October

17, 2013

Sports Medicine Lesson 1

Unit: Health Services Foundations

Lesson Duration: 90 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will learn prevention, assessment, and management techniques related to injuries that
may occur during recreation and sporting events and activities.
Students will:
1. Evaluate role and responsibilities of a first-aider in prevention of injuries before an event or
season of play.

Specific Learning Outcomes:
Students will:
1.1
Describe the roles of the members of a sports medicine team.
1.4
Describe possible liability issues related to athletic first aid.
1.5
Summarize risk management responsibilities.
1.7 Summarize important considerations for the collection and management of the
participants medical information as required for an event, including a list of the types of
information to obtain.
1.8 Assess a facility and the environmental conditions related to potential injury on the day of
an event.
1.12 Assess protective equipment and other gear or attire for safety and fit.
1.13 Promote the benefits of proper attire and gear, including a description of possible hazards
of jewelry and other items that can cause choking hazards or injury.
LEARNING OBJECTIVES
Students will:
1. Identify the members of the sports medicine team.
2. List the safety improvements made during the 1996 Kate Andrews gym renovation and infer
what other safety changes should be made.
3. Identify things an athlete needs to complete before the start of the season.
4. Describe the responsibility of an athletic injury manager before and during an athletic event.
5. Demonstrate an understanding of on-going risks and responsibilities of an athletic manager
including weather, facilities, fitness/conditioning, protective equipment, skill instruction, warm-
up and cool down. Apply this understanding to personal experiences.
6. Apply the concept of athletic injury management to a case study.
ASSESSMENTS
Observations:
- Students on task and participating in discussion
Written/Performance Assessments:
- Guided notes page
- Case study answers
LEARNING RESOURCES CONSULTED
N/A
MATERIALS AND EQUIPMENT
* Guided notes page
* Case studies
PROCEDURE
1

October 17, 2013

Introduction (20 min.):

- Explain agenda for the day and instructions for quiz completion
- Muscular systems quiz end of module 1
Body (65 min.):
Learning Activity #1: Joints group work in pre-determined groups students will summarize
and present joints to the class. I will apply joints to muscles movements and injuries as they
present.
Assessments/Differentiation: all groups on task, working together to simplify joints for the class,
illustration on diagram
Learning Activity #2: Introduction to A.I.M. direct teaching as students fill in a guided notes
page. Class discussion related to their personal experiences of weather conditions, coaches,
facilities, fitness/conditioning, equipment, skill instruction, warm-up/cool-down. **Emphasize
no names/companies shared
Assessments/Differentiation: student participation, application of safety concepts to their
experiences
Learning Activity #3: Gym walk-through students will tour the gym and change rooms to
observe safety hazards. Once we are back in class we will discuss what they think needs to be
changed I will tell them what was changed in 1996.
Assessments/Differentiation: can students observe and apply A.I.M to the gym renovations and
existing safety hazards?
Learning Activity #4: Case Study in their joint groups, students will choose a case study to
analyze and apply A.I.M principles they have learned so far. They will first work independently to
highlight points then merge as a group to create a summary to present to the class.
Closure (5 min.):

Consolidation/Assessment of Learning: Notes pages complete, case studies started, verbal feedback
of different risks to consider as an athletic injury manager ** next time do an exit slip to
consolidate learning.
Transition To Next Lesson: Next class we will finish the case studies and learn about different
emergency situations.

October 21, 2013

Sports Medicine Lesson 2

Unit: Health Services Foundations

Lesson Duration: 90 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will learn prevention, assessment, and management techniques related to injuries that
may occur during recreation and sporting events and activities.
Students will:
1. Create an Emergency Action Plan to prepare for possible emergencies at different
venues.
2. Explain basic physiological principles related to various injuries and illnesses that may
occur during recreation or sporting events and activities.
Specific Learning Outcomes:
Students will:
1.1
Describe the roles of the members of a sports medicine team.
1.4
Summarize risk management responsibilities.

