the area.

4. Provide information on how athletic trainers are regulated in your state.

5. Develop a presentation for local parent groups (booster club, PTA, etc.); include

information from the athletic training report. Arguments for reducing the teaching load

include the following:

•

Increased contact with injured athletes during the school day

•

Better communication with parents and physicians

•

Increased rehabilitation opportunities during the school day

•

Include either letters of support or testimonies from the local medical community

•

Decreased turnover ratio of the AT employee (and thus improved consistency of care)

Additionally, the AT must be sure to identify the following points and take care to ensure

that they have been accounted for.

1. Who really has the power in the school or school system? This is the person who

ultimately pulls the strings or approves the proposal. Many times this is the

superintendent or an assistant superintendent, director of personnel and/or finance,

director of athletics/activities or the school board. Make sure you know who this person is

and make sure you know where the union, booster club(s) and secretaries fit into the

power structure.

2. Follow the chain of command! This cannot be overstated. If you upset someone by

going over his/her head, s/he will squash your proposal before it ever hits the table. Make

sure everyone knows what is going on and how they fit in.

3. By first understanding your situation, identifying your sources of support, collecting data

and then developing a presentation, you have a route to better your situation. The rest is

up to you.

Chapter Three Notes

Chapter Four – Changing Your Employment Model

Support Staff to Teacher/Athletic Trainer

Classified Staff, also known as Support Staff, do not appear on the certified teaching

scale. Examples of Support Staff are:

•

Custodial

•

Grounds/maintenance

•

Campus monitor

•

Technology aide

•

Classroom aide

Certified athletic trainers interested in transitioning from a support staff position to that of

an athletic trainer/teacher have many issues to consider. There are various disparities in

the two roles, most notably in the pay, benefits, and responsibilities. It is imperative that

ATs who are considering teaching possess a clear understanding of the positives and

negatives associated with this new role before committing to it.

Considerations

Adding teaching responsibilities to the already full plate of the secondary school athletic

trainer generally means longer working hours, devoting a significant amount of time to

class preparation and grading, and losing schedule flexibility. However, certified teachers

can look forward to a higher salary, better benefits, and an opportunity to instruct students

in an appropriate environment. The ability to teach on a reduced schedule needs to be

considered. If it is not an option immediately, keep it in mind for the future.

Each individual should evaluate his/her situation to determine whether the benefits

outweigh the additional obligations and make a decision accordingly.

Making the Transition

For athletic trainers who want to become certified teaching employees, there are several

steps that should be taken to ensure that the transition is supported by school

administration.

Learn state regulations — The first step for a prospective teacher is to determine

whether s/he possesses the qualifications to teach in his/her state. The best place to

obtain this information is from the credential analyst at the school district office or the

state department of education’s licensure office.

Gauge academic needs — ATs already qualified to teach specific subjects should

determine if there is a need for their classroom expertise in the district/school. For

instance, there typically is not a great need for physical education teachers. However,

school districts often lack an adequate number of science, math, English, core, or special

education teachers. The AT interested in teaching should attempt to match his/her

qualifications to the school district’s needs to ensure a successful career shift.

Gain administrative approval — ATs should seek out school administrators and gain

their support for applications for emergency credentials. An emergency credential is a

great way to get a foot in the door to a teaching assignment. It is not, however, the

easiest to complete with the schedule of a teacher and athletic trainer. This process

should be investigated before committing to an assignment.

Most school systems and states offer emergency credentials (which may be termed

differently in different states) to those who wish to work in the school system.

Recently, “No Child Left Behind“ has changed how these credentials are being offered.

An employee is given temporary credentials based on life experience, training in a

specific field (such as a vocation or profession) and course work taken. The employee

must then complete additional course work in the field of education and related areas

based on an evaluation of his/her transcripts, etc. If you are interested in this type of

credentialing, care must be used to ensure that this type of credential is available in your

state.

Negotiate classroom obligations — Petitioning for a reduction in class schedule will

enable the AT to fully meet all needs of the new position. It is extremely difficult to teach a

full load each day while providing comprehensive athletic healthcare. Understanding this

axiom and requesting adjustments to a rigid teaching schedule are important to

maintaining one’s mental health and career goals.

Start a class — ATs can demonstrate a benefit to both students and administration by

developing an athletic training curriculum. This provides the school with another

academic offering, while giving students an added elective. It will allow the AT’s area of

expertise to be of use. This curriculum should be developed and adopted by the school

district before any position shift. Consider the fact that the school may not be able to offer

the reduced teaching position right away. If this is the case, see if the administration

would consider it over the long term. It may be worth the wait. Additionally, the state

department of education may have already adopted (or your school district if there are

other high schools in the district) a sports medicine or athletic training curriculum. Adopt

this curriculum (this will occur much more quickly than if you invent your own) and you are

on the road to success.

Stipend to Salary

For an athletic trainer to be considered for a newly created, full-time position, a foundation

must be laid offering justification for that position. A prudent AT will evaluate his/her

situation to determine the needs of the school, the principal, the athletic director, and the

coaches. Use the Self-Evaluation in Sections 1 and 2 of this document. Once these are

identified, the AT can demonstrate how those needs are being met, or s/he can show

how they cannot be met under the existing conditions. This will offer the AT a positive

position to begin negotiations. Regardless of the district’s needs, there are certain things

that any AT can do to provide justification for a salaried position.

Exude professionalism — Supervisors in any organization want to feel that they are

getting what they pay for — if not more. This is especially true in the educational setting,

where tight budgets are the norm. There may be reluctance for a site administrator to hire

someone who dresses in shorts and t-shirts every day. When an AT acts and dresses as

a healthcare professional, his/her credibility is enhanced. In fact, it is imperative that ATs

present themselves as a professional, adult, faculty member of the school at all times.

This leads to an increase in perceived worth and a better chance of securing a salaried

position.

Demonstrate reliability — Being on time and ready for practices and games is critical to

showing value to administration. Athletes rely on their athletic trainer. When the AT can

show that s/he is indispensable to the district’s athletics program, it illustrates a need and

makes permanently securing athletic training services a priority for the administration.

Maintain documentation — Keeping accurate records of both injuries and treatments will

assist in justifying a full-time position. Not only will these documents show what the

athletic trainer does on a daily basis, they will also offer a look at the money saved by

having an on-site healthcare professional administering to the school’s athletes.

Distribute season reports — Superiors need to be informed of the athletic trainer’s roles

and responsibilities. End-of-season reports provide injury information, while clueing

superiors in on the significant role an AT plays in the athletics program. Distributing these

reports in a timely fashion also shows how the AT goes above and beyond the call of

duty to keep administrators in the loop. Record keeping was once considered a

necessary evil for an AT. It should now be considered the best offensive weapon to

enhance an AT position.

Gain support — Organizations such as the youth football league, Little League baseball,

the Boy Scouts, the Girl Scouts or any other community-based organization may benefit

from the services of an AT. ATs who volunteer their time providing educational or athletic

training services to the community gain direct access to a segment of the population that

can be very influential in the decisions made on campus and in their school district.

Educate supervisors and peers — When others realize the education, background, and

responsibilities of the AT, there is increased level of respect. Athletic trainers who portray

themselves as healthcare providers, rather than merely “tapers," have the respect of

those whose opinions matter, which often leads to an easier time securing a full-time

position.

Chapter Four Notes

Chapter Five -- Understanding Contracts and Negotiations

The following are key questions that should be asked with regards to your contract and

contract negotiations. They will help to ensure that the certified athletic trainer receives

adequate current and retirement benefits. In addition, the job description is a vital part of

your contract. It is imperative that you understand what you are being asked to provide for

the school.

If you are on an athletic training contract:

Do you have a copy of your contract?

It is prudent to have a copy of your contract in your files. The copy should be dated and

signed by both the employer (school district) and the certified athletic trainer. The contract

should include a detailed job description. In the event a question arises regarding the

certified athletic trainer’s duties and responsibilities, this document will provide immediate

clarification.

Do you have the same contract as teachers?

Having the same contract as teachers does not necessarily mean it is the same in all

aspects. Ensure that all areas of compensation are considered. For instance, are you on

the same pay scale but not the same benefits package? Are you on the same benefits

package but not the same pay scale? Do you have the same work hours as a teacher?

There may be other areas to consider; be thorough in your investigation to ensure you

are getting your fair share.

Are you part-time or full-time?

To answer this question, you need to determine how many hours are considered part-

time versus full-time for the school district. Often, this categorization affects the benefits

you receive. If dual responsibilities are expected (teacher/athletic trainer), how will you be

classified as a certified athletic trainer? Be wary of a position such as this. The school

district may list you as a full-time teacher and part-time certified athletic trainer. If you are

eligible for tenure, it will be only for the full-time position that is held. Budget cuts may

result in the elimination of all part-time positions, namely the athletic training position.

Regardless of what is on paper, explain to the school administrators that athletic training

is a full-time position and push to get it listed as such.

Is your contract for 10, 11 or 12 months?

The ideal position is 10. Summer allows for downtime to get away from your athletic

training room. During this time, many certified athletic trainers choose to make extra

money by working at camps or non-profession-related places of employment. Others like

the freedom of relaxing and not adhering to a formal schedule. The athletic trainer can

use this time to refuel and prepare for fall preseason camps. Whatever the case, a 10-

month contract provides the opportunity to make the summer months fit your needs.

With a 12-month contract, vacation time becomes a major concern. How much vacation

time is awarded? Will vacation time increase with longevity? When can vacation time be

taken? Most 12-month school employees can request a vacation at any time during the

school year, but an AT has to consider coverage of sports when on vacation. Can you

choose to use your time during the winter or spring break? Who will cover practices and

games while you are away? Will there be additional costs (substitute pay) associated

with this? These are all situations that create conflict with a 12-month contract.

Can you take advantage of all benefits in the contract such as “buyouts” of unused sick

time? Some contracts allow for “buyouts” or payment for unused sick time at retirement. It

is important to inquire where the certified athletic trainer is placed in relation to other staff

in the school district, that is, teachers, administrators, support staff, and custodians. The

certified athletic trainer should not be slighted with sick time “buyouts” compared with

other district employees.

Do you belong to a union?

Some certified athletic trainers are considered “independents” or “singletons." These

terms mean that they negotiate their own contract. If a conflict arises; however, they have

no one to legally support him or her. For this reason alone, it is of the utmost importance

to find a way to join your union. When employed at the secondary school level in most

states, 80% of your union dues are automatically deducted from your pay. With this in

mind, it is to your advantage to join the union and voluntarily pay the remaining 20%. Be

wary of district personnel directors. They try to discourage the certified athletic trainer

from joining the union. Not having them as “independents” lessens the personnel

directors’ administrative control. In short, on accepting the position, investigate the district

union representative(s) and express an interest in joining both the local and state unions.

Does your Workers' Compensation cover you for a 6-day workweek?

On the average, certified athletic trainers normally work 6 days a week, whereas teachers

and other district employees follow a 5-day workweek. Typically, a school district contract

will cover injuries on the job incurred in a traditional setting. Knowing this, you should

review your contract carefully. Most contracts are similar to form letters with specific

insertions for job descriptions, sick time and compensation. The athletic training contract

should indicate Workers' Compensation coverage for a 6-day workweek. This should

include, but not be limited to, weekends, holidays, and away events.

Do you have the same benefits as teachers?

Some contracts put restrictions on the type and amount of insurance the employer will

provide for you. For example, if you are a part-time employee, your benefits might be

limited. Another option is to compensate the certified athletic trainer more but to offer no

benefits. In the latter example, you will need to pay for your insurance plan. Although

compensation rate is important, a comprehensive benefits package may prove more

valuable in the long run.

If you are on the teacher’s contract:

Do you work the same number of months, days and hours per week?

Teachers work a specific number of hours per day, days per week and months per year.

Is your contract similar? How is it different? If different, the certified athletic trainer must

ask himself or herself, “Is there a distinct advantage being taken of me”? If the answer to

this question is “yes," then it is time to consider renegotiating your contract.

Do you have the same holidays?

Teachers get time off for certain national holidays, winter break and spring break. When

school is not in session, practices and games usually continue without interruption. Are

you expected to provide medical coverage during those times? Also, it is not uncommon

for various teams to schedule their practices throughout the day. What may be a 2-hour

practice for each team results in an 8-hour day for the certified athletic trainer. Are you

required to remain on-site for the entire day, or are you permitted to stay for only a portion

of the practice? If the AT only covers a portion of the practices, which practices will be

covered? In the case of those “long” days, sometimes certified athletic trainers residing

close to school return home and place themselves “on-call” if needed. Keep in mind;

however, that all parties (certified athletic trainer, athletic director, school administrator

and superintendent) must agree to this decision. Also, it would be wise to include this

clause in your contract.

Are you on the same pay scale as teachers?

The pay scale may vary depending on:

•

Years of experience at the high school level

•

Years of experience at an outside position

•

Hours worked per day

•

Hours worked per week

•

Independent versus union employee

The easiest method by far is to be placed on the same pay scale as the teachers. The

certified athletic trainer will know where s/he began and where s/he is going. In addition,

the school district will know just how much to budget for that specific line item. Through

this example, one can see how being on the pay scale is beneficial to both parties. Some

states pay the athletic trainer a “base salary” based on the teacher’s pay scale and then

pay an additional stipend per sports season. It is important to be sure you are being fairly

compensated for both aspects of your position.

Do you get compensated pay/time for overtime?

Once you determine how many working hours per week is expected of you, anything

exceeding that number should be considered overtime. School districts may handle this

in two different ways. One way is to have a pay rate per hour be predetermined and

applied to all overtime hours. More common; however, is to receive a seasonal stipend

equal to the highest paid coach of that season. The second way allows for time off (not

vacation time) to be awarded in lieu of money. Usually, however, the time cannot be

accumulated and rolled over from year to year.

Is there a stipulation for comp time?

