Jay Todd, MS, CSCS, HFI Instructor of Sports Medicine and Exercise Science Department of Health, Human Performance, and Sport School of Natural and Social Sciences PED 490 Administration of Athletic Training Programs Credit - 2 Hrs   Office: Rice 11C Phone: (402) 375-7160  Office Hrs: Click here Lecture/Lab: TR in Rice Room 014 Time: 11:00 am - 11:50 am Final Exam: Thursday, Dec. 13 @ 10:30 am Web site: http://academic.wsc.edu/faculty/jatodd1/490/index.html

Textbook used for this course

Knowledge in design and management of a sports medicine facility, including: staff management, inventory, space utilization, and adherence to the National Athletic Trainers Association guidelines

Management Strategies in Athletic Training, Second Edition. Richard Ray. Human Kinetics, pub. 2000.

1. To identify and understand the different managerial roles assumed by athletic trainers and to explore the various strategies that athletic trainers can employ to improve their managerial effectiveness.
2. To identify and examine athletic training program management philosophies and procedures.
3. To understand and defend the importance of key principles of facility design and planning.
4. To develop human resource skills required to effectively organize and sustain delivery teams, motivate personnel, resolve conflict, and negotiate.
5. To develop management science skills including planning, budgeting, programming, and evaluation.
6. To develop service delivery skills including using resources effectively, recognizing and minimizing risks, evaluating markets for profitability, and providing quality assurance.
7. To prepare students in procedures involved with athletic and self insurance.
8. To prepare students in accreditation process for Commission on Accreditation of Allied Health Education Programs (CAAHEP) and Joint Review Committee-Athletic Training (JRC-AT), and understand the need for one route toward athletic training certification.
9. To understand how to use a computer in the sports medicine  information management process.
10. To make students aware of legal issues and the purpose of ethical standards and their relevance for the athletic trainer.
11. Students shall also: (Click here)

• Students shall complete chapter examinations covering the content of each chapter of Management Strategies in Athletic Training. Students shall complete these examinations on their own time. Each chapter feedback instrument must be completed by the deadline specified in the course schedule below. The scores on these feedback instruments shall account for 25% of the students' course grades.

• The first project will be due on October 4, 2001! Click here for details
• The second project will be due on November 20, 2000!  Click here for details

• These WILL be completed after reading the material and PRIOR to the material being discussed in class.

• There will be numerous quizzes given throughout the semester.  If you miss a quiz, assume you received a ZERO.

• Students shall write three essays designed to assess problem solving skills in hypothetical health care administration scenarios. Students shall be provided with a written scenario and a set of questions. Students shall respond to the questions (all responses must be typewritten) and submit their responses by the deadlines specified in the course schedule below. Criteria used to evaluate students' responses include ability to identify the primary problem(s) of the case, ability to argue effectively (with evidence and logic), ability to present reasonable counter arguments, and skill in developing solutions for the problem(s). Scores on these essays shall account for 15% of the students' course grades.
• Click here to view an Argumentative Essay Evaluation Instrument
• Click here to find the Case Studies that will be used in class and for your argumentative essays

• Students will debate each other from pre assigned position statements. Debate partners will be assigned by the instructor. Each pair will debate a series of issues from a unique case study using positions assigned to them by the instructor. Criteria used to evaluate students' responses include ability to identify the primary problem(s) of the case, ability to argue effectively (with evidence and logic), ability to present reasonable counter arguments, and skill in developing solutions for the problem(s). Scores on these debates shall account for 10% of the students' course grades.

• Participation in class discussions by all students will be an important determinant of the quality of this course. In order to maximize the opportunity for class discussion, the lecture method will be reduced to a minimum. Students will be expected to read the appropriate chapters and cases from the textbooks before coming to class. Students will be provided with study questions for the readings at least one week prior to the class in which the topic will be discussed. Students will be responsible for writing brief answers to the study questions and turning these in to the instructor during the class when the topic will be discussed. This component shall account for 10% of the course grade.
• Successful students are most often self directed. They read not only the material to be covered in class, but also anything else they think may help them understand more about the topic--always before the day the topic will be discussed in class. They read the cases to be discussed and analyzed, and they make copious notes of their thoughts. They try to make connections between what they read and what happens in the real world. They ask questions. They engage in discussion. They are connected to what they are learning.

Grading Scale:

	A = 94-100	A- = 90-93	B+ = 87-89	B = 84-86
	B- = 80-83	C+ = 77-79	C = 74-76	C- = 70-73
	D+ = 67-69	D = 64-66	D- = 60-63	F = 59-below

*Any information contained within this syllabus may be changed throughout the course of the semester as the instructor sees fit.
 

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