2.1 summarize the necessity of an emergency action plan, including the importance of rehearsal
2.2 identify key components of an emergency action plan for on-field and sideline emergencies
2.3 list steps in Emergency Action Plan protocol
2.4 summarize the reasons to call for Emergency Medical Services
2.6 build an athletic first aid kit and identify additional important equipment or supplies
2.7 complete a pre-event checklist appropriate for different venues
3.1 categorize injuries as life-threatening, serious or non life-threatening injuries
3.2 categorize injuries as acute, chronic or recurrent
LEARNING OBJECTIVES
Students will:
1. Apply the concept of athletic injury management to a case study focus on static and
dynamic stretching.
2. Identify what an emergency action plan is and how to implement one.
3. Identify when they would call 9-1-1 in an emergency situation and what they should have
prepared before an emergency situation.
4. Define and describe basic injury classifications (acute, chronic, recurrent)
5. Define types of force and relate the severity of injuries to their personal experiences.
6. Explain the SHARP phases of injury.
ASSESSMENTS
Observations:
- Students on task and participating in discussion
Written/Performance Assessments:
- Guided notes page
- Case study answers
- Based on an event of their choice, create a pre-event checklist for that venue (football game,
volleyball game, martial arts match, foot race, basketball, etc.)
LEARNING RESOURCES CONSULTED
N/A
1

October 21, 2013

MATERIALS AND EQUIPMENT

* Guided notes page
* Case studies
* Powerpoint
* Cue cards (for exit slip)
PROCEDURE
Introduction (10 min.):

- Agenda for the day
- Review how to read a case study skim the meat and read the abstract/conclusion carefully.
Body (75 min.):
Learning Activity #1: Case Study in their groups they will finish their assignment and present
a summary for the class. The class must ask 1 question about the case study.
Assessments/Differentiation: all groups on task, working together to present relation to AIM.
Learning Activity #2: Direct Teaching review warm-up and cool-down (specific examples of
static and dynamic stretches). Explain EAP, specific conditions to call 9-1-1, preparation to call in
case of emergency.
Assessments/Differentiation: student participation, application of safety concepts to their
experiences
Learning Activity #3: EAP Activity independently students will create an emergency action
plan for an event of their choice. I will emphasize the importance of drawing from a facility they
are familiar with or an experience they had. After about 10 minutes they will THINK PAIR SHARE
how are their experiences similar with their classmates?
Assessments/Differentiation: Can students apply the format of an EAP to a sport specific setting?
Learning Activity #4: Direct Teaching **Hand out another guided notes sheet. Basic injury
classifications, types of force, factors to determine severity of an injury, SHARP phases of an
injury,
Learning Activity #5: Partner assignment review with a partner they will review and compare
answers then we will take it up as a class/mark each others. I will come around to give marks for
fully completed assignments.

** QUIZ #1 will be next class!
Closure (5 min.):

Consolidation/Assessment of Learning: EXIT SLIP using a cue card students will write down one
thing they learned that they didnt know before this class. And all assignments complete.
Transition To Next Lesson: Next class will be the first quiz then we will move on to a detailed look at
preparing for an emergency situation.