Are total hours determined at the end of each day, week or pay period? Due to time

variations from day to day, some school districts base overtime hours on anything above

and beyond a 40-hour week or a 120-hour pay period. If this is the case, it is conceivable

that you can work 4 hours on 1 day and then 12 hours on the next day. If, at the

conclusion of the week you acquire less than 40 hours, overtime might not be a

consideration.

If you have your own contract (“independent” or “singleton”):

Do you negotiate for yourself?

An “independent” or “singleton” refers to those negotiating their own contract. These

individuals are not in a union. As a negotiator, you must be somewhat hard-nosed.

Although this approach is required to get what you want, it may produce unwanted

tension between you and the personnel director. This tension may make future

negotiations much more difficult.

The advantage of being an independent is that you are the master of your own fate. The

disadvantage of being an independent is that you are the master of your own fate. If you

are not familiar with contract negotiations, the final results might not be in your favor.

Unfortunately, you have no representation from union professionals experienced in

dealing with these situations.

Do you negotiate yearly or in conjunction with the teachers’ contract?

Most independents negotiate their contract on a year-to-year basis. As mentioned above,

under “Do you negotiate for yourself," this produces yearly unwanted tension. In addition,

it forces you to use your free time to build your case for a pay increase. If one is found in

that position, the most common method of case building is to conduct a survey of

secondary school certified athletic trainers in your district and surrounding area.

Do you have your own pay scale?

Most independents have their own pay scale. On the average, the levels on the scale do

not equally correlate with the corresponding levels on the teachers’ scale. The levels on

the athletic training scale (excluding stipends) are typically much lower.

Does your scale max out below a teacher’s max?

In addition to the individual levels being lower than the teachers’ scale, the independent

certified athletic trainer’s scale usually has a maximum below a teacher’s maximum.

Do you get the same percent increase per year as teachers?

Regardless of how the certified athletic trainer scale compares to that of the teachers in

you district, you should still get the same percent increase per year. Carefully review your

contract and aggressively work to have this clause included in your contract.

What are your benefits?

As long as you are a full-time employee, most school districts will offer the independent a

full benefits package. Meet with other independents in the district and inquire about their

benefits package. Again, a survey of secondary school certified athletic trainers in your

district and surrounding area would be an invaluable tool to use during your negotiations.

Refer to “Do you have the same benefits as teachers?”

How many days/hours do you work per week?

A survey of secondary school certified athletic trainers in your district and surrounding

area would be an invaluable tool to use during your negotiations. Refer to “If you are on

the teacher’s contract.”

Do you get compensated pay/time for overtime?

Meet with other independents in the district and inquire how they are compensated for

overtime. A survey of secondary school certified athletic trainers in your district and

surrounding area would be an invaluable tool to use during your negotiations. Refer to “If

you are on the teacher’s contract.”

Is there a stipulation for comp time?

Meet with other independents in the district and inquire how they are compensated for

overtime. A survey of secondary school certified athletic trainers in your district and

surrounding area would be an invaluable tool to use during your negotiations. Refer to “If

you are on the teacher’s contract.”

Is your position eligible for tenure?

What are your state statutes/regulations regarding tenure?

Tenure was initially established to protect academic freedom and to prevent schools from

making hiring or firing decisions based on favoritism and local politics. The tenure

statutes that were developed typically listed standards and procedures that had to be

followed by school districts before they could dismiss a staff member. This was done in

an effort to eliminate arbitrary dismissals. In short, tenure relates to job security. Not all

states provide tenure and not all positions are eligible for tenure. Make sure that you

know your status in relation to tenure. In addition, state laws vary from state to state as

well. The example below may or may not apply to you.

Most people are under the misconception that “tenure” directly corresponds to “total job

protection." Actually, that is not the case. True, it will be much more difficult to release an

employee who is tenured, but it can happen. Keep in mind; however, that a school district

must establish a permissible basis for termination. Dismissal must be based only on job-

related reasons and not on political expediency or be motivated by a discriminatory

reason.

Equally important, a school district cannot release a tenured certified athletic trainer and

hire another one with the same job description. A full-time tenured certified athletic trainer

can only be replaced with either a part-time certified athletic trainer or another full-time

certified athletic trainer with a different job description. Regardless of the reason for

termination, the certified athletic trainer has a constitutional right to pre-termination notice,

an explanation of evidence for dismissal, an opportunity to respond, and a hearing in front

of an impartial party. The AT position is not always a tenured position. An athletic director

could choose not to rehire an AT even though s/he is tenured as a teacher.

Check your state department of education’s Web site for an explanation of all statutes

and regulations. Details may also be located on the district’s Web site, within the district’s

policy manual and at your local or school library. For the inexperienced, the legal

language of these documents may be difficult to interpret. For this reason, your union

representative is the best resource to answer any questions in layman’s terms.

Are you required by your union/department of education to be tenured?

Tenure usually occurs, with an entry-level certificate, at the completion of three years and

one day of employment in the public school sector. If you are on the teachers’ contract,

you will be eligible for tenure. As an independent, it is the discretion of the school district

to award you tenure.

Administrative details

Do you have a job description?

Contracts are binding legal documents indicating an agreement between two or more

parties. They do not necessarily have to include job descriptions. To eliminate confusion

regarding your duties and responsibilities, the certified athletic trainer should have a

detailed job description included in the written contract.

Do you know what your job description states?

Always carefully read and review your contract before signing it. Clauses differing from

the verbal agreement between you and the school personnel director may, intentionally

or unintentionally, be added or deleted in the written form. Every time your contract is

renewed, it would be good practice to read and review it before signing.

Do you have duties other than athletic training?

Some school districts hire a certified athletic trainer with the assumption that the person is

available to perform various non-athletic training duties throughout the day such as:

substitute teacher, hall duty or security. If this is the case, you must ask yourself these

questions:

“Is it in my job description?”

“Will I be compensated for the extra duties?”

“Does Workers' Compensation cover me while performing these duties?”

“If there is a conflict between the non-athletic training duties and my role as a

certified athletic trainer, which takes priority?”

Presently, we live in a litigious society. To avoid litigation, the certified athletic trainer must

always act in a prudent manner. During the school day, wear only one hat at a time. For

example, when acting as a substitute teacher, DO NOT practice athletic training. If an

athlete visits your classroom while you are supervising a class and you direct your

attention toward the athlete, class supervision is compromised. In the event that a student

in the classroom somehow becomes injured while you are working with an athlete, you

will be held liable for “lack of adequate supervision."

Who supervises you?

In many cases, the athletic director supervises the certified athletic trainer. Other

personnel known to serve as supervisors are the director of student health services,

school/district nurse, school physician, health and physical education department

chair and building principal. Please refer to the NATA Position Statement: Inter-

Association Consensus Statement on Best Practices for Sports Medicine

Management for Secondary Schools and Colleges

How are observations and evaluations conducted?

The designated supervisor is responsible for observing and evaluating the certified

athletic trainer. Due to the nature of your job and most supervisors’ lack of experience in

dealing with health care, evaluations should not be based on injury management

methods and techniques. Rather, job performance should be graded on: professional

conduct, communication skills, record keeping, and adherence to standing orders. The

number of observations per year should be equal to that of the other teachers or

independent staff members, depending on the contract. Usually, written evaluations can

be reviewed by a school employee a minimum of 24 hours following a meeting with the

supervisor. The certified athletic trainer should be permitted to explain any

disagreements, in written form, on their evaluation. Finally, the evaluation should be

signed by the supervisor and certified athletic trainer and a copy secured in your files.

Are you reimbursed for continuing education?

In most cases, school districts will reimburse for continuing education up to a certain

predetermined amount. The situation may be handled in one of two ways. One method is

to place the certified athletic trainer in the general continuing education account shared

by everyone in the district. Be aware that this account typically becomes depleted by the

second half of the school year. As a result, all continuing education opportunities offered

in the second half of the school year are denied. The second and most desirable method

is to initiate a separate continuing education account to be used only by the certified

athletic trainer. This method allows you the flexibility to pick and choose your continuing

educational opportunities without the fear of insufficient funds toward the end of the

school year. An argument in your favor is that the certified athletic trainer MUST

accumulate 50 continuing education units within a 2- year period or certification will be

forfeited.

Does your administration encourage active participation in professional organizations?

Performing athletic training duties at your school can be an exciting and many times

challenging, experience. The most rewarding; however, may be the opportunity to

contribute to the profession on the state, district, and national levels. Come to terms with

your administration regarding your growth as a professional. Ask if they would permit a

professional leave (usually no more than a few days), for you to participate on

professional committee or office positions.

Conclusion

Understanding the legal aspects of you employment contract can make or break your

position and personal satisfaction. Ensure that you know what you are required to provide

for your employer. In addition, make sure that you know what they are required to provide

you. Most benefits go mostly unused by employees mainly because they do not know

about them.

Chapter Five Notes

Chapter Six – Improving Your Bottom Line

Salaries vary widely across the country depending on the type of position held by the AT.

Typically, the best salaries are found with positions that include teaching duties in addition

to athletic training responsibilities.

Full-time teachers’ salaries range from $37,000 to $90,000+ depending on years of

experience, degrees held, and numbers of credits earned. It is important to remember

that public school salaries may be somewhat higher than those of private schools, due to

the funding that comes from local and state governments.

Most school district teaching salary contracts are based on a grid or step format where

you move across the pay scale as you earn predetermined college credits, and move

down the scale as you increase your years of experience. There are barriers in both

directions. Typically a school district will recognize only 15 years of continuous

experience and a master's degree of some kind with 30 to 45 credits beyond that degree.

Often there is an education barrier of a BA +30/45 credits, where the only way you can

advance to the next level is if you earn your master's degree. Therefore, it is in your best

interest financially to earn your master’s degree as quickly as you can. Most state

departments of education require teachers to earn college credits to remain certified to

teach. Some contracts use some type of advancement formula to determine salary: 3% ×

3% is one example. With each year of experience, you get an additional 3% of your

salary and an additional 3% if you advance academically. Listed below is an example of a

northeast school district’s pay schedule based on 5 years of employment.

Years

experience

BA/BS BA + 25 Masters M +30 PhD.

1 42,300 42,604 43,217 43,842 44,640

2 43,100 43,404 44,017 44,642 45,440

3 44,100 44,404 45,017 45,642 46,440

4 45,450 45,754 46,367 46,992 47,790

5 46,400 46,904 47,517 48,142 48,940

(Penn-Trafford School District.)

An advantage of being a certified teacher as well as a certified athletic trainer is that you

are often “guaranteed” a salary increase from year to year due to a negotiated teaching

contract.

Part-time teaching positions are paid depending on percentage of school day worked.

Full Time Equivalent (FTE) is the term used to denote this percentage or, more correctly,

decimal. For example, .3 FTE would equate to teaching 30% of what a full-time teacher

would teach, which means your salary would be 30% of that of a full-time teacher.

However, many school districts will realize that when hiring an athletic trainer/teacher,

you may be teaching only a partial schedule but you are working a full day plus extended

time, so that is factored into your teaching salary, often placing you on a full-time teaching

status.

Some athletic trainers are paid for their teaching responsibilities based on the teacher’s

salary scale while being compensated for their athletic training duties on a different salary

scale. Stipends are typically the most common way in which athletic trainers earn

additional income beyond that of their teaching salary. Activity and athletic stipends are

unique to each school district. Some athletic trainers may earn a stipend for each sport

season; others may earn an annual stipend, while others have a formula based on

experience and education factored into a predetermined base salary. This amount varies

greatly from as low as $4,000 to as high as $20,000 annually. Depending on the school,

these stipends may be compensation for the extra hours (evenings and weekends), or

they may be the entire compensation for the athletic training duties.

Obviously, the ideal situation would be that a secondary school athletic trainer has no

teaching duties, yet is paid on the teacher’s salary scale. A major step towards this goal

may be getting classified as a “certificated” employee (like the teachers and other

“professional” staff) instead of a “staff” member (such as the secretaries, custodians, and

security staff). This step could significantly increase your pay. To achieve it, you may

need to teach a class or two. Physical education, anatomy and physiology, or Sports

Medicine classes are commonly taught by ATs.

There are many different scenarios in which certified athletic trainers are employed at the

secondary school setting. The most common are as a full-time athletic trainer with no

teaching responsibilities, full-time athletic trainer with teaching responsibilities, or through

a clinical/hospital outreach program. Only you can determine what situation works best

for you if you want to be a secondary school athletic trainer.

It may be difficult to negotiate a raise in your individual salary because it is often tied into

a school district’s master contract with the local teachers’ organization. However, with

inclusion in the master contract, you may be eligible for the benefits afforded to full-time

employees. These benefits may include paid time off, a comprehensive health package,

life and disability insurance plan, and retirement benefits. You will need to investigate the

possibilities of enrollment in any of these benefit plans. Keep in mind that if you are a

school district’s first certified athletic trainer or replacing an established professional,

benefits could be new ground for the school district. Therefore, be prepared to explain

why you should be eligible for these benefits.

An area where you can and often do have the opportunity to improve your salary is if you

receive a stipend in addition to your teaching salary.. The best way to show why an

increase is warranted is to show what you have done and are doing to provide the best

care to your student-athletes. To do that you need to keep well-documented records of

injury evaluations; treatments as well as communications with coaches, physicians, and

parents (see Chapter 5). If you show that there is a need for your position and that you

are vital to a school’s athletic department, then you are providing proof of why a pay

increase is warranted.

NATA also has salary information that can assist you in your salary negotiations. Visit the

NATA salary survey database at http://www.nata.org/nata-salary-survey

Some alternative ideas on how to “increase” your bottom line

Another way to improve your bottom line is to work at getting your school or school district

to provide full compensation for professional meetings to improve your skills. School

districts will often have monies available for professional development. This may not

seem like a “salary boost," but if you are successful in getting a meeting paid for, then

that means MORE money for you that you DO NOT have to pay out of your pocket to

stay certified as an athletic trainer. Other sources of travel money are your athletic

director and school parent groups whether it is a PTO/PTA type of organization or the

school’s booster club. Do NOT be afraid to ask the parent groups for help in attending

meetings to improve your skills. They are often more than willing to help, considering you

are taking care of their children. The tools you want to use to show why it is necessary to

attend these meetings are the BOC’s Role Delineation Study and your injury and

treatment logs. (To stay BOC certified, an AT must maintain CEUs, which are gained by

attending the meetings.) You must show why you need to stay current in this allied health

care profession. An administrator expects nothing less of a teacher and a parent will not

accept anything but the best for his/her child.

