# CTE Resource Center - Verso - Sports Medicine II Task 1884257345

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explain factors to consider in creating a progressive return-to-activity programs following injury/illness.

Definition

Explanation should highlight the importance of ensuring that the program:
  • reflects nature of the injury
  • reflects any physical or functional limitations currently affecting the individual
  • follows clearance from a healthcare provider
  • reflects the goal/nature of the activity.

It is imperative for the student to demonstrate the understanding that the role of the sports medicine student is not to practice the skills and competencies of a certified or licensed allied healthcare professional but to assist that professional in his or her daily duties.

See consensus statement on concussion in sport, from the International Conference on Concussion in Sport, Berlin, 2016.

Process/Skill Questions

  • What are the five steps suggested in the Return to Play process for concussions, according to the Berlin Consensus Statement?
  • When can an athlete begin the Return to Play process when recovering from a concussion?
  • What trained professionals must evaluate and monitor concussed athletes?

Related Standards of Learning

English

12.1

The student will make planned persuasive/argumentative, multimodal, interactive presentations collaboratively and individually.
  1. Select and effectively use multimodal tools to design and develop presentation content.
  2. Credit information sources.
  3. Demonstrate the ability to work collaboratively with diverse teams.
  4. Anticipate and address alternative or opposing perspectives and counterclaims.
  5. Evaluate the various techniques used to construct arguments in multimodal presentations.
  6. Use a variety of strategies to listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  7. Critique effectiveness of multimodal presentations.

Other Related Standards

NASM-Certified Personal Trainer

Chapter 16 Chronic Health Conditions and Physical or Functional Limitations

  • Define and describe the cause and symptoms of selected chronic health conditions.
  • Describe the characteristics of selected health and age-related physical and functional limitations to exercise.
  • Recognize how the conditions discussed in this chapter affect exercise training variables within the OPT™ model.
  • Recognize how acute and chronic responses to exercise vary in clients with chronic health conditions or physical or functional limitations compared with apparently healthy clients.
  • Describe how to modify program design for clients with chronic health and physical or functional limitations.

Chapter 14 Integrated Program Design and the Optimum Performance Training™ (OPT™) Model

  • Define and describe the acute training variables within the Optimum Performance Training (OPT™) model.
  • Describe the phases within the OPT model.
  • Design programs for each phase of training.

Chapter 19 Lifestyle Modification and Behavioral Coaching

  • Describe the characteristics of a positive client experience.
  • Understand the stages of change model.
  • Describe characteristics of what effective communication skills are.
  • Describe the elements of effective SMART goal-setting techniques.