Pre-requisite Information

The GATP is a limited enrollment program, consisting of a two-year, non-thesis curriculum. To graduate in two-years, students must have already completed specific coursework prior to starting the program. Failing to complete all of the coursework prior to starting the program may extend the course of study to three years. These requirements must be fulfilled for program completion and to take the BOC exam.

The six required courses are listed below. Please click to view the related competencies.

Course Objectives

  • Describe the normal structures and interrelated functions of the body systems.
  • Describe the normal anatomical, systemic, and physiological changes associated with the lifespan.

 

Systems and Regions

  1. Musculoskeletal
  2. Integumentary
  3. Neurological
  4. Cardiovascular
  5. Endocrine
  6. Pulmonary
  7. Gastrointestinal
  8. Hepatobiliary
  9. Immune
  10. Renal and urogenital
  11. The face, including maxillofacial region and mouth
  12. Eye, ear, nose, and throat

Course Objectives

  • Differentiate between normal and abnormal physical findings (eg, pulse, blood pressure, heart and lung sounds, oxygen saturation, pain, core temperature) and the associated pathophysiology.
  • Describe the normal anatomical, systemic, and physiological changes associated with the lifespan.
  • Explain the principles of the body’s thermoregulatory mechanisms as they relate to heat gain and heat loss.
  • Describe the role of exercise in maintaining a healthy lifestyle and preventing chronic disease.
  • Compare and contrast the variations in the physiological response to injury and healing across the lifespan.
  • Describe the role of exercise in maintaining a healthy lifestyle and preventing chronic disease.
  • Identify and describe the standard tests, test equipment, and testing protocols that are used for measuring fitness, body composition, posture, flexibility, muscular strength, power, speed, agility, and endurance.
  • Compare and contrast the various types of flexibility, strength training, and cardiovascular conditioning programs to include expected outcomes, safety precautions, hazards, and contraindications.
  • Administer and interpret fitness tests to assess a client’s/patient’s physical status and readiness for physical activity.
  • Explain the basic concepts and practice of fitness and wellness screening.
  • Design a fitness program to meet the individual needs of a client/patient based on the results of standard fitness assessments and wellness screening.
  • Instruct a client/patient regarding fitness exercises and the use of muscle strengthening equipment to include correction or modification of inappropriate, unsafe, or dangerous lifting techniques.
  • Explain how changes in the type and intensity of physical activity influence the energy and nutritional demands placed on the client/patient.
  • Describe the principles and methods of body composition assessment to assess a client’s/patient’s health status and to monitor changes related to weight management, strength training, injury, disordered eating, menstrual status, and/or bone density status.
  • Assess body composition by validated techniques.
  • Describe contemporary weight management methods and strategies needed to support activities of daily life and physical activity.

Course Objectives

  • Describe the basic principles of personality traits, trait anxiety, locus of control, intrinsic and extrinsic motivation, and patient and social environment interactions as they affect patient interactions.
  • Explain the theoretical background of psychological and emotional responses to injury and forced inactivity (eg, cognitive appraisal model, stress response model).
  • Summarize contemporary theory regarding educating patients of all ages and cultural backgrounds to effect behavioral change.
  • Describe the psychological techniques (eg, goal setting, imagery, positive self-talk, relaxation/anxiety reduction) that can be used to motivate the patient during injury rehabilitation and return to activity processes.
  • Describe psychological interventions (eg, goal setting, motivational techniques) that are used to facilitate a patient’s physical, psychological, and return to activity needs.
  • Identify and describe the basic signs and symptoms of mental health disorders (eg, psychosis, neurosis; sub-clinical mood disturbances (eg, depression, anxiety); and personal/social conflict (eg, adjustment to injury, family problems, academic or emotional stress, personal assault or abuse, sexual assault or harassment) that may indicate the need for referral to a mental healthcare professional.
  • Describe the psychological and emotional responses to a catastrophic event, the potential need for a psychological intervention and a referral plan for all parties affected by the event.

Course Objectives

  • Explain the precautions and risk factors associated with physical activity in persons with common congenital and acquired abnormalities, disabilities, and diseases.
  • Explain the etiology and prevention guidelines associated with the leading causes of sudden death during physical activity.
  • Describe the role of exercise in maintaining a healthy lifestyle and preventing chronic disease.
  • Identify and describe the signs, symptoms, physiological, and psychological responses of clients/patients with disordered eating or eating disorders.
  • Describe the method of appropriate management and referral for clients/patients with disordered eating or eating disorders in a manner consistent with current practice guidelines.
  • Identify modifiable/non-modifiable risk factors and mechanisms for injury and illness.
  • Explain the precautions and risk factors associated with physical activity in persons with common congenital and acquired abnormalities, disabilities, and diseases.