As a certified athletic trainer, there are other expenses, besides earning CEUs that you

must incur to practice your skills, such as NATA membership, state association

membership, state licensure fees, and professional liability insurance. These can amount

to close to $1,000 a year of out-of-pocket expenses. Talk to your athletic director,

principal or appropriate school district official to “negotiate” the possibility of having these

expenses covered. You may not get all of what you need the first time around, but keep

at it. If you are initially unsuccessful, keep planting those ideas with your administration.

The last thing you need to keep in mind if you do end up paying for your education,

association and registration fees is to save your receipts. This will help you when it is time

for you to file federal, state and local income taxes. Have an accountant complete your

taxes and show your receipts. S/he may be able to apply that as deductible

(unreimbursed) work-related expenses, which means more income for you in the long

run.

Chapter Six Notes

Chapter Seven – Increasing Your Budget

As you attempt to stay within your budget every year there are always a number of items

you would like to acquire to better serve your student athletes. The following points are

basic strategies to improve your budget. Remember, it can take time to gather the

necessary resources, support, and supplies you would like – be patient.

Evaluate the current budget

Where do budget funds come from (school based, PTA, PTO, Boosters, etc.)? Often you

will be given two or three different funds or budgets to use depending on what you are

buying and how much you are spending.

Supplies or maintenance and operations budget

This budget is for those items that are expendable or consumable and/or where the per-

item cost is less than the designated amount as set by the school board. In many school

districts this amount is $100, but it may be more or less. For example, if a case of tape

costs $40 and you want to buy 20 cases for the year, you would use this budget for that

purchase. The extended cost would be $800, but the per-item cost is below the set limit,

therefore the item could be purchased from this budget.

Capital budget

This type of budget is typically used for those items that are reused year after year and/or

those items that cost more than the designated amount as determined by the school

board. This is the budget from which items such as stationary bicycles, ice machines,

modalities, golf carts, etc., are purchased. It is important to understand how your district

works its budgets and purchasing before requesting a major increase in funding or a

major purchase.

Special projects budget

This type of budget is for those purchases that require creativity, additional funding from

various departments, or construction/contractor involvement. When requesting facility

changes, remodeling, additions, new major equipment (scoreboards, etc.), this type of

budget may be used. Be sure to find out if something like this can be used for your

request.

Types of Budget Processes

The book Management Strategies in Athletic Training, Third Edition (Ray, 2005), provides

an in-depth look at budgeting and the processes required to be successful. This text, and

others that focus on this area, are suggested reading to ensure that the AT has a very

strong grasp on the budgeting process before making requests for additional funds.

Spending Ceiling Budget

This type of budget is what many school systems use. The school or school district gives

the AT a set amount to work with for the year based on the expenditures of the previous

year. The only stipulation is that any purchase(s) that exceed the total used the previous

budget cycle must be justified and approved by the appropriate supervisor. Increases in

this type of budget are usually based on the inflation rate.

Spending Reduction Budget

Schools also typically use a spending reduction budget. In this type of budget, the athletic

trainer must show that s/he can use less to provide the same services. If the type of

budgeting process employed in the school system is a spending ceiling, then the AT

would be asked to reduce spending by X%. Purchases over this amount would have to

be justified and approved.

Zero-Based Budgeting

This type of budgeting requires the AT to justify all requested expenditures.

Planning, Programming, Budgeting and Evaluation System

The PPBES is a complicated system that is rarely used by the AT for a yearly budget.

This system looks at long-term projected expenses and income to produce a budget

based on the set goals and objectives of the school or athletic department in addition to

the athletic training program.

Fixed Budgeting

This type of budget is typically where you see the employer ask the AT to budget on the

projected income and expenses of the department on a monthly basis. This is somewhat

difficult and is the most inappropriate type of budgeting for schools to use since income is

rare or never occurs in schools.

Variable Budgeting

Variable budgeting is used to adjust expenditures monthly so as not to exceed income on

a monthly basis. Like fixed budgeting, this is rarely used and inappropriate in a school

system due to lack of income.

Lump Sum Budgeting

This type of budgeting is typically seen in school systems. The district gives a school a

specific amount of money to run its programs. The school/principal then divides the

money up between the departments and allows the departments and teachers/ATs to

determine the needs of the program and spend accordingly. Spending ceiling and

spending reduction budgets are an example of this type of budget.

Line Item Budgeting

This system requires the AT to justify expenses based on predetermined categories, or

"line items." For instance, consumable supplies would be a category, whereas travel

would be another. Insurance, printing/copies, continuing education, etc. would all be

possible categories. The AT can spend only what has been allocated in each line item as

money from one line item cannot be transferred to another without permission.

Performance Budgeting

Performance budgeting is similar to line item budgeting in that the budget is divided up

into categories or performance objectives. For instance, rehabilitation, pre-game/pre-

practice taping, administration and education may all be some of these categories.

Budgets are then allocated to fund the requirements of each of these tasks to ensure that

each of the objectives is met. This is a difficult and time-consuming type of budgeting and

is not usually used in a secondary school setting.

Additional questions to ask when formulating your proposal

•

Are these budgets stable?

•

Are these budgets dependent on the whims of the principal, AD or others?

•

Are the budget and facility up-to date?

•

What percentage of the budget is spent on consumable supplies, capital or large

ticket items, and continuing education?

•

Can you use educational funds to purchase supplies for both educational

experiences and athletic department needs?

•

Are there ways to reapportion funds or save money and spend it elsewhere?

Identify areas of need/deficiencies

• Identify specific areas of need.

• Determine the cost of addressing these needs.

• Provide objective supporting documentation to justify your request for budget

increases in these areas

Subjective reasons for increase

•

Has there been an increase in the number of student athletes, teams, or seasons?

•

Has there been an extension in the length of the season(s)?

•

Have certain items or equipment reached the age or condition that they need to be

replaced?

•

Have there been facility improvements or additions which require the purchase of

new equipment?

Steps and methods of obtaining additional revenue/income

•

Identify areas /persons of support, both internal and external.

•

Secure donations from local parents’ groups, civic organizations, physicians’

groups, and corporate sponsors.

•

Have patience with these groups. If they turn you down; thank them for

considering your request. Return the following year and make a new request. If

they approve your request, do not forget to acknowledge and thank them for their

support.

•

Check with your appropriate school administrators for prior approval of these types

of donations.

•

Run your own fundraisers.

•

Work with your administration (principal, business officer, and safety/risk

management personnel) to replace or purchase new equipment.

•

Will these sources be continuing, or are they available one time or for the short

term?

Chapter Seven Notes

Chapter Eight – Improving Your Facility

Every AT working in the secondary school setting dreams of a big, beautiful and

functional athletic training room with all of the latest equipment and “toys” that are

available. There is nothing wrong with this dream. Progress has always started with a

dream.

When developing a plan to expand an athletic training room facility, it makes sense to

come up with a “wish list.” Every AT knows that rarely will s/he get everything that is

wished. However, if they do not ask, they never will get it. Expanding the athletic training

room may encompass more square footage, more equipment, or maybe a larger or

separate office. These can all become the foundation of the “wish list.”

Once the wish list has been established, a rationale for each component of that list needs

to be created. Administrators will want to know how these needs will benefit their

students. They will be hesitant to allocate funds toward this project if they cannot see how

it will benefit the students.

•

How will increased square footage benefit the athletes?

•

How will the athletes benefit from the new equipment?

•

How will the athletes benefit from a separate office space?

Data may be needed to justify these requests. Being able to show an increase in the

number of athletes treated or evaluated in the training room over the years is an excellent

argument for expansion.

How many treatments were given this year compared with last year?

Obviously records must be kept to show an increase in the number of student athletes

receiving treatment in the athletic training room. An accurate account of the number of

treatments and evaluations performed in the existing athletic training room will be of the

utmost importance.

This increase in the number of student athletes using the athletic training room may be

due to an increase in the number of sports offered by the school. The number of

additional student athletes that are participating in the athletic program should be

included in the rationale for improving facilities.

Has the outside field or inside court space been increased to accommodate the additional

sports and team levels?

Another argument for increasing the size of the athletic training room is the advancement

in rehabilitation techniques. The emphasis on functional strength training and

rehabilitation has created a need for additional space to implement these activities. The

use of foam rollers, Swiss balls and Plyometric techniques requires additional square

footage to perform these exercises safely.

Consider the usage of the athletic training room during the school day. Does the room

serve as a classroom or lab for an introductory sports medicine class?

In some communities the athletic training room may serve as a Red Cross triage center

during natural disasters. The multiple uses of the athletic training room can be used to

justify expansion.

Privacy and security are excellent arguments to be used when requesting additional or

separate office space. Administrators understand the importance of privacy when it

comes to the records, in particular medical records, of minors. It is also important to have

an area of privacy to discuss health issues with the athletes and their parents. This

separate office space may also provide for additional privacy needed with some injury

evaluations.

Thought should be given to hydrotherapy modalities having a separate space. This will

allow for greater supervision of the “wet area” as well as reducing the risk of slips and falls

to do wet floor surfaces. The electrical supply to these wet areas must include the use of

ground fault indicators (GFIs). Consideration must also be given to water supply and

drainage. The type of mixing valve and the type of drain system are also of importance.

Chapter Eight Notes

Chapter Nine – Increasing Your Athletic Training Staff

There probably is not a certified athletic trainer alive working at the secondary school

level that has not wondered what life would be like if they had additional help. Having

inadequate time to care for all athletes in the program due to the constraints of a full

schedule is one of the most frustrating things that a secondary school AT has to deal

with.

As ATs continue within the profession, personal lives change and bring on new

challenges. There may be changes in an athletic trainer’s marital status, the addition of

children, or a change in their or their spouses’ health or employment status. Within the

schools themselves teams and/or sports may be added, enrollment and athletic

participation numbers may increase, and administrators, coaches, and parents may

become more demanding of your time and resources. In cases where there is there is a

single athletic trainer at a particular school, a strain is placed on the conscientious AT

because s/he cannot be everywhere at once and they cannot be all things to all people.

Although coverage policies may dictate that the AT be present at the soccer game, this

does not make it any easier to explain to the parent, athlete, or coach why they were not

in the gym when a serious injury occurred during a basketball game. The fact that ATs

are being increasingly called on to do so many things for so many people takes a toll on

their personal well-being, not to mention the well-being of the athletes and the individual

teams. Adding either another full-time or part-time AT to the athletic training staff will pay

great dividends not only to the existing AT but also to the athletes and athletic program in

general.

Evaluate the current athletic training program

There are several important aspects that the AT needs to take into account before

beginning the process of requesting additional help. The AT needs to first take stock of

his/her own job performance and school‘s current situation. If the AT has consistently

received lackluster end-of-year evaluations, then the request for additional staff is likely to

fall on deaf ears. Likewise, if the AT is employed by a school district that is going through

a financial crisis with cutbacks in teachers, paraprofessional staff, and/or administrators,

then adding an additional AT position is also unlikely. If the AT can honestly say that s/he

has received good evaluations and that his/her standing within the school community is

good, coupled with a sound financial basis for the school district, then the AT should

proceed with the request.

Long before any proposal is written up, it is important to have several aspects of this

request done. The AT should begin by tracking and documenting the number of hours

spent per week both in the athletic training room and providing athletic health care at

practices and athletic events. This should be broken down by week, by season, by

semester, and by year. If the AT goes to the administrator and says that s/he have been

working too many hours and would like some additional staffing help but are unable to

account for the number of hours spent on the athletic training aspect of the job, then the

request is not likely to go very far.

It is paramount for the AT to keep other accurate records before beginning any request

for additional staff. Accurate treatment records are of the utmost importance when

preparing a proposal. These treatment records need to be detailed so as to extrapolate

important data if need be. They should include the sport that the student athlete

participates in as well as the type of treatment received. To go along with this, it is also

very important that proper documentation with initial injury reports is done. Administrators

do not want to know just that the AT dealt with injuries; that is, after all, their job. They

want to know that the AT dealt with a specific number of injuries and that these injuries

required a specific number of treatments.

When preparing a proposal it is important to be able to determine which sports and

seasons are the busiest in the athletic training room and which sports and seasons

require the most amount of time commitment. Are some sports more time-intensive than

others? Does this vary year to year or season to season? What are possible causes? Is

it lack of practice space? Are there a higher number of participants in that particular

sport? Will the addition of an athletic training position improve the situation? If possible,

determine the number of sporting events that go uncovered due to overlapping events.

Are certain sports or teams underserved due to lack of adequate athletic training

personnel? Sometimes it is more important to know what the AT is not able to do rather

than what s/he is able to do.

The AT should also have an idea of how much time they spend each day doing such

things as injury evaluation, developing and performing treatment and rehabilitation

programs, athletic training room cleaning and maintenance, field preparation, or

administrative and organizational duties. Administration and organization would include

such things as telephone calls to parents, physicians, or insurance companies; entering

injury reports and treatments into a computer program; filing paperwork; developing

policies and procedures; or taking care of any general athletic training room issues.

Having an up-to-date inventory and staying under budget are also very beneficial when it

comes time to begin the process of asking for additional help. If the AT is unable to stay

under the allotted budget or has no idea how many and what type of supplies s/he has,

then s/he is facing an uphill battle before even starting.

Another important piece of information to gather includes the ratio of male to female

student athletes and how many of each gender is seen in the athletic training room. This

statistic can then be compared to the ratios of student athletes to coaches for each sport,

principals to students, counselors to students, and teachers to students.