October 23, 2013

Sports Medicine Lesson 3

Unit: Health Services Foundations

Lesson Duration: 90 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will learn prevention, assessment, and management techniques related to injuries that
may occur during recreation and sporting events and activities.
Students will:
1. Create an Emergency Action Plan to prepare for possible emergencies at different
venues.
2. Explain basic physiological principles related to various injuries and illnesses that may
occur during recreation or sporting events and activities.
Specific Learning Outcomes:
Students will:
2.1 summarize the necessity of an emergency action plan, including the importance of rehearsal
2.2 identify key components of an emergency action plan for on-field and sideline emergencies
2.3 list steps in Emergency Action Plan protocol
2.6 build an athletic first aid kit and identify additional important equipment or supplies
2.7 complete a pre-event checklist appropriate for different venues
3.4 describe mechanisms of injury, including direct blow, torsion, shearing, bending and twisting
of bones
3.5 summarize considerations for fractures during pre-adolescence and adolescence
3.6 explain the phases of the injury cycle, including: 3.6.1 inflammatory phase, using the
acronym SHARP (swelling, heat, altered function, redness, pain)
3.6.2 repair and regeneration phase
3.6.3 remodelling phase
3.10 demonstrate the following primary assessment skills as part of the initial response to an
injury, using case studies and active involvement in practical, simulated exercises: 3.10.1 ensure
safety
3.10.2 assess consciousness
3.10.3 assess for possible neck injury
3.10.4 activate EAP (Emergency Action Plan)
3.10.5 conduct a primary survey, including ABC assessment (airway, breathing, circulation)

LEARNING OBJECTIVES
Students will:
1. Identify what an emergency action plan is and how to implement one.
2. Explain the SHARP phases of injury.
3. Identify the importance of rehabilitation
4. Identify and explain the 5 principles of AIM
5. Explain a primary and secondary survey
6. Define respiratory arrest, cardiac arrest, and shock
7. Identify cause and symptoms of five types of shock.


ASSESSMENTS
1

October 23, 2013

Observations, Conversations, Written

- Students on task and participating in discussion
- Guided notes complete
Written/Performance Assessments:
- Guided notes page
- Case study answers
- Based on an event of their choice, create a pre-event checklist for that venue (football game,
volleyball game, martial arts match, foot race, basketball, etc.)
LEARNING RESOURCES CONSULTED
YouTube (brain break)
MATERIALS AND EQUIPMENT
* Guided notes page
* Case studies
* Powerpoint
PROCEDURE
Introduction (10 min.):

- Quiz #1
- When done quiz, use a spare piece of paper to create an E.A.P. for an event of your choice (it
will help if you use a venue you have experience in)
Body (75 min.):
Learning Activity #1: Think, Pair, Share when everyone has completed their E.A.P., they will
share with a friend then choose one of the two to share with the class.
Assessments/Differentiation: all groups on task, applying knowledge about EAPs to a practical
situation, does everyone know what an EAP is?
Learning Activity #2: Direct Teaching Review three basic phases of an injury, RICE treatment,
importance of rehab, conditions before an athlete returns to play.
Assessments/Differentiation: student participation, application of safety concepts to their
experiences.
Learning Activity #3: Partner assignment marking and hand in. Pass assignment to the front
and to the left.

Learning Activity #5: Olympic Altitude brain break video

Learning Activity #4: Direct Teaching **Hand out assignment 3 guided notes page. Chapter 5:
Game Time principles of AIM, first steps in emergency procedure, primary and secondary
survey, respiratory arrest, cardiac arrest, shock, etc.
Assessments/Differentiation: student participation, application of emergency procedures to their
life.
Closure (5 min.):

Consolidation/Assessment of Learning: Stand Up Meeting assignments away! Write down one
thing you learned in the last bit of class. Find someone at least 2 rows over to have a stand up
meeting to compare your learning. Share with the class when done.
Transition To Next Lesson: Next class will be focused on different head injuries.

