Course and Contact Information San José State University CASA/Kinesiology KIN 292B, Seminar in Sports Medicine, Spring, 2017 Instructor: Masaaki Tsuruike, PhD, ATC Office Location: SPX 115 Telephone: (408) 924-3040 Email: Office Hours: Class Days/Time: masaaki.tsuruike@sjsu.edu Tues and Wed: 3:30-4:30 pm Wednesdays: 5-6:50 pm Classroom: YUH 128 Prerequisites: This course is intended for graduate students who have completed CAATE undergraduate programs and passed the board of certification examination (ATC). Other students must obtain the instructor's permission to enroll in the class. Course Format Course materials such as syllabus, handouts, notes, and assignment instructions can be found on the Canvas learning management system used at SJSU. You are responsible for changing the settings so that e-mail that is sent to your Canvas account is forwarded to your regularly used email account. Announcements will be posted on Canvas and should be checked on a regular basis; students may choose to be alerted via text or email that announcements have been made. Course Description This course is designed to cover current topics in the field of athletic training education that have been discussed in the Journal of Athletic Training and/or the annual meeting of National Athletic Trainers Association. Topics may include, but are not limited to, outcomes research and practical applications for injury rehabilitation and management, data collection, and statistics. Three to four field trips will be also included to learn different clinical settings. Department of Kinesiology Graduate Program Learning Outcomes (GPLO) Upon completion of the Master s degree program in the Department of Kinesiology, students should be able to: 1. Demonstrate the ability to conduct and critique research using theoretical and applied knowledge. 2. Interpret and apply research findings to a variety of disciplines within Kinesiology. 3. Effectively communicate essential theories, scientific applications, and ethical considerations in each student's Kinesiology program concentration. KIN 292B Seminar in Sports Medicine, Spring, 2017 Page 1 of 6
4. Interpret and apply research findings through acquired skills in order to become agents of change to address issues in Kinesiology through the application of knowledge and research. Graduate Athletic Training Education Program Learning Outcomes (GATEPLO) The mission of the Graduate Athletic Training Program is to enhance mastery of the athletic training discipline through a sound theoretical and research base, as well as diversity of thought and experiences. The Graduate Athletic Training Education Program seeks to: 1. Develop critical and independent thinkers 2. Facilitate and promote community interaction/aid in sports medicine with other health care providers 3. Foster scholarly and research activities 4. Develop exemplary athletic training professionals 5. Enhance and augment athletic training skills through evidence-based exploration Course Learning Outcomes (CLO) Upon successful completion of this course, students will be able to: CLO 1. Discuss functional tests for return to play decisions 1.1. Hamstring test 1.1.1. Single bridge test 1.1.2. Three consecutive straight leg raise as fast as possible test 1.2. Ratio of the knee flexion to knee extension in isokinetic contraction 1.3. Ratio of concentric contraction to eccentric contraction in shoulder external rotation during isokinetic contraction 1.4. Chronic ankle instability 1.4.1. Self-outcome instrument (FADI, FAAM, Sports Ankle Rating System) 1.4.2. Star Excursion Balance Test (SEBT)/Y balance test 1.4.3. The dorsiflexion lunge test 1.4.4. Agility-T test 1.4.5. Lower Extremity Functional Test (LEFT) 1.4.6. Figure-of-8 hop test, Side-hop test, Up-down hop test, Single-hop test 1.5. Functional tests for post-acl reconstruction 1.5.1. Single hop for distance, 6-m timed hop, triple hop for distance, crossover hop for distance 1.5.2. Landing Error Scoring System (LESS) CLO 2. Demonstrate data reduction and make a scientific graph CLO 3. Describe non-traditional professional settings in which athletic trainers work CLO 4. Identify an idea for a project or thesis and write a proposal for that culminating experience (project or thesis) CLO 5. Engender a strong sense of leadership in young, professional athletic trainers, including Title IX. CLO 6. Provide a forum of open discussion to explore the controversial, moral and ethical questions facing the athletic trainer professional. Required Readings Selected readings to be provided by the instructor. All readings are shown in the end of syllabus. KIN 292B Seminar in Sports Medicine, Spring, 2017 Page 2 of 6