Sports are continually being added at most schools across the country. If another sport is

not being added, then the number of participants in the existing sports may be increasing.

Many schools have a “no cut” policy in regard to their athletic teams, which means that

team rosters are on the increase. As team rosters increase, coaches could add additional

contests to ensure that all athletes in the program get adequate competition time. With

increased contests come increased time spent at the school by the AT. Once again, it is

important for the AT to document the number of contests and the number of participants

that these contests involve.

Other aspects of a job situation that need to be evaluated are such things as the

presence of Saturday and/or holiday practices, off- campus home events, and other travel

within the district that is required to fulfill the job description. If Saturday or holiday

practices are held, what is the AT's coverage policy regarding these practices? Are they

required to be physically on-site or are they available “on call”? Is this based on the injury

risk for a particular sport(s)? For example, are you required to be on-site for varsity boys

basketball practice, but on call for middle school girls tennis? For off-campus home

events, how much travel is required for the AT? At these same events, are there suitable

unisex facilities in case an opposite gender athlete needs an examination?

What are the advantages to the athletes if there were more than one AT?

The AT should also consider what the possible benefit to the district would be by having

additional staff. While having additional staff may help to alleviate the workload on the

current AT, it should by no means be the main reason for requesting an additional

position. Faster and easier access to medical care should be stressed as well as

improved rehabilitative potential of the student athletes. It only stands to reason that with

more staff ATs, the student athletes will have more attention devoted to them.

Another area which would benefit from additional athletic training staff would be the

athletic training student aide program. This will be not only because of another person to

help with student education but also because it will provide an additional point of view for

the students to learn from as they increase their knowledge base. Add link to NATA

position statement on proper use of the ATSA.

With additional AT staffing, preseason and postseason conditioning programs for all

sports can be better monitored. These same programs could then be consulted as the

individual sport coaching staff requests it. Additional AT staffing will also benefit the lower-

level programs (sub-varsity or possibly middle school). Depending on the situation, this

could mean better care and coverage of contests. It could also mean more quality time

spent with these student athletes during their athletic times.

Although an AT cannot specifically seek to hire an AT of the opposite gender for an

additional staff position, it would be optimal if such a situation occurred. There are some

types of injuries that need to be evaluated by a same-gender AT to obtain the best

examination. While having an AT of each gender cannot always occur, it is something

else that could be emphasized during the preliminary phases of this process.

It should be determined whether or not both genders of athletes are given equal access

to the AT and the athletic training room. Because of outside factors such as athletic

training room location, individual sport demands, or athletic program policies, there may

be unequal access for both genders. If additional staffing could alleviate some of these

issues, this would also be a very beneficial aspect to be brought up in a proposal or

conversation with appropriate administrators.

Improved Standard of Care

Another thing that should be considered are times when the standard level of care could

not be maintained because of the constraints of having one AT providing health care to

an entire athletic program. This can be something as simple as a time when a major

injury occurred at one competition or practice site while the AT was at another. It is

important to note that while there may be numerous examples of this, not all should be

given. A few good examples should be given if possible. It is important to have the

person or persons reading the proposal not be bogged down in details. When giving

these examples, perhaps showing that additional staffing would help alleviate this

problem in the future would be beneficial.

Determine Full-Time or Part-Time Position

Finally, before attempting to begin the process of adding additional AT staffing, the

options of full-time versus part-time should be considered. If full-time is thought to be best

option, then teaching vs. non-teaching positions should be evaluated. If it is desirable for

the new position to involve teaching, what teaching positions, if any, will be available at

the school? If the position is to be part-time, where will that individual come from? (They

could also be a teacher.) Are there hospitals or clinics nearby to help provide staffing? If

so, what type of coverage will this AT be able to provide and at what cost?

When deciding on the addition of a second or third AT position, it is important to know the

mindset and thought process of your school or district’s administration. If they are

predominantly financially motivated, (especially in tight budget situations), they may

determine that it is in their best interest financially to go to two part-time AT positions (thus

eliminating the cost of benefits). Or they may determine it is cheaper to bring in two clinic

or hospital based ATs (whose salaries and benefits are paid by the clinic) at a lower cost

than they can retain you. You want to be sure the addition of a second AT doesn’t come

at a detrimental cost to your current position.

Setting the Plan in Motion

Once the AT has a clear idea in his/her head about how they will approach this issue,

they need to initiate the process. It cannot be stressed enough how important it is to go

through proper channels when seeking to add additional staffing. If an AT does not use

the chain of command and skips an important person, the AT runs the risk of having that

person shoot down their proposal because they have been left out of the loop. If the AT's

immediate supervisor is the athletic director or campus coordinator, a preliminary meeting

should be scheduled with that person to discuss the additional staffing request. During

that meeting, all of the information that the AT has previously gathered should be outlined

to the immediate supervisor. The AT needs to make every attempt to keep this meeting

as friendly as possible. If the meeting becomes adversarial or the AT is unable to answer

several questions, the meeting should be stopped until when it can be restarted with a

fresh outlook or more information is gathered.

Either before or immediately after the initial meeting, the AT should put down a proposal

on paper that will be submitted for any subsequent meetings with additional supervisors.

A copy should be made available for each supervisor who is met with so that they may

listen to the AT and then be able to read the proposal to digest the information that is

being given to them by the AT. The AT will have to judge the individual situation as to

how in depth or basic their proposal needs to be. Once again, it is important that the AT

realize that s/he needs to include sufficient information that the proposal is taken seriously

but not so much information that the people who will be making a decision on its merits

become bogged down in detail and minutia.

Assuming that the initial meeting goes well and the immediate supervisor is in agreement

that additional AT staffing would benefit the athletic department, the AT or supervisor

should contact the next person up the line. Depending on the school district, that person

could range anywhere from the building principal to the superintendent of schools. The

AT should remember that it is important to make every attempt to be as professional as

possible to all people that they meet with to discuss this request. The AT is not only

selling the proposal to his/her supervisors, but they are also selling themselves and their

program. If the AT gives off the perception that s/he is unprofessional with dress, speech,

etc., then that will reflect negatively on the program and the proposal, which could

eventually doom the request to failure.

If all district supervisory personnel are in favor of this proposal, the proposal will more

than likely need to be heard by the board of education for the school district. Prior to the

meeting, each board member should have a prepared written copy of the proposal.. The

AT should be prepared to attend the board meeting where the proposal will be discussed

and voted, so any question(s) that are unanswered by the written proposal can be

answered by the AT. It is also very professional to show up at the meeting even if no

opportunity will be given for a question-and-answer time. Attendance could go a long way

to help sway a vote of any particular board member that may not have his/her mind

already made up as to how to vote on this.

Patience!

One last thing that the AT needs to understand is that this process is not likely to be very

fast. School districts generally do not conduct business anywhere near the speed of light.

The time from the initial meeting with the immediate supervisor until ultimate approval of a

proposal is given could range anywhere from a week to a year. It is very important that

the AT be very patient during this entire process. Any attempt to speed up the approval

process may backfire on the AT and the proposal will ultimately fail.

Outline of the Process

Evaluate the current athletic training program.

Keep track of the daily hours spent performing athletic training duties.

•

Per week

•

Per month

•

Per season

Determine the number of treatments and evaluations performed daily.

Determine what sports and seasons are the busiest.

•

Most injuries

•

Most treatments

•

Most practices

•

Most contests

•

Most hours

Determine percentage of time performing the following duties each day.

•

Evaluation of injuries

•

Treatment/Rehabilitation of injuries

•

Cleaning and maintenance of athletic training room

•

Administration and organization

•

Telephone calls to parents and physicians

•

Record keeping

•

Inventory

•

Budget

Determine the number of student athletes seen by gender.

Determine the ratio of athletes to coaches by:

•

Sport

•

Season

•

Gender

Determine the ratio of student athletes to AT by the above criteria.

Determine the number of sports, teams and student athletes added since the AT was

hired.

Determine the number of practices and home contests where the AT does not provide

health care.

•

“Off-campus” home contests

•

Saturday or holiday practices

Present provisions for continued care in the absence of AT due to illness, professional

leave, or family concerns.

Provide a cost analysis of athletic training services currently provided.

What are the advantages to the student athletes if there were more than one AT?

•

Faster access to medical care

•

One AT in the athletic training room, one on the practice/game field

•

Improved rehabilitation and treatment of athletic injuries due to dispersal of

workload

•

Additional parent, coach and student athlete educational programs

•

Improved preseason conditioning programs implemented by ATs

•

Improved coverage of practices and contests

•

Health care provided at lower-level practices/games

Recognize gender concerns.

Having ATs of both genders may increase comfort level of athletes.

•

Improved “standard of care”

Determine if all sports have equal access to AT and athletic training program.

Give examples when “standard of care” could not be maintained.

•

How would additional staffing alleviate that concern?

Determine whether full-time or part-time position is needed.

•

Advantages versus disadvantages

•

Budgetary constraints

Are teaching positions available?

Discussion

The points listed above will help to determine the strategies and rationales to be used in

the proposal for additional athletic training staff. Most school boards, superintendents and

administrators balk at the notion of adding staff, especially in the financial crunch that

faces most school districts. They are trying to get the best possible learning environment

for the student with minimal cost to the taxpayers. The lone AT must be persuasive with

facts and figures organized in a concise manner. The idea of “standard of care” will peak

the interest of the most inattentive administrator. If the AT can demonstrate that the

“standard of care” is not equally available to all sports or genders because of constraints

placed on the AT, which cannot be removed, this argument may go a long way in

obtaining additional athletic training staff.

If a particular secondary school has seen many ATs come and go, then the argument of

excessive hours and workload can be addressed. By spreading the load, professional

burnout may be avoided and greater continuity of care, which is better for the student

athlete, will be achieved.

Chapter Nine Notes

Chapter Ten – Improving Communication

Communication is a critical aspect of any athletic training program. A successful AT

maintains an open line of communication with athletes, parents, administrators, coaches,

team physician, and all those who are a part of the school’s athletic health care network.

Athletic trainers must work constantly as public relations agents for themselves and for

their programs. Verbal communication such as telephone calls to parents, consultations

with physicians, and meetings with administrators should take place on a regular basis.

Short presentations to booster clubs or at parent meetings offer an excellent chance to

highlight the benefits of having an athletic trainer at the school and to educate the public

about the profession of athletic training. This also gives the ATs an opportunity to

promote their own programs.

Position Job Description

Equally important to oral communication is written communication in the form of letters,

guidelines, manuals, procedures, etc. One key document every AT should generate is a

Position Job Description. This document describes the duties and responsibilities of the

athletic trainer. The job description should include the qualifications and/or skills required

for the position, to whom the athletic trainer reports, and a listing of general and specific

job duties and responsibilities. A sample job description can be found in Appendix B.

Policies & Procedures Manual

In addition to the job description, the AT should develop a comprehensive policies and

procedures manual which is specific to their individual school. A policy is a guiding

principle used to set direction in an organization. It can be a course of action to guide

and influence decisions. A procedure is a particular way of accomplishing something. It

should be designed as a series of steps to be followed as a consistent and repetitive

approach to accomplish an end result. The policy and procedure manual should be kept

on file in the athletic training room, as well as with the school’s administration.

Letter to Parents

A letter that includes an abbreviated version of the job description and athletic training

room policies can be sent to parents (sample found in Appendix ??). This letter can be

designed to educate parents about your athletic training program and the care their child

will receive. It should also include pertinent information that the parents may need,

including the school’s telephone number, athletic training room telephone number,

procedures for reporting injuries, school insurance information, and the athletic training

room’s hours of operation. Such a letter can serve as an excellent introduction to your

program.

Additional Forms

A written job description, a policy and procedures manual, and an introductory letter to

the parents are the minimal forms of communication every AT should use. In addition to

these, we suggest ATs generate forms for communication with athletes, parents,

coaches, physicians, and athletic training student aides. These documents would include:

•

Injury Information Form

•

Physician Referral Form

•

Basic Injury Treatment Plan (see appendix)

•

Basic Rehabilitation Plan

•

Concussion Management Policies and procedures (see appendix)

•

Medical Clearance for Return to Physical Activity Form

•

Letter to Visiting Teams

•

Athletic Training Room Rules

•

Inclement weather policies and procedures

Communicating with a Parent Following an Injury/Illness

Communication with parents is especially vital after an injury or illness occurs. Do not

assume or expect the student to inform the parent of the injury at all, let alone, correctly.

In addition, the best way to communicate with the parents is personal contact. If you

communicate with a parent about a student’s injury via telephone, you may also want to

send a follow-up e-mail containing the information you discussed on the phone. You may

even include the Injury Information Form as an attachment. This not only helps to assure

that the parent received the information you were attempting to communicate, but also

gives you written documentation of the information you provided. The more personable

and open to communication with parents you are, the happier they will be with you.

Use of Newsletters and Web-sites

The above listed documents are helpful to bridging communication between the AT and

those directly involved in the athlete’s well-being. Two additional methods of

communication and public relations that can be used to reach a large audience are

newsletters and Web sites. Most schools have in place some type of newsletter that is

sent out to parents. Early in the school year, the AT can use this already existing

document as a tool to introduce his/her program. Include a definition of athletic training, a

brief job description, and a mission statement as a way to educate the readers. Some

ATs design and send out their own newsletter that is specific to their program. This type

of communication is also an excellent project in which athletic training student aides and

college interns can participate.

Likewise, most schools offer Internet Web sites as a means to reach parents and other

interested parties. Submitting photographs, kudos to athletic training student aides, and

articles dealing with athletic training is a cost-effective and far-reaching method to

promote your program. A Web site designed by the AT and staff can be even more

specialized and can create positive public relations while educating the public about your

program and the profession of athletic training. This Web site can also be linked with the

school or district Web site. Again, student athletic training aides and interns can be

involved in the design and updating of the Web site. Web sites can also be a repository

for needed forms, coach and parent information and your policy and procedure manual.