October 25, 2013

Sports Medicine Lesson 4

Unit: Health Services Foundations

Lesson Duration: 62 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will learn prevention, assessment, and management techniques related to injuries that
may occur during recreation and sporting events and activities.
Students will:
1. Explain basic physiological principles related to various injuries and illnesses that may
occur during recreation or sporting events and activities.
Specific Learning Outcomes:
Students will:
3.4 describe mechanisms of injury, including direct blow, torsion, shearing, bending and twisting
of bones
3.5 summarize considerations for fractures during pre-adolescence and adolescence
3.6 explain the phases of the injury cycle, including: 3.6.1 inflammatory phase, using the
acronym SHARP (swelling, heat, altered function, redness, pain)
3.6.2 repair and regeneration phase
3.6.3 remodelling phase
3.10 demonstrate the following primary assessment skills as part of the initial response to an
injury, using case studies and active involvement in practical, simulated exercises: 3.10.1 ensure
safety
3.10.5 conduct a primary survey, including ABC assessment (airway, breathing, circulation)
3.11.19 describe appropriate palpation skills for point tenderness, skin changes, crepitus,
temperature and pulse
3.11.20 describe range of motion testing to evaluate joint and muscle function
LEARNING OBJECTIVES
Students will:
1. Explain the SHARP phases of injury.
2. Identify the importance of rehabilitation
3. Identify and explain the 5 principles of AIM
4. Explain a primary and secondary survey
5. Define respiratory arrest, cardiac arrest, and shock
6. Identify cause and symptoms of five types of shock.
ASSESSMENTS
Observations, Conversations, Written
- Students on task and participating in discussion
- Guided notes complete
Written/Performance Assessments:
- Guided notes page
- Injury scenario completion and presentation
LEARNING RESOURCES CONSULTED
N/A
MATERIALS AND EQUIPMENT
* Guided notes page
* Injury scenarios
1

October 25, 2013

* Powerpoint
PROCEDURE
Introduction (5 min.):

Pre-Assessment of last class learning: call on students to answer questions from assignment #3
(without looking at notes). General principles of aim, steps in emergency procedure, primary and
secondary survey.
Body (55 min.):
Learning Activity #1: Direct Teaching Types of shock, causes, and symptoms.
Assessments/Differentiation: all students filling in chart on assignment 3.

Learning Activity #2: Injury Scenarios in groups of 2 or 3, using the handouts, students will
apply what they know about steps and procedures in an emergency situation. When everyone
has completed their situation they will choose one person to present it to the class.
Assessments/Differentiation: are students on task? Can they apply basic injury management
principles to their scenario?

Learning Activity #3: Self-marking assignment 3 hand them in so I can record the marks.

Learning Activity #4: Review for quiz #2 Go over and discuss what will be on quiz 2 They will
write on next TUESDAY.
Closure (3 min.):

Consolidation/Assessment of Learning: participation in quiz review.

October 30, 2013

Sports Medicine Lesson 5

Unit: Health Services Foundations

Lesson Duration: 90 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will learn prevention, assessment, and management techniques related to injuries that
may occur during recreation and sporting events and activities.
Students will:
1. Explain basic physiological principles related to various injuries and illnesses that may
occur during recreation or sporting events and activities.
2. Demonstrate the appropriate management and treatment of injuries that can occur
during recreation activities and sporting events.
Specific Learning Outcomes:
Students will:
3.10 demonstrate the following primary assessment skills as part of the initial response to an
injury, using case studies and active involvement in practical, simulated exercises: 3.10.1 ensure
safety
3.10.2 assess consciousness
3.10.3 assess for possible neck injury
3.10.4 activate EAP (Emergency Action Plan)
3.10.5 conduct a primary survey, including ABC assessment (airway, breathing, circulation)
4.1 describe protocols for response when an injured athlete or participant is unconscious and/or
not moving
4.2 apply appropriate skills for the management and treatment of life-threatening and serious
injuries, including the following: 4.2.1 neck and spine injuries
4.3 describe return to play protocols and considerations for injuries, including concussions and
fractures

LEARNING OBJECTIVES
Students will:
1. Identify four types of head injury.
2. Describe the cause and symptoms of a concussion.
3. Demonstrate how to test memory and balance for potential concussion patients.
4. Identify the Return to Play steps.
5. Identify basic rules about handling other head injuries.
6. Describe the forces that can cause neck/spine injuries.
7. Identify specific emergency procedures for neck and spine injuries.
ASSESSMENTS
Observations, Conversations, Written
- Students on task and participating in discussion
- Guided notes complete
- Class discussion
Written/Performance Assessments:
- Guided notes page
- Quiz prep complete
LEARNING RESOURCES CONSULTED
N/A
1

October 30, 2013

MATERIALS AND EQUIPMENT

* Guided notes page
* YouTube Videos
* Powerpoint
PROCEDURE
Introduction (20 min.):

- Agenda for the day
- Quiz #2
- When finished: write about your favorite sport on the back of your sheet. Why do you like it?
How long have you played? Do you watch it on TV? Favorite team?
Body (67 min.):
Learning Activity #1: Assignment 3 Take up as a class and record marks.
Assessments/Differentiation: all students completed assignment.

