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Preceptor Training Workshop - Nutritional Aspects of Injuries and Illnesses


In order to demonstrate knowledge of the practice of athletic training, to think critically about the practices involved in athletic training, including the ability to integrate knowledge, skill and behavior, and to assume professional responsibility, the entry-level certified athletic trainer must possess an understanding of the nutritional aspects of injuries and illnesses. The use of learning objectives and outcomes in the nutritional aspects of injuries and illnesses ensures that the student is able to:

Psychomoter Competencies

  1. Assess body composition by validated technique (e.g., skin fold calipers, bioelectric impedance, BMI, etc.) to assess a patient's health status and to monitor progress during a weight loss or weight gain program.
  2. Calculate energy expenditure, caloric intake, and BMR
  3. Provide educational information about basic nutritional concepts, facts, needs, and food label for setting associated with physically active individuals of a wide range of ages and needs.

Clinical Proficiency #1
Demonstrate the ability to counsel a patient in proper nutrition. This may include providing basic nutritional information and/or and exercise and nutrition program for weight gain or weight loss. The student will demonstrate the ability to take measurements and figure calculations for weight control plan (e.g., measurement of body composition and BMI, calculation of energy expenditure, caloric intake, and BMR). Armed with basic nutritional data, the student will demonstrate the ability to develop and implement a preparticipation meal and appropriate exercise and nutritional plan for an active individual. The student will develop an active listening relationship to effectively communicate with the patient and, as appropriate, refer the patient to other medical professionals (physician, nutritionist, counselor or psychologist) as needed.

Clinical Proficiency #2
Demonstrate the ability to recognize disordered eating and eating disorders, establish a professional helping relationship with the patient, interact through support and education, and encourage vocal discussion and other support through referral to the appropriate medical professionals.

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