Presentations to Booster Clubs & Parent Meetings

As mentioned earlier, presenting at booster club and parent meetings is an excellent way

to introduce yourself and your program to parents. When presenting to parent groups,

begin by introducing yourself and your staff members. Include in your introduction the

certified AT staff members’ educational backgrounds, the requirements for BOC

certification and continuing education units, and information about state licensure (if

applicable). A brief mention of the American Pediatric Association’s (Lyznicki 1999)

statement would be a something else to address. This will work to help assure parents

that you are indeed a qualified allied health professional who must keep abreast of

changes and improvements in the profession.

Give a brief description of what athletic training is and what your job description entails.

Also state the athletic training room rules and procedures that are pertinent to the group

you are addressing. Include in your presentation the role of athletic training student aides

and college interns and highlight their accomplishments. Introduce your team physician,

whether present or not. If possible, make the presentation professional by using

audiovisual aids such as a PowerPoint presentation. Include a handout that addresses

the school’s information and athletic training room information. Be sure to include

information on your athletic training department webpage if applicable. Attach your

business card and business cards of your certified staff members and team physician.

An essential concept regarding presentations to parent groups is to “be prepared”. Take

the opportunity to address many people seriously and plan a concise presentation. This

may be the first impression the parents will have of you, the AT, and it should be

“professional and competent”.

Communicating with Other Athletic Trainers

It is also recommended that ATs develop a line of communication with other athletic

trainers in their area, as well as statewide. Communicate with the ATs of neighboring

schools what to expect when they arrive on your campus. Will the AT be present? Will

water and injury ice be provided? Will a physician or ambulance be present? Will athletic

training student aides help transport coolers and supplies to the sidelines or greet the

visiting AT? This type of information can be shared via a letter, e-mail, or a telephone call

and helps alleviate problems and confusion before they arise.

Non-verbal Communication and Professionalism

Finally, nonverbal communication often has the greatest impact of any type of

communication. Although athletic trainers are rarely in the limelight, they are highly visible

and therefore constantly in a position to be watched or noticed by many people.

Professional dress and mannerisms speak volumes about an individual. Even those who

have no knowledge of athletic training recognize professionalism. Professional

appearance, not only of the AT but also of the staff and students, is crucial to building a

respectable and credible reputation in the community. Through their body language and

speech, ATs should be perceived as caring, competent, and approachable. The manner

in which an AT deals with the public, student athletes, coaches, parents, administrators

and other health care professionals greatly affects the amount of success an AT will

enjoy. Demeanor and appearance are excellent public relations tools.

Positive communication skills in various ways and areas are critical to effective athletic

training. Open communication not only helps to build a rapport with all involved but also

can be crucial to the prevention of problems. ATs should constantly look for opportunities

to develop their professional image by using all avenues of communication.

The following list comprises documents or methods you may use to communicate with

various audiences associated with your school. This list is by no means comprehensive.

Creativity and imagination should be used when dealing with communication issues.

Communication with parents

Sports screening forms

Emergency treatment authorization forms

County/district injury insurance information

Procedures for reporting an injury

Post-injury return to play authorization

Basic injury treatment plan (see appendix)

Warning signs for head injury and basic care (see appendix)

Introductory letter (see appendix)

Newsletter

Web site

Communication with student athletes

Procedures for reporting an injury

Post-injury return to play guidelines

Basic injury treatment plan (see appendix)

Warning signs for head injury and basic care (see appendix)

Introductory letter (see appendix)

Newsletter

Web site

Athletic training room rules and procedures

Athletic training room hours of operation

Return to play policy

Treatment/rehabilitation plan

Television/computer monitor in athletic training room with continuous PowerPoint

slide show highlighting:

• Rules

• Daily schedule

• Injury/illness prevention strategies

Injury/illness treatment protocol and tips

Concussion Management and treatment policies and procedures

Communication with coaches

Daily injury reports

Individual status reports

Athletic training room rules and procedures

Athletic training room hours of operation

Rules/protocols for visiting schools that do not have an AT

Newsletter

Web site

Communication with physicians

Operational protocols (see appendix)

Injury report

Return to play

Treatment/rehabilitation plan

Newsletter

Web site

In most states there is now legislation concerning the proper management of

concussions. The AT at your school should be the front line of managing concussions. It

is important to understand the legislation within your state, and be able to communicate

that to your coaches, parents and teaching staff. As part of the communication with staff,

one area that is sometimes overlooked is the importance of cognitive rest and academic

modifications along with physical rest.

In the words of a very successful secondary school AT: “The telephone is my most

important modality”. Communication to parents, coaches, teachers, administrators,

treating physicians, etc. will provide the best path to overall success as a secondary

school AT.

Chapter Ten Notes

Chapter Eleven – Improving Time Management

Ideally, we like to believe that we are doing everything correctly and in the most efficient

manner. This section of the Position Improvement Guide will help the AT determine

whether s/he is making the most prudent and efficient use of his/her time. In order to be

effective, this evaluation process requires athletic trainers to be very honest with

themselves.

Let’s examine where you are coming from. First, put yourself in the position of whomever

you will hand this proposal to when it is complete. Answer a couple of the following

questions (from the perspective of your employer) before you ask for ANYTHING from

your supervisor.

•

What do your supervisors/principals see you doing most often? Are you actively

engaged in caring for students or are you are sitting on the golf cart drinking a soda

and spitting seeds?

•

Are you a problem-solver or a problem-causer?

•

What does your office look like? Is it organized or disorganized? Are there little yellow

sticky notes all over the place?

•

How organized can you really be with all of that garbage all over your desk?

•

Do you have a planner, or some form of time management system?

•

Do you always seem to be forgetting to do stuff that should be done without a

reminder from your supervisor?

Do any of these questions hit home? I hope not, but you likely found yourself reflecting

about a problem you have already identified. Your supervisor sees a great deal of what

you do and do not do. If all they see of you is laziness, disorganization, or other negative

characteristics (or at least what they would deem negative), then the first thing you need

to change is YOU! Do not let these traits be the reason that your request fails. If they

see you working on things that you have identified, they will be more willing to help.

Time Management

The successful bid to change the employment status or work conditions hinges on the

AT’s ability to justify his/her requests. Many times, these requests are based on the AT’s

ability to provide quality care and coverage to all sports and activities required by the site.

Many of us are just better naturally at managing or budgeting our time. Others must work

to learn and master time management. This document in no way claims to be able to help

you totally master this skill. At the end of this chapter, there is a suggested reading list for

more complete training. This list is not intended to be complete. Feel free to use other

sources at your disposal.

Different Systems and Tools

There are a number of time management books and programs/systems that can help you

improve your ability to stay organized. There are also a number of issues that should be

covered before you invest in such a system. First, just buying a book or system will not

make you a better time manager. You must believe in what you are doing and you must

do it religiously for weeks and months so that it becomes habit and part of you. If you do

not, then you are wasting money and, more importantly, time. Good habits are tough to

build and easy to break. If you let down your guard for a week, you have to start

relearning those behaviors all over again. Do not adopt a system on the suggestion of a

friend without investigating a number of things, primarily cost. Your friend’s system is not

necessarily the best one for you – do your own research as if you were buying a car or a

house. Many systems are excellent tools and resources; they can also be expensive.

Caveat Emptor

Just because you are more efficient and have found more time does not mean that

someone else can fill it for you! Eleanor Roosevelt once said, "No one can make you feel

inferior without your consent. Never give it.” This concept applies to time management as

well. Many times those who create positive change in their lives through time

management find that they only fill the available time with more stuff to do. Once you

have created that extra time, or positive change, make sure that you protect it. That is

what you worked so hard to secure. No one can force you to do extra work without your

consent. Be wary when you give it.

Record Your Activities

Time management can provide an incredible amount of ammunition for any proposal. It is

imperative that when making a proposal the AT know exactly how much time is spent on

everything that is done in the course of his/her employment each day. For example,

many ATs say that there just is not enough time to do what they need to do each day –

but can they prove it? Most employers pay you for at least 8 hours every day; you have to

show them that they are asking for 10, 12 or even 14 hours' worth of work to make any

change (see Time Budget Analysis).

The first exercise in time management is to do the research that can prove how much

time you are spending on your various responsibilities each day. Therefore, for a

specified time period (days or, even better, weeks), the AT writes down what s/he is

doing every 10 minutes all day long. The idea is not to change what you are doing but

just track it. After a while you will be able to look back and see where it is that you have

spent your time. The chart on the following page is provided to give you an idea of what

to track and how to track various activities.

For instance, time spent will be different between the fall, winter, spring and summer

seasons based on sport requirements. Ensure that you know what your time expenses

are for each season.

Working in Reverse

In his book The 7 Habits of Highly Successful People, Stephen Covey (Convey, 1989),

titles the chapter describing the second habit as “Begin with the End in Mind." Rarely do

those who begin a journey to a particular place begin without using a road map to help

them get there. But the map does them no good without a destination. Identify your goal

or destination and then make sure that everything you do is aimed at that goal. What is it

that you want to make happen? Identify those things that will need to transpire in order to

make the end goal a reality. Look at all routes available to you as you plan your course.

Mapquest.com (MapQuest.com 2003), a popular mapping Web site, allows the user to

type in an address to obtain a map to the desired destination as well as driving directions

to get there. Interestingly, at the time of the writing of this manual, there were three

options for directions. The first was the quickest, the second the shortest and the third

avoided highways. All three choices got the user to the destination, though by different

paths. As an AT it is important for you to identify the most effective path for you to take in

achieving your goals.

Time Budget Analysis

Time Activity

Domain of AT *

Ex: 3:00 pm Taping, Wrapping, Pre-Practice/Event TX. P, T

3:30- 7:15 pm Coverage of Volleyball, Boys’ soccer games P

5:20 pm Evaluation of injured soccer player - ankle E, IC

9:00 am Writing injury reports O

10:30 am Cleaning hydrocollator, washing towels O

*Legend: P- Injury/Illness Prevention and Wellness Protection; E - Clinical Evaluation and

Diagnosis; IC - Immediate and Emergency Care; T - Treatment and Rehabilitation

O- Organizational and Professional Health and Well-being

Chapter Eleven Notes

Chapter Twelve – Improving Policies/Procedures in your Athletic Training Program

Written policies and procedures are essential to the success of any organization. They

serve has the “road map” for the organization and those who work within it. With

appropriate written policies and procedures, the AT is helping to assure accountability for

themselves and for their program .Without written policies and procedures, the AT and

their employer(s) expose themselves to enormous legal liability and increase the difficulty

of defending themselves against accusations of negligence, malfeasance, improper

professional conduct, or a violation of ethical standards.

It is recommended that policy and procedure documents always be considered as

“guidelines” for the professional AT in the secondary school setting and not as protocols.

Referring to the document as a guideline allows the AT to customize the document to fit

the needs of their specific program (in instances of a school district with one or more

schools employing ATs). Protocols tend to be more restrictive in nature and may be

construed in a different way legally.

As described previously in Chapter Ten, a policy is a guiding principle used to set

direction of an organization. It can be a course of action to guide and influence

decisions. A procedure is a particular way of accomplishing something. It should be

designed as a series of steps to be followed as a consistent and repetitive approach to

accomplish an end result

Suggested/recommended contents of the policies and procedures document

Statement of purpose

Why is this document necessary? What are the primary reasons for the document’s

existence? For whom is the document intended?

Regulations governing the practice of athletic training in your state

Does your state have an athletic trainer practice act? If so, a copy of the practice act

should be included in your policies and procedures document to demonstrate that the AT

and their employer(s) are aware of the existence of the law and that s/he is practicing

under the guidelines set forth in that law. You may also want to include a copy of the

NATA Code of Ethics, since this serves as a guideline for ethical standards for athletic

trainers. Add link to the NATA Code of Ethics document.

Athletic trainer job descriptions

Every AT employed by a school system or a contracted provider should have a written

job description. This job description should be included in the policy and procedure

document. Also job descriptions for assistant ATs, volunteer assistants, student-interns

and high school athletic training student aides should be included here.

Also included in this portion of the document should be any specific job requirements not

previously outlined as part of your state’s practice act. These can be things such as 1)

possessing a teaching credential; 2) possessing current CPR/AED/first aid certification;

and 3) possessing other credentials as required by your employer(s).

Professional performance evaluation procedures and sample evaluation instrument

This section of the document should outline how ATs will be evaluated. Included should

be information on how often evaluations will occur, when the evaluations will occur; who

performs the evaluations, what is considered to be a “passing” and “failing” evaluation,

what actions will be taken when an AT does not receive a favorable evaluation; and what

recourse the AT has for disputing their evaluation and/or correcting their deficiencies.

A sample copy of the evaluation instrument should be included in this section of the

policies and procedures document or as an appendix at the end of the document (A

sample evaluation document is included in the Inter-Association Consensus

Statement on Best Practices for Sports Medicine Management for Secondary

Schools and Colleges)

Team physician roles, responsibilities, standing orders, documents

Outlined in this section of the document should be information pertaining to the roles and

responsibilities of your team physician(s). What is the team physician responsible for

specifically? What is the role of the team physician in caring for and treating your student-

athletes?

Any written standing orders should also be included in this section of the document or as

an appendix at the end of the document. These orders should be signed and dated by

the physician and include the name(s) of the AT(s) who are covered by the orders.

Any documents that are used to exchange information between the physician and the AT

should also be outlined in this section. These may include referral forms, report forms,

rehabilitation forms, etc. Examples of these forms can be included in this section of the

document or as appendices at the end of the document.

Athletic event and practice coverage policies and guidelines

This section of the document should include information on what athletic events and

practices will be covered by the AT(s) and when. It should also include brief explanations

for why certain sports will receive coverage by the AT over other sports.

It is important to note that these policies and guidelines should be able to be supported

with appropriate documentation. For example, the AT can justify covering football practice

instead of tennis practice because injury statistics show that there is a much higher risk of

injury in football than there is in tennis. This fact would need to be clearly explained when

outlining coverage policies and procedures in the document.