Learning Activity #2: Video Intro. to concussions: Students write down different concussion
symptoms based on real experiences. http://www.youtube.com/watch?v=_dcs9RS7Hi0

Learning Activity #3: Direct Teaching chapter 6 (sport related injuries) concussion,
contusion, hemorrhage, fractures. ** After filling in concussion memory test, independently
think of another question to ask an athlete or a question that they have been asked in a possible
concussion situation.
Assessments/Differentiation: are students following along with guided notes? Application to
experiences.

Learning Activity #4: Video write down preventative measures used in NHL.
http://www.youtube.com/watch?v=nYFsSW4v1xU

Learning Activity #5: Quiz Prep independently students will fill out quiz #4 then they will
THINK PAIR SHARE.
Closure (3 min.):

Next class we will work on review of AIM in stations. Tuesday will be the next quiz.
Consolidation/Assessment of Learning: Verbal feedback.

November 1, 2013

Sports Medicine Lesson 6

Unit: Health Services Foundations

Lesson Duration: 62 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will learn prevention, assessment, and management techniques related to injuries that
may occur during recreation and sporting events and activities.
Students will:
1. Explain basic physiological principles related to various injuries and illnesses that may
occur during recreation or sporting events and activities.
2. Demonstrate the appropriate management and treatment of injuries that can occur
during recreation activities and sporting events.
Specific Learning Outcomes:
Students will:
3.10 demonstrate the following primary assessment skills as part of the initial response to an
injury, using case studies and active involvement in practical, simulated exercises: 3.10.1 ensure
safety 3.10.2 assess consciousness 3.10.3 assess for possible neck injury 3.10.4 activate EAP
(Emergency Action Plan) 3.10.5 conduct a primary survey, including ABC assessment (airway,
breathing, circulation)
4.1 describe protocols for response when an injured athlete or participant is unconscious and/or
not moving
4.2 apply appropriate skills for the management and treatment of life-threatening and serious
injuries, including the following: 4.2.1 neck and spine injuries
4.3 describe return to play protocols and considerations for injuries, including concussions and
fractures
LEARNING OBJECTIVES
Students will:
1. Identify the proper protocol to use in an emergency situation
2. Describe causes and symptoms of knee pain
3. Describe causes and symptoms of shoulder pain
ASSESSMENTS
Observations, Conversations, Written
- Students on task and participating in discussion
- Guided notes complete
Written/Performance Assessments:
- Guided notes page
- Injury scenario completion and presentation
LEARNING RESOURCES CONSULTED
N/A
MATERIALS AND EQUIPMENT
* Guided notes page
* Powerpoint
* Crossword Puzzles
* Laptops
* Station Hand Outs

1

November 1, 2013

PROCEDURE
Introduction (5 min.):

Agenda for the day:
1. Quiz #2 when finished, complete a crossword puzzle.
2. Hand in assignment #4
3. Learning stations in assigned groups of 2
Body (55 min.):
Learning Activity #1: Learning Stations
Station 1: Injury Scenarios
Station 2: Knee Injury Video and questions http://www.youtube.com/watch?v=BVWApDz6zmQ
Station 3: Shoulder Pain Video http://www.youtube.com/watch?v=HULJU_ROdCI
Station 4: Analyzing an Emergency Action Plan
http://www.youtube.com/watch?v=nuxfb9epzXw
Station 5: Online Game http://www.purposegames.com/game/sports-medicine-quiz
Station 6: Injury Article Summary

Assessments/Differentiation: Student participation, answering all provided questions.
Closure (3 min.):

Consolidation/Assessment of Learning: participation in learning stations, summary of learning,
activity sheets complete.

