Course Objectives

  • Describe the role of nutrition in enhancing performance, preventing injury or illness, and maintaining a healthy lifestyle.
  • Educate clients/patients on the importance of healthy eating, regular exercise, and general preventative strategies for improving or maintaining health and quality of life.
  • Describe contemporary nutritional intake recommendations and explain how these recommendations can be used in performing a basic dietary analysis and providing appropriate general dietary recommendations.
  • Describe the proper intake, sources of, and effects of micro- and macronutrients on performance, health, and disease.
  • Describe current guidelines for proper hydration and explain the consequences of improper fluid/electrolyte replacement.
  • Identify, analyze, and utilize the essential components of food labels to determine the content, quality, and appropriateness of food products.
  • Describe nutritional principles that apply to tissue growth and repair.
  • Describe changes in dietary requirements that occur as a result of changes in an individual’s health, age, and activity level.
  • Explain the physiologic principles and time factors associated with the design and planning of pre-activity and recovery meals/snacks and hydration practices.
  • Identify the foods and fluids that are most appropriate for pre-activity, activity, and recovery meals/snacks.
  • Describe contemporary weight management methods and strategies needed to support activities of daily life and physical activity.
  • Identify and describe the signs, symptoms, physiological, and psychological responses of clients/patients with disordered eating or eating disorders.
  • Describe the method of appropriate management and referral for clients/patients with disordered eating or eating disorders in a manner consistent with current practice guidelines.
  • Explain the known usage patterns, general effects, and short- and long-term adverse effects for the commonly used dietary supplements, performance enhancing drugs, and recreational drugs.
  • Describe the hospital trauma level system and its role in the transportation decision-making process.
  • Demonstrate the ability to perform scene, primary, and secondary surveys.
  • Obtain a medical history appropriate for the patient’s ability to respond.
  • When appropriate, obtain and monitor signs of basic body functions including pulse, blood pressure, respiration, pulse oximetry, pain, and core temperature. Relate changes in vital signs to the patient’s status.
  • Differentiate between normal and abnormal physical findings (eg, pulse, blood pressure, heart and lung sounds, oxygen saturation, pain, core temperature) and the associated pathophysiology.
  • Differentiate the types of airway adjuncts (oropharygneal airways [OPA], nasopharyngeal airways [NPA] and supraglottic airways [King LT-D or Combitube]) and their use in maintaining a patent airway in adult respiratory and/or cardiac arrest.
  • Establish and maintain an airway, including the use of oro- and nasopharygneal airways, and neutral spine alignment in an athlete with a suspected spine injury who may be wearing shoulder pads, a helmet with and without a face guard, or other protective equipment.
  • Determine when suction for airway maintenance is indicated and use according to accepted practice protocols.
  • Identify cases when rescue breathing, CPR, and/or AED use is indicated according to current accepted practice protocols.
  • Utilize an automated external defibrillator (AED) according to current accepted practice protocols.
  • Perform one- and two- person CPR on an infant, child and adult.
  • Utilize a bag valve and pocket mask on a child and adult using supplemental oxygen.
  • Explain the indications, application, and treatment parameters for supplemental oxygen administration for emergency situations.
  • Administer supplemental oxygen with adjuncts (eg, non-rebreather mask, nasal cannula).
  • Assess oxygen saturation using a pulse oximeter and interpret the results to guide decision making.
  • Explain the proper procedures for managing external hemorrhage (eg, direct pressure, pressure points, tourniquets) and the rationale for use of each.
  • Select and use the appropriate procedure for managing external hemorrhage.
  • Explain aseptic or sterile techniques, approved sanitation methods, and universal precautions used in the cleaning, closure, and dressing of wounds.
  • Select and use appropriate procedures for the cleaning, closure, and dressing of wounds, identifying when referral is necessary.
  • Use cervical stabilization devices and techniques that are appropriate to the circumstances of an injury.
  • Demonstrate proper positioning and immobilization of a patient with a suspected spinal cord injury.
  • Perform patient transfer techniques for suspected head and spine injuries utilizing supine log roll, prone log roll with push, prone log roll with pull, and lift-and-slide techniques.
  • Select the appropriate spine board, including long board or short board, and use appropriate immobilization techniques based on the circumstance of the patient’s injury.
  • Explain the role of core body temperature in differentiating between exertional heat stroke, hyponatremia, and head injury.
  • Differentiate the different methods for assessing core body temperature.
  • Explain the role of rapid full body cooling in the emergency management of exertional heat stroke.
  • Assist the patient in the use of a nebulizer treatment for an asthmatic attack.
  • Determine when use of a metered-dose inhaler is warranted based on a patient’s condition.
  • Instruct a patient in the use of a meter-dosed inhaler in the presence of asthma related bronchospasm.
  • Explain the importance of monitoring a patient following a head injury, including the role of obtaining clearance from a physician before further patient participation.
  • Demonstrate the use of an auto-injectable epinephrine in the management of allergic anaphylaxis. Decide when auto-injectable epinephrine use is warranted based on a patient’s condition.
  • Select and apply appropriate splinting material to stabilize an injured body area.
  • Apply appropriate immediate treatment to protect the injured area and minimize the effects of hypoxic and enzymatic injury.
  • Select and implement the appropriate ambulatory aid based on the patient’s injury and activity and participation restrictions.
  • Determine the proper transportation technique based on the patient’s condition and findings of the immediate examination.
  • Identify the criteria used in the decision-making process to transport the injured patient for further medical examination.
  • Select and use the appropriate short-distance transportation methods, such as the log roll or lift and slide, for an injured patient in different situations.
  • Explain the etiology and prevention guidelines associated with the leading causes of sudden death during physical activity.

 *First Aid / CPR: Certification may or may not involve a university-sponsored course. Online courses are not accepted; we will accept only courses that include both psychomotor and didactic instruction and evaluation.

The GATP-Director will formally review all required coursework to determine if there are any deficiencies. Students MUST submit course descriptions. No student will be accepted into the program before they have submitted the required course descriptions. The GATP Director reserves the right to request course syllabi for greater confirmation about course content.  The GATP Director will notify the student of any deficiencies before the student begins the curriculum. It is imperative that the students have the equivalent of the required courses in order to satisfy the athletic training educational competencies set forth by the NATA.

A student may be considered for conditional admission to the program if he or she fails to meet any of the requirements outlined above, pending completion of the deficiencies. At the very minimum, First Aid / CPR, Anatomy and Physiology, and Exercise Physiology must be completed before an applicant can be considered for program admission.