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Chapter 4

Chapter 4. The Athletic Training Student Aide Program. Objectives. Upon completion of this chapter, you should be able to: Describe the role athletic training student aides play in the athletic training program

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Chapter 4

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  1. Chapter 4 The Athletic Training Student Aide Program

  2. Objectives • Upon completion of this chapter, you should be able to: • Describe the role athletic training student aides play in the athletic training program • Explain the different funding sources available for implementation of a high school sports medicine program

  3. Objectives (cont’d.) • Upon completion of this chapter, you should be able to (cont’d.): • List the expectations and responsibilities of an athletic training student aide (ATSA) in a sports medicine program • Describe how an athletic training student aide program is evaluated

  4. Athletic Training Student Aides • Allows students to gain knowledge and skills • Enables sports medicine director to spend more time addressing program needs • Benefits ACT by freeing up more administrative time

  5. Organizing a First-Class Program • Success of an athletic training program hinges on the ability of the ACT to: • Develop, maintain, and promote an environment that provides appropriate prevention, assessment, treatment, and rehabilitation of athletic injuries • Coaches should also be involved

  6. Organizing a First-Class Program (cont’d.) • Program staff • Head ACT (i.e., program coordinator or director) is in charge of developing the athletic health care program • Staff includes: • Certified athletic trainers, athletic training student aides, therapists, allied health professionals, supervisors, and coordinators of the athletic health care system

  7. Program Funding • Sources include: • State vocational dollars • Basic education funds • School district allocations • Associated student body dollars • Athletic booster clubs • Grants

  8. A Model Program • Three-year program for grades 10, 11, and 12 • Sports medicine is taught the last two periods of the school day • Lab science • Training room • Athletic training student aides must always be supervised by a ACT

  9. Student Expectations • Expectations should be set high • Generates buy-in • When everyone has a say in how the program will operate, expectations are easily achieved

  10. Responsibilities of the ATSA • Include: • Stock first aid kit • Check equipment • Stock ice chest • Fill water bottles • Check injury list from previous practice or game • Communicate with certified athletic trainer and coaches

  11. Responsibilities of the ATSA (cont’d.) • Include (cont’d.): • Help with the treatment of injuries and taping • Clean training room prior to leaving for practice or game, and afterward • Update supply list • Check out equipment • Maintain proper training room atmosphere • Review season with staff and program director • Have fun!

  12. Head ASTA Responsibilities • Include: • Set the training schedule one week in advance • Conduct weekly meetings with first- and second-year students • Communicate expectations to his or her staff • Communicate daily with coaching staff • Communicate directly with program director

  13. Head ASTA Responsibilities (cont’d.) • Include (cont’d.): • Communicate with parents and administration as needed • Check that all paperwork is completed • Complete a final report at the end of the season

  14. Head ASTA Responsibilities (cont’d.) • Daily duties include: • Setting a good example • Proper attire and hygiene • Representing the program in a positive manner • Being active during practices and games

  15. Head ASTA Responsibilities (cont’d.) • Training schedule • Schedule one week in advance • Transportation • Be flexible • Once a schedule is set, only alter for emergencies • Commitment must be made

  16. Head ASTA Responsibilities (cont’d.) • Incentives and awards • Recognize dedication • ATSA of the month • ATSA of the year • 500 club for attaining 500 hours of training in a year • School letters • Recognition at end-of-season banquets • Pages dedicated to the program in the school’s yearbook

  17. Evaluation of the ASTA Program • Evaluations should be ongoing • Successful programs continue to evolve through self-reflection and outside evaluation • Evaluations must be approached as a win–win situation

  18. Evaluation of the ASTA Program (cont’d.) • Evaluations should be made for: • Individual ATSAs • Head ATSA • Overall sport season • Coaches’ evaluations of their ATSAs and the entire athletic training program • End-of-year evaluation • Evaluation of program director

  19. Conclusion • The athletic training student aide (ASTA) program can be a huge asset to any athletic training program • When deciding how to implement a program, carefully analyze all of its aspects

  20. Conclusion (cont’d.) • A strong ATSA program • Enables the program director to use his or her time more efficiently • Helps to ensure athletes have proper care before, during, and after practices and games • Gives students skills that will prepare them for college and their eventual careers

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