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Organizing & Administering an Athletic Training Program

Organizing & Administering an Athletic Training Program

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Organizing & Administering an Athletic Training Program

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  1. Organizing & Administering an Athletic Training Program Mrs. Marr Sports Med I

  2. Topics of Discussion Student shall: • Describe a well- designed athletic training facility • Identify the rules of operation that should be enforces in an AT facility • Explain budgetary concerns for ordering supplies and equipment • Explain the importance of the pre-participation physical exam • Identify the necessary records that must be maintained by the Athletic Trainer

  3. What is a well- designed Athletic Training facility?

  4. What is a well- designed Athletic Training facility? • How much money? • How much room? • How many student- athletes? • Needs vs. Wants • Accessible/ location • Other

  5. Proposed uses of facility Type of sports to be served # staff members # patients served Placement of facility (exits, locker rooms, easy access, male/female access) Traffic flow patterns Hours of use Other functions Classes/labs Planning a Training Room

  6. Planning a Training Room • Intended Space Allocation • Offices & Record Keeping - confidentiality • Evaluation & Treatment • Rehabilitation • Taping – waste buckets, sink, flooring • Storage - shelving • Drug screening – separate bathroom, privacy • Exam room • Teaching room/lab • What type of equipment? • Size (2-3 sq. ft./person during peak loads – square footage occupied by equipment) + others in area at time (AT, Dr.) (ideal is 1000-1200 sq. ft) • Location compared to other facilities

  7. Planning a Training Room • Intended space allocation • Specific space allocation • Electrical • Plumbing • Ventilation (hydrotherapy) • Telephone, computer, communication systems, stereo systems • Ceiling type & height – tall athletes • Door width & height - • Cabinetry, workstations • Flooring type – non-slip, industrial grade • Carpet vs. tile

  8. Planning a Training Room • Wall covering – sound absorbers • Colors – • White – safe, cleanliness, sanitary • Black – strong accent color, use in small quantities • Reds – exciting, stimulation, unpleasant tensions • Orange – similar to reds, but not as great an extent • Yellow (creams, beiges) – humor, cheery, decrease tensions • Green – calm, restful • Blue – rest, calm, overuse = depression • Violet – rest, calm, uncertainty, depression, tension • Neutrals (gray, brown, tan) – grays – good background w/ other colors, browns/tans – homelike = lighter tones; masculine = heavier tones • Lighting – 4-5 ft. off ground GFIC, • 20-50 foot candles of illumination 4’ above floor for taping, rehab • 50-100 foot candles – facial expressions, skin color • Windows – more calming effect

  9. Planning a Training Room • Application of Title III from ADA • Installing ramps • Making curbs cut in sidewalks/entrances • Repositioning telephones • Adding raised markings on elevator control buttons • Installing flashing alarm lights • Widening doors • Installing accessible door hardware • Installing grab bars in toilet stalls • Rearranging toilet partitions to increase maneuvering space • Repositioning paper towel dispenser in bathroom • Installing paper cup dispenser at water fountains • Removing high-pile, low-density carpeting

  10. Program areas General facility considerations Taping area Treatment area Rehabilitation area Hydrotherapy area Office area Exam room area Pharmacy area Storage area Specialty pad & Orthotic work area Locker room, lavatory, & shower Janitorial storage & closet Conference room or library Rehabilitation pool X-ray room Designing a Facility - Area Construction Considerations

  11. Special Service Areas • Treatment Area: area that accommodates 4-6 adjustable treatment tables, 3-4 stools, and hydrocollator and ice machine accessibility • Electrotherapy Area: area that houses ultrasound, diathermy, electrical stim units, storage units, grounded outlets, treatment tables and wooden chairs, under constant supervision • Hydrotherapy Area: area with centrally sloping floor to drain, equipped with 2-3 whirlpools, shelving and storage space and outlets 5 feet above the floor

  12. Exercise Rehabilitation Area: area that provides adequate space and equipment to perform reconditioning of injuries • Taping, Bandaging & Orthotic Area: 3-4 taping tables and storage cabinets to treat athletes with proximity to a sink • Physician’s Exam Room: space for physician to work which may hold exam table, lockable storage, sink, telephone, refrigerator • Records Area: space devoted to record keeping which may include filing system or computer based database, that allows access only to medical personnel

  13. Storage Facilities • Training rooms often lack ample storage space • Storage in training room that holds general supplies and special equipment • Large walk-in storage cabinet for bulk supplies • Refrigerator for equipment, ice cups, medicine and additional supplies • Athletic Trainer’s Office • Space at least 10x12 feet is ample • All areas of training room should be supervised without leaving office space (glass partitions) • Equipment should include, desk, chair, tack board, telephone, computer (if necessary) and independent locking system

  14. Additional Areas (college/ Pro teams) • Pharmacy Area: separate room that can be secured for storing and administrating medications (records must be maintained concerning administration) • Rehabilitation Pool: if space permits, must be accessible to individuals with various injuries, with graduated depth and non-slip surface • X-Ray Room: separate room with lead shielding in walls, large enough to house necessary equipment

  15. Floor plans

  16. Communicate with the Architect • Concept Plans • What you want in the facility (wants vs. needs) • Preliminary Drawing • Look at the plans & review: • Space allocation • Traffic flow • Electrical, Plumbing, Lighting, Ventilation, Heating & Cooling • Walls & floors • Door placements • Final Drawing • Review everything again! Last chance to change things

  17. Texas A&M Olympic Training Room Mercer University (Macon, GA)

  18. Remodeling an Existing Facility • What do you want to change? • How can you change it? • What is cost effective? • Can those walls be moved? • Plumbing? • Are there more headaches than would be if a new facility was made?