Also included should be information regarding coverage policies for regularly scheduled

school holidays, tournaments, off-season conditioning sessions, etc.

Athletic Training room policies, procedures, and guidelines

This section of the document should include the specific policies, procedures, and

guidelines for the athletic training room. What are the athletic training room rules? What

are the athletic training room hours? When are regularly scheduled treatment times?

What procedures will be followed when an injured athlete presents to the athletic training

room? Is there a hierarchy established as to the priority in which those seeking

evaluation or treatment are attended? Is it first come, first served? Do varsity sports take

precedence over lower level teams? Do in-season sports have priority over those not in-

season?

Guidelines and policies regarding the use of medications

What are the guidelines for the distribution and use of medications by the AT in your

school district or state? Are ATs allowed to keep and to distribute over the counter

medications to student athletes in the school? If so, what procedures must be followed?

What type of documentation or permission form is required for the AT to give medication

to a student-athlete? How will medication be distributed and by whom? How will

medications be secured? How will the distribution of medications be documented? What

medications are the AT be allowed to distribute? All of these questions should be

answered in this section of the policies and procedures document.

Emergency guidelines and procedures for injured/ill athletes

This section of the document should provide specific information for how injured/ill

athletes will be cared for by the AT. Also included in this section should be an overview of

the various responsibilities of all parties involved in the emergency plan for the

organization. Specifically, who will be in charge of activating EMS; meeting EMS

personnel at the scene; contacting parents; accompanying the student to the

hospital/physician; contacting school district administrative personnel, etc.

It may be advisable to include a copy of the school’s Emergency Action Plan (EAP) in the

policies and procedures document. The Emergency Action Plan should include

information pertaining to the following:

•

Ambulance coverage for athletic contests (which events/sports? what times?)

•

Procedure for activating the local EMS system in the absence of an ambulance

•

Role and responsibilities of team physicians, athletic trainers, and coaches in an

emergency

•

Procedure for notifying parents/guardians and/or family members of injured

student/staff

•

Procedure for notifying appropriate school administrative personnel

•

A method of “debriefing” for all personnel involved in the emergency

•

Transportation guidelines and procedures for injured/ill athletes. How are student

athletes who do not have life-threatening injuries/illnesses but which require

emergency medical care transported to a physician, urgent care or hospital

emergency room?

•

Venue-specific guidelines which include location of emergency equipment (AED),

nearest phone, emergency phone numbers, and directions to that location.

The various methods of transportation should be outlined in order of priority with the

student’s parent/guardian being the first choice. After the parents, the choices may

include transportation by the AT, by a member of the coaching staff, by another parent

or responsible adult, etc. Transportation methods will also be determined by local

policy regarding the transportation of students.

Policy guidelines regarding pre-participation physicals, return to play criteria, and

disqualifications

This section of the document should specifically outline what the regulations are

regarding pre-participation physicals. It should include information about your state high

school activity association/league’s rules regarding pre-participation physicals, including

dates that the physical is valid, who is recognized by the state association to conduct the

physical examination, etc.

If your local school district rules differ in any way from state regulations, these rules

should also be specifically outlined in this section of your document. For example,

perhaps your school district requires that physical exams may only be conducted by a

physician, while the state association/league allows for other medical providers such as

chiropractors, physician assistants, nurse practitioners, etc., to conduct pre-participation

physical examinations.

Guidelines for return to play should also be included in this section of your document.

Included in this information should be who has the authority to make return to play

decisions, along with information concerning who has the ultimate authority in such

situations — be it the athletic trainer, team physician, family physician, etc.

Disqualification criteria should also be contained in this section of your guidelines. What

conditions warrant disqualification from participation in athletics? How will disqualifications

be determined? What criteria will be used? What recourse does the student-athlete and

their parents have to appeal a disqualification?

Documentation and record-keeping procedures

This portion of the document should outline the various types of documentation that the

AT will be required to keep as part of his/her responsibilities as the athletic trainer for the

school. These documents may include individual athlete records such as physical forms,

injury reports, insurance information and documents, physician reports, referral records,

etc. The document should also outline how these records will be stored and secured per

local, state, and federal regulations regarding patient privacy. This may also include such

things as a daily treatment log, inventory logs, coaches’ reports, medication logs, copies

of invoices and/or purchase orders for equipment and documentation of maintenance on

modalities and other equipment in the athletic training room.

It is also advisable to include in this section the procedures that should be followed by the

AT, coaching staff, and school staff in the case of catastrophic injury or death of an

athlete. How will evidence of the injury be preserved? Who will secure this evidence?

What kind of evidence possession chain will be established? How will the incident be

documented and reported? Who is the contact person for informing and dealing with the

media? Is it the principal/head of school, the AD, the SID, or school superintendent?

A method for regular reporting to supervisory personnel should also be included in the

document. This reporting process may be done on a weekly, monthly, or yearly basis and

should outline what activities have occurred in the athletic training room over the previous

time period. Reports may include a summary of injuries seen, treatment totals, number of

athlete visits to the athletic training room, cost analysis, etc. Also included in this section

will be who the report is distributed and made available to.

Weather and lightening policies and guidelines

This section should include specific procedures that should be followed in the event of

severe weather or lightening. Who is responsible for making the call to leave the field and

seek shelter? How will this be communicated to those outside? Who determines when it

is safe to resume activities? It should also outline what are considered to be safe and

unsafe shelters in the event of severe weather. Also, the procedures for reporting or

dealing with coaches or other staff members who fail to follow the policy guidelines

should be included here.

This portion of the document should also address severe heat and severe cold issues as

well. It may be helpful to include a chart or recommendations for when athletes should

either take precautions or not be allowed to participate at all because of these weather

extremes.

Policies and guidelines for dealing with special considerations

This section should include information on how you handle athletes with conditions such

as asthma, diabetes, severe food, drug, or insect allergies (anaphylaxis), skin conditions

in wrestlers, or epilepsy. You should include information on the administration of such

medications as an inhaler or Epi-pen. Who is allowed to administer these medications?

Is a prescription or standing order required? What are your procedures for allowing

athletes with diabetes to perform periodic testing of their blood glucose levels? Are

athletes with any of these conditions required to have on file action plans for you to follow

in the event they suffer an episode?

Injury management policies/procedures

In some situations, ATs may be required to outline specific treatment and/or rehab

procedures or protocols for the injuries/illnesses that athletes may report to the athletic

trainer. These procedures and protocols should be specifically outlined in this section of

the document

Policy/procedure guidelines for the use of therapeutic modalities

Outlined in this section of the document should be the policies and procedures that are to

be followed as it pertains to the use of therapeutic modalities in the athletic training room.

You should include information on what therapeutic modalities are available, what their

general purpose is, who is qualified to use them (and how s/he is qualified or become

qualified), what documentation (if any) is required to provide a therapeutic modality to an

athlete (such as a prescription from a physician) and what the indications and

contraindications are for use of these modalities.

Budget and inventory guidelines and purchasing procedures

What procedures are to be followed by the AT for keeping an accurate inventory of

training room equipment and supplies? When will this documentation take place and to

whom is the information submitted, if anyone?

What procedures are to be followed in regard to purchasing equipment and supplies for

the athletic training room? The exact, step-by-step procedures should be outlined here. In

many cases, these procedures will already be outlined under normal school district

purchasing policies.

Polices and guidelines for blood borne pathogens and infectious diseases

It is extremely important in these days and times that a clear policy is established as to

how blood borne pathogens and infectious diseases will be dealt with by the AT and the

entire athletic training staff.

Included in this section of the document should be specific information on who is allowed

to deal with blood borne pathogens and who is not; what training individuals must have to

be qualified to deal with blood borne pathogens; who will be required to obtain

vaccinations against blood borne pathogens and how they will obtain those vaccinations;

the specific procedure(s) that is to be followed when dealing with blood or other body

fluids; and the procedures for dealing with and reporting an accidental exposure to blood

or body fluids.

Dos and Don’ts

The following are some simple "do's and don'ts" that the AT should adhere to when

developing their policy and procedure guideline document:

1. Generalize all policies and guidelines and avoid specifics whenever possible. This will

allow “wiggle room” for individual ATs in a school district that may have different

circumstances in each individual school.

2. Be sure to have the document reviewed by all individuals who will be affected by the

document before it is finalized and approved for use. For example, if your school district

employs multiple athletic trainers, ALL of them should be in agreement over the

document if it is to be followed by everyone in the district.

Note: If this is the case, it is highly recommended that each AT follow the same general

document and that separate documents are not used because of the danger of these

documents being used against one another in legal proceedings.

3. The document should be reviewed and approved by your school principal, athletic

director and team physician before it becomes final.

4. The document should be reviewed and approved by your school district’s legal staff to

be sure there is nothing in the document that could leave the AT or the school district

open to liability or legal claim.

5. The document should be reviewed and approved by your school district administration

and/or the district board of education.

6. Regularly review and update policies and guidelines to reflect changes in professional

standards and expectations.

Chapter Twelve Notes

Chapter Thirteen – Recruiting and Maintaining Quality Team Physicians

One of the most important things any AT can do is to establish a good relationship with

his/her supervising physician. For secondary school athletic trainers, the value of a quality

team physician cannot be underestimated. These relationships are not a given – they

must be cultivated and nurtured from the beginning of an AT’s tenure with the doctor.

Maintaining a good relationship and two-way communication with the team physician is a

simple way to enhance your athletic training position.

What is a Team Physician?

The team physician is the individual who is responsible for treating and coordinating the

medical care of all other athletic team members (Team Physician Consensus Statement

– AOASM, 2000). S/he must have an unrestricted medical license (MD or DO) as well as:

•

A fundamental knowledge of emergency care regarding sporting events

•

CPR/first aid certification

•

A working knowledge of trauma, musculoskeletal injuries and other medical

conditions affecting the adolescent athlete

Types of Physicians

There are a variety of medical specialties that may qualify a doctor to be an athletic team

physician. Types of physicians (and their positive and negative aspects from a team

physician standpoint) include:

Orthopedic Surgeons

•

Having an orthopedist on the sidelines of a game is considered by many to be the

gold standard for team physician care.

•

Orthopedic injuries can be diagnosed immediately and referred if necessary.

•

A drawback is that if a non-orthopedic problem occurs, the physician may not be

comfortable dealing with it.

•

The availability of quality orthopedic surgeons for high school team physician

coverage may be limited.

Family Physicians

•

The value of a family physician varies greatly, depending on his/her experience.

•

His/her orthopedic background must be strong.

•

S/he should have an athletic background to temper what could potentially be an

ultraconservative approach to sports injuries.

Osteopaths

•

An osteopathic physician with a sound background in sports medicine is a good

option for team physician.

•

An osteopath has an orthopedic background as well as skills in muscle energy

and manipulation.

•

Appropriately trained, s/he is a very good cross between an orthopedist and a

family physician.

Maintaining Relationships

Once a secondary school AT establishes a rapport with his/her physician, it’s necessary

to take steps to maintain and enhance that relationship. If the physician does not feel

appreciated or welcomed, s/he may not continue to volunteer time with your program.

Here are some recommendations to maintain the relationships built with your team

physicians:

•

Ensure s/he is properly orientated to the duties/expectations of the job

•

Introduce him/her to your key staff and athletes

•

Offer encouragement often

•

Show Respect at all times

•

Keep it interesting

•

Make him/her feel like part of the team.

Most team physicians do not participate in your program for the money – they do it

because they like the kids and want to feel like they are a part of the team or school.

Enhance that feeling by including him/her in uniform purchases for the athletic training

program. Collared shirts or jackets with the school logo can be much more valuable than

any stipend that they would receive.

Recognize the physician in front of peers and the public. Many doctors don’t publicize the

fact that they also volunteer time as team physicians. They do, however, take pride in

their association with the school. Cultivate that by inviting your team physician to

banquets and recognizing his/her efforts at every opportunity. If s/he is unable to attend,

acknowledge them anyway – word will get back to your physician, who will be quite

appreciative.

Be organized and communicate. Always communicate with them about dates, times and

locations of games or events where they are expected to be. Give him/her a game

schedule (along with directions, if applicable) as soon as it is available. Offer to carpool or

give them a ride if it is possible. Also, make sure your physician can get into your games.

Create passes for all home games and if possible, away games (similar to the staff or

student passes used at the school). This will identify the physician and provide him/her

with VIP access to your contests. If possible, designate a reserved parking spot in a

desirable location. This will allow him/her to park close and not get tied up before the

beginning of a game.

Evaluating and Removing Team Physicians

This is an aspect of athletic training that is never easy. How can one fire someone who is

volunteering his/her time and may have done so for many years? This question is difficult

to answer, but if your physician is not meeting your expectations, it can make the AT look

bad and jeopardize the perceptions of the entire program.

First, the expectations of the team physician must be available, approved by the school

administration and acknowledged by the team physician. The Athletic Director or

Principal should be included in a meeting to communicate your expectations. A common

source of friction or problems with the physician is arrival and departure times from

games. Make sure the physician is clear on your expectations here because games may

not be able to start if the physician is not present.

The AT must also understand the expectations the physician may have of the school and

the athletic training program. Are athletes able to be seen on a walk-in basis or are there

only certain times they may be seen? Is there a fee associated with evaluation or

treatment? If so, is it consistent or does it depend on the athlete’s insurance? Will the

physician cover athletes’ x-ray needs? It is very helpful to have these issues discussed,

ironed out and, if possible, written down so there is no confusion between parties. This is

a great way to avoid unnecessary friction or frustration.

If your team physician is not meeting the expectations and you feel a change is

necessary, then MAKE THE CHANGE! Don’t put yourself in a position where your team

physician makes you and your program look bad. There are many good physicians who

would enjoy being a part of your program.

To let a physician go, try following these steps:

1) Gather your evidence. These decisions should not be made on a whim. Document

the things that you are not satisfied with and keep them on file.

2) Make sure the documentation is factual and not perceptual. Dealing with facts

makes difficult decisions much easier to face.