Station 1: Injury Situations
2

November 1, 2013

With your partner discuss what you would do in each injury situation. Use your notes to guide you if
you need to. Record at least one summary below:













Station 2 Video Response Questions:
1. What causes knee pain?
2. What are the most common ligaments torn in the knee?
3. What types of sports cause a torn ACL?
4. What is a meniscus injury?
5. What is tendinitis?
6. What is illiotibial band symdrome? What type of pain do people experience with this
condition?
7. How does a person get a dislocated knee injury?
8. How should you prevent knee injuries?

November 5, 2013

Sports Medicine Lesson 7

Unit: Health Services Foundations

Lesson Duration: 90 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will learn prevention, assessment, and management techniques related to injuries that
may occur during recreation and sporting events and activities.
Students will:
1. Explain basic physiological principles related to various injuries and illnesses that may
occur during recreation or sporting events and activities.
2. Demonstrate the appropriate management and treatment of injuries that can occur
during recreation activities and sporting events.
Specific Learning Outcomes:
Students will:
4.1 describe protocols for response when an injured athlete or participant is unconscious and/or
not moving
4.2 apply appropriate skills for the management and treatment of life-threatening and serious
injuries, including the following:
4.2.1 neck and spine injuries
4.2.2 internal injuries, including ruptured spleen, bruised kidney and testicular trauma
4.2.3 respiratory illnesses, including asthma and hyperventilation
4.2.4 circulatory illnesses, including angina, heart attack and stroke
4.2.5 hyperthermia, including heat cramps, heat exhaustion and heat stroke
4.2.6 hypothermia and frostbite
4.2.7 diabetic coma and insulin shock
4.2.8 seizures and convulsions
LEARNING OBJECTIVES
Students will:
1. Identify and describe signs and symptoms of a concussion and their responsibility as a
coach for prevention.
2. Identify the most common internal injuries.
3. Describe asthma and hyperventilation as the most common respiratory illnesses.
4. Identify common circulatory illnesses.
5. Describe conditions caused by weather.
6. Describe how to manage diabetic coma and seizures in a sports medicine setting.
ASSESSMENTS
Observations, Conversations, Written
- Students on task and participating in discussion
- Guided notes complete
- Class discussion
Written/Performance Assessments:
- Guided notes page
- Video questions answered
LEARNING RESOURCES CONSULTED
ASAA WeCoach Concussion Video

MATERIALS AND EQUIPMENT
1

November 5, 2013

* Guided notes page

* ASAA Concussion Video
* Powerpoint
PROCEDURE
Introduction (20 min.):

- Agenda for the day
- Hand out marked assignments and quiz
- Re-teach 3 factors that are considered when determining the severity of an injury: direct blow
(direct force that is more than the body part can withstand), torsion (twisting), and shearing
(diagonal, when tissue slides on top of tissue).
Body (67 min.):
Learning Activity #1: Concussion Video (25 minutes)
1. What is a concussion?
2. What happens to the brain?
3. What are some problems with concussions?
4. What is your responsibility as a coach or athletic trainer?
Assessments/Differentiation: are students paying attention and answering questions?

Learning Activity #2: Direct Teaching (Assignment #5) ** First discuss how a neck or spinal
injury should always be stabilized but never immobilized.
- Common internal injuries, respiratory illnesses, circulatory illnesses, conditions caused by
weather, difference between diabetic coma and insulin shock, cause of seizure, frost bite.
Assessments/Differentiation: Dtudents following guided notes.

Learning Activity #3: Review for Quiz 3 Class Discussion.
Closure (3 min.):

EXIT SLIP on the sticky note, write down one thing you learned and one thing you would like to
know more about.
*** Next class is quiz #3 Study Assignment #3 and #4. Focus on head injuries, types of shock,
steps of a primary survey, and be prepared to walk through an injury situation like we have been
doing in class.
Consolidation/Assessment of Learning: Students are applying AIM principles to real life situations.