  19. Athletic Training Facilities • • • • • • • • • • • • •|&NodeID=148

  20. Assignment 1:Part A: Design your own Training RoomPart B: Remodel the Klein Collins Training Room.

  21. Identify the rules of operation that should be enforces in an AT facility

  22. Identify the rules of operation that should be enforces in an AT facility • What kinds of rules should you have? • Safety 1st • Paperwork issues • Educational considerations • Schedules • Title IX issues (Co-Ed facilities) • Consistency

  23. Klein Collins AT Rules

  24. Hygiene & Sanitation Rules • Athletic Training Facility Rules • Rules concerning room cleanliness and sanitation must be set and made known to population using facility • Examples • No equipment/cleats in training room • Shoes off treatment tables • Shower prior to treatment • No roughhousing or profanity • No food or smokeless tobacco

  25. Hygiene & Sanitation Rules • Athlete Rules • Promotion of good health and hygiene is critical • Athlete clearance to participate • Prompt injury and illness reporting • Follow good living habits • Avoid sharing clothes and towels • Exhibit good hygiene practices • Avoid common drinking sources

  26. Other AT facility rules: • • • • • • • • • • SAT Guidelines (Handbook): • •

  27. Assignment 2:Develop your own Training Room Rules(be able to justify!)

  28. Budgetary concerns (ordering supplies and equipment)

  29. What is a budget? • “…a strategic plan for how the sports medicine unit will function over a given period and an operational plan for how it will accomplish its goals” (Ray, 117). • “…a financial plan of operation that commits resources for projects, programs, or activities and specifies the services to be provided and the resources that must be spent to achieve these service deliveries” (Rankin, 125). • MONEY!- the amount of money you can spend. • Use it or lose it!

  30. Budgetary Concerns • Size of budget?? • Different settings = different size budgets and space allocations • Equipment needs and supplies vary depending on the setting (college vs. high school) • Continuous planning and prioritizing is necessary to effectively manage monetary allocations to meet programmatic goals

  31. Types of Budgets • Zero-based budgeting • Lump-sum budgeting • Line-item budgeting

  32. Zero-based Budgeting • Prioritizes services & goods needed • What is necessary to provide care? • How important is each good/service? • New budget each year • Budget based on program goals • Need documentation • ATC needs to justify and evaluate all expenses • Why??

  33. Line-Item Budgeting • Expenses are broken down into… • Classes, subclasses • Expendable supplies • Permanent equipment • Maintenance & repair • Salaries & benefits • Professional organization memberships • Physician involvement

  34. Line-item Budgeting • Allows parent organization greater monetary control • Advantage: • Breakdown of categories=easy comprehension • Disadvantage: • “Mid-year financial crisis” • Funds cannot be interchanged between classes.

  35. Lump-sum Budgeting • ATC is given a “lump-sum” of money • Uses where and when needed • Spending freedom • Athletic trainer held accountable for spent money • By administrators

  36. Budget Settings • College/University • Traditional (High School) • Professional athletics • Industrial • Rehabilitation

  37. Remember- • Choose budgeting type that fits employment setting (if you can) • Meets the program needs (college vs. pro) • Consider past budgets when creating a new one. • Documentation! • Effectively communicate program needs • Less money for more sports… • Think outside the box & be creative! • Remember the Trainers Lament!

  38. Supplies • Expendable (supplies that cannot be reused- first aid and injury prevention supplies) • Non-expendable (re-useable supplies -ace wraps, scissors…etc) • Yearly inventory and records must be maintained in both areas • Equipment • Items that can be used for a number of years • Fixed (remain in the training room- ice machine, tables) • Non-fixed (crutches, coolers, training kits)

  39. Purchasing Systems • Direct buy vs. competitive bidding • Lease alternative • Additional Budget Considerations • Telephone and postage expenses • Contracts for outside services • Purchases relative to liability insurance and professional development

  40. Assignment 3:Use the catalogs provided, internet and any other resources to order athletic training supplies for Klein Collins HS.

  41. The importance of the pre-participation physical exam

  42. The importance of the pre-participation physical exam Every year thousands of athletes undergo a pre-participation physical evaluation. Physicals can identify an athlete who may be at risk for injury before he or she participates in a sport. The physical can reveal conditions that can warrant disqualification from participation in all or certain sports or it could warrant the use of special equipment such as a brace or eye glasses. The physical evaluation also sets a baseline in case of injury. This allows the athletic trainer to help the athlete get back to or as close to his or her original physical condition after an injury.

  43. Pre-participation physical exam The pre-participation physical evaluation is administered by a family physician or by a group of individuals who work together with physicians and are trained in assessing the health of an athlete such as a Certified Athletic Trainer. Most often, an athlete’s annual physical evaluation is completed by a medical doctor in a private-practice setting. If the physician is the athlete’s primary-care physician then the doctor is more familiar with the medical history and the past health conditions of the athlete. Another system of administering pre-participation evaluations is a station evaluation Seen in HS Settings

  44. Pre-participation physical exam The station evaluation can handle a large number of athletes at the same time and it is organized by stations using a group of individuals in the medical profession. Volunteers who help administer the evaluations at each station include medical doctors, dentists, certified athletic trainers, physical therapists, physician assistants, nurses, and other allied-health personnel.  Parents and coaches also assist in making these screenings possible.    The evaluations include a medical history, height, weight, blood pressure, pulse rate, dental screening (college), vision screening, general medical screening, musculoskeletal exam, orthopedic screening, body composition, and a number of fitness assessments. After all the screenings are complete, then a physician will determine whether the athlete can participate in athletics or if there are any limitations for the athlete.