3) Make sure your administration is on board with your decision. Their support may

be crucial.

4) Meet with the physician to discuss the problems you are having. Give him/her an

opportunity to change or adjust things to more clearly reflect your expectations.

5) If changes are not made or the physician is not willing to compromise, then it may

be necessary to go your separate ways. Avoid confrontation if at all possible. A

letter thanking them for their time and energy but stating that you “wish to go in

another direction” is appropriate.

Remember, your team physician has probably received as much from the association

with your school as you have from him/her. Don’t feel like s/he is “owed” anything for their

time volunteered if things are not the way you need them to be. These are business

decisions and should be treated as such. They may be difficult at first, but in the long run

you and your program will be better for it.

Chapter Thirteen Notes

APPENDIX A

Sample Proposal for Change in the Athletic Training Program (example used will

be full-time teaching to reduced teaching load)

Statement of the Problem

There are many advantages of providing an athletic program in the secondary school

setting. Yet, with participation in athletics, there comes and inherent risk of injury

(Comstock, Collins & Currie, 2013). The attached injury reports and treatment

records support this. Providing comprehensive health care to high school is multi-

dimensional as supported in the Consensus Statement on Appropriate Medical Care

for Secondary School-Aged Athletes (see attached). While serving in the two

positions of _______ teaching and AT has been rewarding and challenging, the time

commitment of an average of ____ hours per week required to perform both duties is

exhausting. In addition, the time available to provide athletic health care and

supervising athletic training student aides is insufficient to fulfill the obligations

recommended through my education as an AT, as well as the Consensus Statement.

__________ School District is a strong proponent of students and student health and

recognizes that the health and welfare of student-athletes is an essential component

of the athletic program. Therefore, in an effort to improve the current level of athletic

health care our student athletes are provided, an extensive fact finding project has

been completed.

Proposed Solution

Reducing the teaching load (insert your request here) will change the weekly average

from ___ to ___, thus providing a more reasonable schedule for career-oriented

professionals. It will also provide the opportunity for the AT to provide a more

comprehensive delivery of injury prevention, immediate emergency care, injury

evaluation, rehabilitation/reconditioning and record keeping.

Estimated Costs

Salary $________________ (includes benefits)

Stipend for extra hours $________________

Expendable supplies $________________

Capital equipment $________________

Facility renovation/remodel $________________

Total cost to high school $________________

APPENDIX B

Sample Position Description: Athletic Trainer

General Statement of Duties

The position of athletic trainer is a full school year position. The duties of the athletic

trainer include, but are not limited to, prevention of athletic injuries, recognition,

evaluation and immediate care of athletic injuries, rehabilitation and reconditioning of

athletic injuries, health care administration and professional development and

responsibility as specified in the Domains of the NATA Certified Athletic Trainer. The

athletic trainer serves as a liaison between physicians, coaches, athletes and

parents. The athletic trainer ensures that players participate only when physically

able and that any physician instructions are understood and followed. The athletic

trainer will coordinate with the activities/athletic director to ensure that the athletes

have access to athletic health care.

Position Requirements

1. The athletic trainer must be certified by the Board of Certification (BOC) and

maintain the standards established by the National Athletic Trainers Association’s

(NATA) role delineation study. Additionally, the athletic trainer must obtain and

maintain, in good standing, state licensure (if applicable) as an athletic trainer.

2. The athletic trainer must be a member in good standing with NATA, the local

NATA district and the state athletic trainers’ association.

Specific Duties

In cooperation with the principal and the activities/athletics director, the certified

athletic trainer should:

1. Develop plans for providing athletic health care at interscholastic athletic events

identified in Athletic Training Program Coverage Policy and AMCSSAA.

2. Establish daily hours of operation for the athletic training room.

3. Develop a comprehensive emergency plan for their specific facilities and venues.

4. Initiate and administer an athletic training student aide program in accordance with

the schools clubs and activities guidelines, following NATA and state standards.

5. Establish a working relationship with a designated team physician and community

physicians.

6. Complete (school system’s) Blood borne Pathogens Exposure Control Plan

training and comply with the regulations therein.

7. Maintain adequate medical quality records on all injuries and rehabilitation

procedures, including concussion baseline testing and tracking, and wrestling weight

management records.

8. Comply with any and all policies regarding health care delivery as indicated by the

(school system) regulations and outlined in the Athletic Training Program Policies

and Procedures Manual.

Sample Position Description: Athletic Trainer/Educator

Certified Athletic Trainer (AT) Job Responsibilities:

The AT will provide coverage for home contests on a schedule cooperatively

determined by athletic trainer and athletic director, as well as cover most varsity

contests, non-varsity contests in football and varsity football away-games. Varsity

and selected non-varsity contests will be covered based on the risk of the sports and

the availability of the athletic trainer during a particular sport season.

Practice coverage will be determined by athletic trainer and athletic director and will

typically include daily coverage of varsity and non-varsity sports. This coverage will

be based on injury risk of the sport and other mutually agreed on factors.

The AT will cover selected postseason contests as determined by the athletic trainer

and athletic director.

The AT will provide for the prevention of athletic injuries through the application of

protective tapings, wraps and braces and assist in the design of practices to help to

reduce the incidence of injury.

The AT will advise coaches of flexibility, strengthening and conditioning programs to

help prevent injuries and optimize performance.

The AT will provide immediate care of athletic injuries and refer the athlete to medical

facilities when necessary.

The AT will assess, monitor, refer, and follow-up athletes who are suspected of

sustaining concussions or other traumatic brain injuries, and document such actions.

The AT will design and supervise rehabilitation programs for athletic injuries under

the direction of a referring physician.

Medical histories and correspondence will also be kept on file in the athletic training

room. The athletic trainer will maintain accurate medical records for injuries,

treatment, rehabilitation, and physician referrals.

The AT will abide by FERPA and HIPAA guidelines regarding private medical

information and student care records.

The AT will be responsible for budgeting, ordering and inventorying athletic training

supplies.

The AT will supervise athletic training student aides from the athletic training

program.

The AT will counsel and advise athletes on health related issues, including nutrition

and substance abuse.

The AT will, as requested, conduct sports medicine workshops for the district’s

coaches and other interested parties. These workshops will include information on

injury prevention, basic first aid and CPR, injury recognition and treatment and injury

rehabilitation. In addition they will provide specific information on concussion and

heat illness recognition, blood borne pathogens, HIV/AIDS, the district’s Sports

Medicine Protocols and other health-related topics.

The AT may serve as a consultant to the middle school athletic program by advising

middle school athletes in the athletic training room on an appointment basis.

The AT may advise and assist with equipment purchases and fittings.

The AT maintains open channels of communication with coaches, parents,

physicians, and other health professionals regarding athletic injuries, treatment and

rehabilitation.

The AT may market the athletic training program within the school district and the

medical community through newsletters, brochures, media contacts, etc.

The AT is responsible to the athletic director and is supervised by the consulting

(team) physician(s).

The AT/educator should be given release time in consideration for the additional

hours worked in providing sports medical care to athletes and supervising athletic

training student aides after regular school hours.

APPENDIX C

Athletic Trainer Evaluation Samples

Head Athletic Trainer Evaluation Form

Completing the Evaluation Form

1. The evaluation form contains 31 items, each scored on a scale of 1 to 5.

2. If an item is not observed at your facility, circle Not Observed (N/O). Not observed will

not penalize the athletic trainer, but do not make extensive use of this category.

3. Please justify the use of 1 and 5 in scoring an athletic trainer’s competency on any

item. (Do not routinely use 5; this should be for only exceptional competency by the

athletic trainer.)

4. When scoring the evaluation, use the following as indicators of the athletic trainer’s

performance.

(1) POOR (Performs adequately 0% to 20% of the time)

(2) NEEDS IMPROVEMENT (Performs adequately 21% to 50% of the time)

(3) AVERAGE (Performs adequately 51% to 80% of the time.)

(4) GOOD (Performs adequately 81% to 90% of the time)

(5) EXCELLENT (Performs adequately 91% to 100% of the time)

(N/O) NOT OBSERVED

5. The performance will be evaluated by:

•

Principal, his/her designee and/or Athletic Director;

•

School or Team physician

•

School Nurse

6. Maximum possible score is 155, which is expected only of athletic trainers exceptional

in every area. Normal competence in every area is 124. Minimal overall passing score is

108 when all items are scored. N/O will be factored in on the evaluation to balance out

the score.

Head Athletic Trainer Evaluation Form

Athletic Trainer: _____________________ School: _____________________

Evaluator: __________________________ Title: _______________________

Date: ________

Evaluation scale: Circle the appropriate number from the scale for each of the following

items listed.

(1) POOR

(2) NEEDS IMPROVEMENT

(3) AVERAGE

(4) GOOD

(5) EXCELLENT,

(N/O) NOT OBSERVED

I. PERSONAL / PROFESSIONAL ATTRIBUTES:

1. Communicates with coaches and parents to facilitate the overall effectiveness of the

athletic program. 1 2 3 4 5 N/O

2. Appropriately utilizes feedback and constructive criticism from supervisors, coaches

and parents. 1 2 3 4 5 N/O

3. Continually strives to grow and develop professionally. 1 2 3 4 5 N/O

4. Manages personal and professional issues so they do not interfere with performance

of duties. 1 2 3 4 5 N/O

5. Adheres to the policies and procedures of the facility. 1 2 3 4 5 N/O

6.Completes assignments dependably and punctually. 1 2 3 4 5 N/O

7. Shows initiative in performing duties. 1 2 3 4 5 N/O

8. Demonstrates good work habits and work ethic. 1 2 3 4 5 N/O

9. Effectively utilizes human resources for the most effective health care coverage of the

athletic program. (Athletic healthcare prioritized appropriately at practices/games.)

1 2 3 4 5 N/O

10. Reports to work on time and stays until completion of the practice or event.

1 2 3 4 5 N/O

11. Maintains appropriate professional appearance. 1 2 3 4 5 N/O

12. Establishes, promotes and supervises an athletic training student aide program and

promotes a positive atmosphere for student assistants. 1 2 3 4 5 N/O

13. Communicates with supervisors and subordinates in a professional manner.

1 2 3 4 5 N/O

14. Places the well-being of the athlete above winning and does not sacrifice principles to

win. 1 2 3 4 5 N/O

15. Exhibits sportsmanship in dealing with officials, coaches and visiting teams.

1 2 3 4 5 N/O

16. Maintains appropriate relationships with athletes. 1 2 3 4 5 N/O

17. Appropriately supports the coaching staff and athletic program within the school and

community. 1 2 3 4 5 N/O

Total Score for this section = ______________

COMMENTS:

______________________________________________________________________

____________________

II. ADMINISTRATIVE AND PROCEDURAL ABILITIES:

1. Maintains accurate written records as appropriate and required. 1 2 3 4 5 N/O

2. Maintains equipment, supplies and treatment areas in good order. 1 2 3 4 5 N/O

3. Adheres to budget policy, works within budget constraints and effectively uses monies

budgeted for supplies and equipment. 1 2 3 4 5 N/O

4. Assists coaches in enforcement of team rules in an equitable and consistent manner.

1 2 3 4 5 N/O

5. Maintains control and discipline of student athletes in the athletic training facility.

1 2 3 4 5 N/O

Total Score for this section = ______________

COMMENTS:

______________________________________________________________________

____________________

III. ATHLETIC TRAINING SKILLS AND ABILITIES

1. Exhibits reasonable and prudent conduct in preventing and treating athletic injuries.

1 2 3 4 5 N/O

2. Demonstrates the ability to assess injuries and refer if needed to the appropriate

medical personnel. 1 2 3 4 5 N/O

3. Follows the advice of physicians and medical consultants regarding participation of

injured student athletes.

1 2 3 4 5 N/O

4. Demonstrates the ability to establish and adjust a treatment program for injured

student athletes.

1 2 3 4 5 N/O

5. Recognizes potential injury situations and intervenes appropriately.

1 2 3 4 5 N/O

6. Has the confidence of the coaching staff when assessing athletic injuries, planning

treatment and in handling emergency situations. 1 2 3 4 5 N/O

7. Establishes and implements appropriate athletic training room procedures.

1 2 3 4 5 N/O

8. Maintains a clean and sanitary athletic training room. 1 2 3 4 5 N/O

9. Demonstrates competence in the clinical domains of athletic training, which include

prevention, assessment, treatment and rehabilitation of athletic injuries.

1 2 3 4 5 N/O

Total Score for this section = ______________

COMMENTS:

______________________________________________________________________

_____________________________________________________________________

________________

Total Score for all sections = ______________

ADDITIONAL COMMENTS:

______________________________________________________________________

_______________

RECOMMENDATIONS/SUGGESTIONS:

______________________________________________________________________

Date evaluation completed: _________________

Signature of Evaluator: ___________________________

Evaluator Title: ________________

Athletic Trainer Evaluation - Assistant Athletic Trainer

Completing the Evaluation Form

1. The evaluation form contains 29 items, each scored on a scale of 1 to 5.

2. If an item is not observed at your facility circle Not Observed (N/O). Not observed will

not penalize the athletic trainer, but do not make extensive use of this category.

3. Please justify the use of 1 and 5 in scoring an athletic trainer’s competency on any

item. (Do not routinely use 5, this should be for only exceptional competency by the

athletic trainer).

4. When scoring the evaluation, use the following as indicators of the athletic trainer’s

performance.

(1) POOR (Performs adequately 0% to 20% of the time.)

(2) NEEDS IMPROVEMENT (Performs adequately 21% to 50% of the time.)

(3) AVERAGE (Performs adequately 51% to 80% of the time.)

(4) GOOD (Performs adequately 81% to 90% of the time.)

(5) EXCELLENT (Performs adequately 91% to 100% of the time.)

(N/O) NOT OBSERVED

5. The performance will be evaluated by:

•

Principal, his/her designee and/or Athletic Director;

•

School or Team physician

•

School Nurse

•

Head Athletic Trainer

6. Maximum possible score is 145, which is expected only of athletic trainers exceptional

in every area. Normal competence in every area is 124. Minimal overall passing score is

108 when all items are scored. N/O will be factored in on the evaluation to balance out

the score.