November 7, 2013

Sports Medicine Lesson 8

Unit: Health Services Foundations

Lesson Duration: 90 mins

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Students will learn prevention, assessment, and management techniques related to injuries that
may occur during recreation and sporting events and activities.
Students will:
1. Explain basic physiological principles related to various injuries and illnesses that may
occur during recreation or sporting events and activities.
2. Demonstrate the appropriate management and treatment of injuries that can occur
during recreation activities and sporting events.
Specific Learning Outcomes:
Students will:
Understand
4.2.9 nose injuries, including nosebleeds and broken noses
4.2.10 eye injuries, including contusions, lacerations and foreign bodies in the eye
4.2.11 dental injuries, including loose, chipped and avulsed teeth
4.2.12 fractures, including open, closed and stress fractures
4.2.13 joint injuries, including dislocation and subluxation injuries
4.2.14 soft tissue injuries, including muscle, tendon, ligament, bursae and cartilage injuries
4.2.15 skin wounds, including blisters, abrasions and lacerations

LEARNING OBJECTIVES
Students will:
1. Identify fracture classifications.
2. Outline how to manage a fracture injury.
3. Identify muscle and tendon injuries.
4. Describe, identify signs and symptoms, and explain how to treat: strains, contusions,
cramps and spasms, tendon rupture, tendonitis, sprains, dislocation, cartilage injury,
bursae injury, blisters, abrasions, lacerations, nose injuries, eye injuries, and dental
injuries.
ASSESSMENTS
Observations, Conversations, Written
- Students on task and participating in discussion
- Guided notes complete
- Class discussion
Written/Performance Assessments:
- Guided notes page
-
LEARNING RESOURCES CONSULTED
N/A
MATERIALS AND EQUIPMENT
* Guided notes page
* Powerpoint
1

November 7, 2013

*YouTube: http://www.youtube.com/watch?v=MNkI6Of2PRs&list=PL_DIkW-V28t68CB5-
sYfiTEFwI2bXv5VE&index=1
PROCEDURE
Introduction (20 min.):

- Agenda for the day
- Quiz #3
Body (67 min.):
Learning Activity #1: Direct Teaching hand out assignment #6 and teach description of
fractures and management of fractures.
Assessments/Differentiation: students filling in their guided notes and participating in class
discussion.

Learning Activity #2: Bone Fracture Video write down what causes bone fractures, what 4
parts can bone fractures be categorized into? How does a fracture repair itself? What is the
hematoma stage of a fracture? What happens during the soft callus stage? What is the bony
callus stage? What is osteomyelitis? ***Why is it important that you dont straighten a fracture
on site? (you dont know how many blood vessels have been torn which would cause severe
bleeding in your athlete and the body has its own mechanism to repair the fracture, you dont
have to do it for them!)
Circle Meeting Moving the outside row of desks, Connor, Jesse, Skyler H., Barend, Carmen,
Nik will be in a circle facing outwards. The rest will have a circle meeting with them about
material in the video (choose one thing theyd like to share).
Assessments/Differentiation: Students staying on task.

Learning Activity #3: Direct Teaching muscle and tendon injuries.
Assessments/Differentiation: Students completing guided notes.

*Brain break walk or video (http://www.youtube.com/watch?v=1T4XMNN4bNM)

Learning Activity #4: Direct Teaching pre-assessment: with the person behind you, discuss
whether you think drug use in sport is morally bad or not.
Drug use in sport. Using the remaining space on your guided notes, record: the difference
between therapeutic, recreational, and performance enhancing drugs, infectious diseases, and
universal precautions.
Closure (3 min.):

*** Next week we will have a review session and then you will complete the last 2 quizzes on one
day.
Consolidation/Assessment of Learning: Students are applying AIM principles to real life situations.