Course Requirements and Assignments SJSU classes are designed such that in order to be successful, it is expected that students will spend a minimum of forty-five (45) hours for each unit of credit (normally three hours per unit per week), including preparing for class, participating in course activities, completing assignments, and so on. More details about student workload can be found in University Policy S12-3 at http://www.sjsu.edu/senate/docs/s12-3.pdf. Each student will be required to: Grading Information Discussion Responses: 75% Tentative Project Proposal (comprehensive) : 20% Participation: 5% Determination of Grades The course is based on a percentage scale (100%). The breakdown is as follows: A: 100 93% A-: 92.9 90% B+: 89.9 87% B: 86.9 83% B-: 82.9 80% C+: 79.9 77% C: 76.9 73% C-: 72.9 70% D+: 69.9 67% D: 66.9 63% D-: 62.9 60% F: <60% Discussion Responses: 75% Class Discussion Responses are designed to help a student measure functional assessments and learn return to play decision making in the field of athletic training. For discussion responses, you will summarize the limitation and delimitation of methods discussed in the class with at least one article which supports your opinion each time (one reference). You may use any of the articles provided in the class. This assignment provides an opportunity to develop analytic and critical reading skills and thinking. The limitations are factors you cannot control in data collection, whereas the delimitations are boundaries you intentionally set in data collection under your control. With regard to data reduction, descriptive statistics, such as mean and standard deviation, should be used. For data with isokinetic dynamometer and functional tests, error bars denoting the standard error of the mean (SE) should be included in the graph (below see the graph, indication error bars as SE). KIN 292B Seminar in Sports Medicine, Spring, 2017 Page 3 of 6
You will also summarize the reflection of each of the field trips with at least one article which supports your opinion each time (one reference). The references can be found in Journal of Athletic Training, Athletic Training Education Journal, or any other health care provides journal, which must be categorized as a peer reviewed journal. This discussion responses should be typed, single-spaced, using a 12-point (or easily readable) font and 1" margins. Your reflection should not exceed two pages including graphs. Less than one (1) page is considered too short. (GPLO 1-4) (GATEPLO 1-5) (CLO 1-6) Individual Project Proposal: 20% You will propose a tentative project or thesis idea within the field of athletic training. The proposal should include the background of the project or research study, citing at least 5 professional journal articles; the purpose of the project and a hypothesis, if a research study; and the methodology. (GPLO 1-4) (GATEPLO 1-5) (CLO 1-5) Classroom Protocol Cell phones must be set on silent mode. Computers are allowed for class-related activities only. Scanning the internet, checking or sending e-mails, and other activities not related to the course is unprofessional and distracting to others. No food is allowed in the class. The class is scheduled for 110 minutes without a break. University Policies (Required) Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on the Office of Graduate and Undergraduate Programs Syllabus Information web page at http://www.sjsu.edu/gup/syllabusinfo/ KIN 292B Seminar in Sports Medicine, Spring, 2017 Page 4 of 6
KIN 292B Seminar in Sports Medicine, Spring, 2017 Course Schedule (subject to change with fair notice) Week Date Topics Assignments and Deadlines 1 2/1 2 2/8 3 2/15 4 2/22 5 3/1 6 3/8 7 3/15 Course introduction Discussion: Research activity with human subjects Discussion: Hamstring strain Askling 2010, Freckleton 2014, Heiderscheit 2010, Opar 2012 Discussion Response 1, Due: 2/15 Discussion: Current topics in athletic training (discussion of Title IX) Field trip I: 3:30 PM Evolution Trainers: http://www.evolutiontrainers.com/ 2044 Old Middlefield Way, Mountain View, CA 94043 Discussion: Isokinetic Dynamometer for Upper extremity Discussion Isokinetic Dynamometer for Lower extremity Field trip II: 1:30 PM The Riekes Center: http://www.riekes.org/ 3455 Edison Way