Assistant Athletic Trainer Evaluation Form

Athletic Trainer: _____________________ School: _____________________

Evaluator: __________________________ Title: _______________________

Date: ________

Evaluation scale: Circle the appropriate number from the scale for each of the following

items listed.

(1) POOR

(2) NEEDS IMPROVEMENT

(3) AVERAGE

(4) GOOD

(5) EXCELLENT

(N/O) NOT OBSERVED

I. PERSONAL / PROFESSIONAL ATTRIBUTES:

1. Appropriately utilizes feedback and constructive criticism from supervisors, coaches

and parents. 1 2 3 4 5 N/O

2. Continually strives to grow and develop professionally. 1 2 3 4 5 N/O

3. Manages personal and professional issues so they do not interfere with performance

of duties. 1 2 3 4 5 N/O

4. Adheres to the policies and procedures of the facility. 1 2 3 4 5 N/O

5. Completes assignments dependably and promptly. 1 2 3 4 5 N/O

6. Shows initiative in performing duties. 1 2 3 4 5 N/O

7. Demonstrates good work habits and work ethic. 1 2 3 4 5 N/O

8. Reports to work on time and stays until completion of the practice or event.

1 2 3 4 5 N/O

9. Maintains appropriate professional appearance. 1 2 3 4 5 N/O

10. Establishes, promotes and supervises an athletic training student aide program and

promotes a positive atmosphere for student assistants. 1 2 3 4 5 N/O

11. Communicates with supervisors and subordinates in a professional manner.

1 2 3 4 5 N/O

12. Places the well-being of the athlete above winning and does not sacrifice principles to

win. 1 2 3 4 5 N/O

13. Exhibits sportsmanship in dealing with officials, coaches and visiting teams.

1 2 3 4 5 N/O

14. Maintains appropriate relationships with student athletes. 1 2 3 4 5 N/O

15. Appropriately supports the coaching staff and athletic program within the school and

community. 1 2 3 4 5 N/O

Total Score for this section = ______________

COMMENTS:

______________________________________________________________________

_______________

______________________________________________________________________

_____

II. ADMINISTRATIVE AND PROCEDURAL ABILITIES:

1. Maintains accurate written records as appropriate and required. 1 2 3 4 5 N/O

2. Maintains equipment, supplies and treatment areas in good order. 1 2 3 4 5 N/O

3. Adheres to budget policy, works within budget constraints and effectively uses monies

budgeted for supplies and equipment. 1 2 3 4 5 N/O

4. Assists coaches in enforcement of team rules in an equitable and consistent manner.

1 2 3 4 5 N/O

5. Maintains control and discipline of student athletes in the athletic training facility.

1 2 3 4 5 N/O

Total Score for this section = ______________

COMMENTS:___________________________________________________________

_____________________________________________________________________

___________________________

III. ATHLETIC TRAINING SKILLS AND ABILITIES

1. Exhibits reasonable and prudent conduct in preventing and treating athletic injuries.

1 2 3 4 5 N/O

2. Demonstrates the ability to assess injuries and refer if needed to the appropriate

medical personnel. 1 2 3 4 5 N/O

3. Follows the advice of physicians and medical consultants regarding participation of

injured student athletes. 1 2 3 4 5 N/O

4. Demonstrates the ability to establish and adjust a treatment program for injured student

athletes. 1 2 3 4 5 N/O

5. Recognizes potential injury situations and intervene appropriately. 1 2 3 4 5 N/O

6. Has the confidence of the coaching staff when assessing athletic injuries, planning

treatment and in handling emergency situations. 1 2 3 4 5 N/O

7. Establishes and implements appropriate athletic training room procedures.

1 2 3 4 5 N/O

8. Maintains a clean and sanitary athletic training room. 1 2 3 4 5 N/O

9. Demonstrates competence in the clinical domains of athletic training, which includes

prevention, assessment, treatment and rehabilitation of athletic injuries.

1 2 3 4 5 N/O

Total Score for this section = ______________

COMMENTS:___________________________________________________________

_____________________________________________________________________

_______________________

Total Score for all sections = ______________

ADDITIONAL COMMENTS:

______________________________________________________________________

____________________

RECOMMENDATIONS/SUGGESTIONS:_____________________________________

______________________________________________________________________

_____________________________________________________

Date evaluation completed: _________________

Signature of Evaluator: ___________________________

Evaluator Title:________________

APPENDIX D

Sample Communications

Athletic Training Room Rules

THESE ARE RULES YOU MUST ABIDE BY IN ORDER TO RECEIVE TREATMENT

AND BE ALLOWED IN THE ATHLETIC TRAINING ROOM.

No cleats, candy, gum, food or drinks.

No socializing or “hanging out."

You must sign in each time you come in for treatment.

The only reasons an athlete should be in the athletic training room are: 1) to receive

treatment for an injury, or 2) to turn in paperwork.

Athletes are NOT allowed to use the athletic training room restroom or telephone.

No PROFANITY or other inappropriate language is allowed. IF YOU CHOOSE TO USE

PROFANITY, YOU WILL BE ASKED TO LEAVE IMMEDIATELY!!!

Come to treatment every day until released by the athletic trainer.

If you do not come to treatment you will not be taped.

If you do not come to treatment you will not be excused from practice.

Inform the head athletic trainer of your injury as soon as possible after it occurs.

Ankles must be shaved before you will be taped.

If you seek medical attention for an injury you must bring a written doctor’s release before

you will be allowed to return to participation.

Be on time or you will not receive treatment.

Be courteous and respectful to the athletic training student aides who help you.

Be respectful to each other.

Be respectful to coaches and athletic trainers.

Criteria for Lettering in Athletic Training

In order to earn a varsity letter as an athletic trainer student aide the student must:

•

Participate as a full-time athletic trainer student aide (10 hrs/week minimum)

during two seasons of the year (seasons defined as Fall sports, Winter sports, or

Spring sports).

•

Participate as a full-time athletic training student aide during preseason football

(Aug. to first game) and /or spring football (May 1 to spring jamboree).

•

Cover practices for the team to which you are assigned. Traveling is optional, but

encouraged.

•

Participate in the daily duties involved in athletic training room upkeep, cleaning

and record keeping.

•

Participate in all fund-raising activities.

•

Return all Athletic Training equipment or clothing. (T-shirts are $10 each if not

returned or ruined).

•

Perform all duties to the satisfaction of the head and assistant athletic trainers.

(Please tear off this portion, sign and return to _________.)

By signing this I acknowledge that I have read the above rules and procedures and I

agree to abide by them during the ______ school year.

Athletic Training Student Aide’s signature Date

Parent’s signature Date

Head Injury Care

Dear Parent/Guardian:

Your child ____________________________ reported a head injury to the athletic

trainer at ____________ High School. He/she was evaluated by the athletic trainer and

no significant loss of neurological function or altered level of consciousness was found.

The purpose of this letter is to inform you of your child’s injury so that you can monitor

him/her until a full recovery is made. If you have any questions or concerns feel free to

contact me.

CARE OF HEAD INJURY

•

Your child should be watched carefully at home for the next 12-24 hours.

•

Avoid strenuous physical or academic activities for at least 24 hours after injury.

•

Apply an ice bag to the area of swelling intermittently for 24 hours.

•

For headache, use a non-aspirin medication as long as your child has no allergies

or ill-effects when taking it.

•

Unless otherwise instructed, the child should be observed closely over the next 24

hours and asked simple questions.

•

Report to the athletic trainer the next school day.

Please be aware that head injury symptoms can occur days, weeks, or even months after

the original injury. If you notice any changes in behavior or an increase or onset of

symptoms please seek medical attention.

IF YOUR CHILD EXPERIENCES ANY OF THE FOLLOWING CALL YOUR PHYSICIAN

OR TAKE YOUR CHILD TO THE EMERGENCY ROOM IMMEDIATELY!

•

Increasing drowsiness, mental confusion or difficulty arousing.

•

Persistent vomiting, neck stiffness, nausea or fever.

•

Difficulty in keeping balance, weakness of the face, arms or legs.

•

Blurred or double vision.

•

Persistent or more severe headache despite medication.

•

Seizures.

•

Any other new or worsening symptoms that concern you.

___Your son/daughter will need a physicians release before s/he will be allowed to return

to participation in sports.

___Your son/daughter will not need a physicians release before s/he will be allowed to

return to participation in sports.

Sue Athletic Trainer

Head Athletic Trainer

555-555-5555 x555

Immediate Injury Care

The following treatment is recommended for soft tissue injuries including, sprains, muscle

strains and contusions (bruises):

Rest – Stay off or do not use the area for 1-2 days.

Ice – 10-20” directly to the injured area. Repeat every hour.

Compression – Wrap the area with an ACE wrap, loosening as you near the heart.

Elevation – Elevate the area above the heart to reduce swelling.

•

Avoid heat. Heat will increase swelling, thereby increasing pain.

•

Unless you have sensitivity to cold it is okay to apply the ice directly to the skin.

•

Begin simple range of motion exercises after icing.

•

Seek medical attention if symptoms worsen.

•

If you seek medical attention notify the athletic trainer.

•

If you seek medical attention a written release from the doctor must be presented

to the athletic trainer before you can return to participation.

APPENDIX E

Sample Policies and Procedures

Table of Contents

Statement of Purpose

Section I - Regulations Governing the Certified Athletic Trainer

NATA Regulations

State Regulations

CPR Certification

Other Certifications

Section II - Athletic Trainer Job Descriptions

Head Athletic Trainer

Assistant Athletic Trainer

Adult Sports Medicine Assistant (Non-certified)

College Practicum/Intern Student Athletic Trainer (NATA Certified or Non-certified)

Athletic Training Student Aides

Section III - Athletic Trainer Evaluation

Evaluation Procedure (Head Athletic Trainer)

Evaluation Procedure (Assistant Athletic Trainer)

Evaluation Instrument for Head Athletic Trainers (Appendix A1)

Evaluation Instrument for Assistant Athletic Trainers (Appendix A2)

Section IV - Team Physicians

Roles and Responsibilities

Standing Orders

Team Physician Standing Orders Form (Appendix B)

Section V - Coverage of Athletic Contests and Practices

Varsity football

Junior Varsity and/or B-team football

Other home contest coverage

Practice coverage

Coverage of athletic events during scheduled school holidays

Section VI – Athletic Training Room Policies, Procedures and Facilities

Athletic Training Room Rules

Athletic Training Room Facility Guidelines

Return to Play Guidelines

Examination of Opposite Sex Student Athletes

Over-the-Counter Medications

Inhalers

Emergency Insect Sting Kits

Section VII - Emergency Procedures and Transportation Policy for Injured Student

Athletes

The Emergency Plan

Basic Emergency Equipment

Transporting the Ill or Injured Student Athlete

Section VIII - Documentation and Record Keeping

Student Athlete Records

Athletic Training Room Records

Regular Reporting

Section IX — Weather and Lightning Guidelines

Severe Weather and Lightning Guidelines

Severe Heat Guidelines

Heat Index

Severe cold guidelines

Policies and Procedures – What to Include

Statement of Purpose

The purpose of this document is to provide general guidelines, with minimum standards,

for Certified Athletic Trainers employed by the school district. Each Certified Athletic

Trainer is encouraged to work with his/her principal, athletic director, team physician(s),

coaching staff and other appropriate personnel to establish additional guidelines for their

particular school.

This document does NOT replace any previous written procedures pertaining to Certified

Athletic Trainers in the school district. Rather it is intended to serve as an updated version

of earlier manuals. Earlier procedure manuals should be kept on file and used as

supplements to these guidelines.

Statement of Purpose

Why is this document important?

Section I - Regulations Governing the Certified Athletic Trainer

What are the various regulations for practicing as an athletic trainer in your state

Section II - Athletic Trainer Job Descriptions

Specific job descriptions for any of the following that may work in your program should be

included in the document:

•

Head Athletic Trainer

•

Assistant Athletic Trainer

•

Adult Sports Medicine Assistant (Non-certified)

•

College Practicum/Intern Student Athletic Trainer (NATA Certified or Non-certified)

•

Athletic Training Student Aides

Section III - Athletic Trainer Evaluation

What will the evaluation procedure be for each of the following:

•

Head Athletic Trainer

•

Assistant Athletic Trainer

•

College Practicum/Intern Student Athletic Trainer

•

Athletic Training Student Aides

Section IV - Team Physicians

Roles and Responsibilities

Standing Orders, include copy of any Standing Order form you may use

Section V - Coverage of Athletic Contests and Practices

Outlined in the section should be what contests and practices you are or will be

responsible for covering during the school year, during vacation periods, etc.

Section VI – Athletic Training Room Policies, Procedures and Facilities

Included in this section should be information pertaining to the following:

•

Athletic Training Room Rules

•

Athletic Training Room Facility Guidelines

•

Return to Play Guidelines

•

Examination of Opposite Sex Student Athletes

•

Use of Over-the-Counter Medications

•

Use of Prescribed Inhalers

•

Use of Prescribed Emergency Insect Sting Kits

Section VII - Emergency Procedures and Transportation Policy for Injured Student

Athletes

This section should include:

•

The Emergency Plan

•

A listing of basic emergency equipment that the AT should have available to them

at the school

•

Detailed instructions on policies concerning the transport of ill or injured student

athletes

Section VIII - Documentation and Record Keeping

Included here should be detailed information procedures for establishing and maintaining:

•

Student Athlete Records

•

Athletic Training Room Records

•

Methods for Reporting Athletic Training Room Activities

Section IX — Weather and Lightning Guidelines

This portion of the document should contain information on policies and procedures

pertaining to:

•

Severe Weather and Lightning

•

Severe Heat

•

Including the heat index

•

Severe cold guidelines

•

Including the wind chill index

APPENDIX F

Sample Proposals for Additional Staff