Menlo Park CA 94025 8 3/22 Discussion: Chronic ankle instability 9 3/29 Spring Break 10 4/5 Discussion: Functional tests for post-acl reconstruction 11 4/12 Discussion: Predicting ACL injuries 12 4/19 13 4/26 Field trip (TBA) or Discussion: Current topics in athletic training Field trip III: 2:00 PM Avaya Stadium: http://www.sjearthquakes.com/avayastadium 1123 Coleman Ave, San Jose, CA 95110 14 5/3 Discussion: Individual project proposals I 15 5/10 Discussion: Individual project proposals II 16 5/24 Final Evaluation Required Readings Hamstring Tests Discussion Response 2 (Evolution), Due 3/1 Discussion Response 3, Due 3/8 Discussion Response 4, Due 3/15 Discussion Response 5, (Riekes Center) Due 3/22 Marin 2007, Clanton 2012, Gibble 2013, Linens 2014, Docherty 2005, Hale 2005, Carcia 2008, Kaminski 2014 Discussion Response 6, Due 3/29 Reid 2007 Discussion Response 7, Due 4/12 Padua 2015, ter Stege 2014, Sugimoto 2015, Fox 2014 Discussion Response 8, Due 4/26 Discussion Response 9, Due 4/26 Discussion Response 10, Due 5/3 1. Opar, D. A., et al. (2012). Hamstring strain injuries. Sports Medicine, 42(3), 209-226. KIN 292B Seminar in Sports Medicine, Spring, 2017 Page 5 of 6
2. Heiderscheit, B. C., et al. (2010). Hamstring strain injuries: recommendations for diagnosis, rehabilitation, and injury prevention. Journal of Orthopaedic & Sports Physical Therapy, 40(2), 67-81. 3. Freckleton, G., et al. (2013). The predictive validity of a single leg bridge test for hamstring injuries in Australian Rules Football Players. British Journal of Sports Medicine, bjsports-2013-092356. 4. Askling, C. M., et al. (2010). A new hamstring test to complement the common clinical examination before return to sport after injury. Knee surgery, sports traumatology, arthroscopy, 18(12), 1798-1803. Chronic Ankle Instability 5. Hale, S. A., & Hertel, J. (2005). Reliability and Sensitivity of the Foot and Ankle Disability Index in Subjects with Chronic Ankle Instability. Journal of Athletic Training, 40(1), 35-40. 6. Brumitt, J., et al. (2013). Lower extremity functional tests and risk of injury in division III collegiate athletes. International Journal of Sports Physical Therapy, 8(3), 216-227. 7. Carcia, C. R., et al. (2008). Validity of the Foot and Ankle Ability Measure in Athletes with Chronic Ankle Instability. Journal of Athletic Training, 43(2), 179-183. 8. Gribble, P. A., et al. (2013). Interrater Reliability of the Star Excursion Balance Test. Journal of Athletic Training, 48(5), 621-626. 9. Martin, R. L., & Irrgang, J. J. (2007). A Survey of Self-reported Outcome Instruments for the Foot and Ankle. Journal of Orthopaedic & Sports Physical Therapy, 37(2), 72-84. 10. Clanton, T. O., et al. (2012). Return to Play in Athletes Following Ankle Injuries. Sports Health, 4(6), 471-474. 11. Linens, S. W., et al. (2014). Postural-Stability Tests That Identify Individuals with Chronic Ankle Instability. Journal of Athletic Training, 49(1), 15-23. 12. Docherty, C. L., et al. (2005). Functional-Performance Deficits in Volunteers with Functional Ankle Instability. Journal of Athletic Training, 40(1), 30-34. 13. Kaminski, T. et al. (2013). National Athletic Trainers' Association Position Statement: Conservative Management and Prevention of Ankle Sprains in Athletes. Journal of Athletic Training, 48(4), 528-545. Functional Tests for Post ACLR and Injury Prediction 14. Reid, A., et al. (2007). Hop testing provides a reliable and valid outcome measure during rehabilitation after anterior cruciate ligament reconstruction. Physical Therapy, 87(3), 337-349. 15. Padua, D. A., et al. (2015). The Landing Error Scoring System as a screening tool for an anterior cruciate ligament injury prevention program in elite-youth soccer athletes. Journal of Athletic Training, 50(6), 589-595. 16. ter Stege, M. H. P., et al. (2014). Effect of Interventions on Potential, Modifiable Risk Factors for Knee Injury in Team Ball Sports: A Systematic Review. Sports Medicine, 44(10), 1403-1426. 17. Sugimoto, D., et al. (2015). Biomechanical and Neuromuscular Characteristics of Male Athletes: Implications for the Development of Anterior Cruciate Ligament Injury Prevention Programs. Sports Medicine, 45(6), 809-822. 18. Fox, A. S., et al. (2014). What is Normal? Female Lower Limb Kinematic Profiles During Athletic Tasks Used to Examine Anterior Cruciate Ligament Injury Risk: A Systematic Review. Sports Medicine, 44(6), 815-832. KIN 292B Seminar in Sports Medicine, Spring, 2017 Page 6 of 6