Introduction
Sports Medicine Austrlia is a body that provides prevention of injuries and diseases through the use of sport based sciences and sport medicines. Sports Medicine Australia "is widely acknowledged internationally as the world’s leading multi-disciplinary sports medicine body"(SMA,2016). Through the practices and courses offered, management and prevention of injuries is at the centre of this organisation.
Being able to manage and prevent injury is the sole task of a sports trainer. Their inclusion alongside sports fields and in the mix of the majority of sporting events is both essential and benificial to the athletes competing. The role of the sports trainer in a game is to assist at before, during and after. A sports trainers task can vary from as little as applying ice to applying correct methods to an unconscious patient to save their life.
Task
Your quest, if you so choose, will be to step into the shoes of a sports trainer for a day. You will be guided to information, websites, videos and examples of situations and day to day activities of sports trainers.
Once you have been through all the correct demonstrations and read through information provided throughout the quest, you will then begin evaluating scenarios for yourself.
This particular quest takes into consideration that sports trainers and medics a like take for more time and practice to become than looking over just theory. However, this web quest is designed so that you can see some of the main principles involved with being a sports trainer, what techniques are used and how to approach an injured athlete. By completing all the tasks involved in this quest, you as the student will have a far better understanding of how sports trainers approach the scenarios placed in front of them.
Click on the 'Process' tab to begin your journey!
Process
Welcome Year 8 students!
Before attending a match, you'll first need to get up to date with everything a sports trainer needs to know. To learn the role of a trainer, and begin your quest to becoming one, click above ^.
Now that you have been given the time to read through some of the ethic and codes that sports trainers need to follow, we shall begin to explore some of the equipment and supplies they carry for the scenarios we will be discussin later on. To view some of these tools, clink on the highlighted words above.
Some other equipment used my trainers are;
'plastic ice wrap rolls'
'sports med scissors'
Now that you have covered the information on what equipment trainers carry, lets put it to good use!
Make a list from 1 through to 5. Then list next to each number one of the items, as well as what you believe, or now know they are used for.
1.
2.
3.
4.
5.
During a response, sports trainers have one of many analogies to rememeber in order to ensure they keep themselves safe, those surrounding the incedent safe and of course the patient out of harm's way. These analogies all stand for a compilation of reponses that you as the trainer must live by when approaching a situation. Below is a list of 5 analogies that you must find the words too. One letter from each word will give you the clue to solving what they stand for.
D
R
S
A
B
C
D
p
a
i
n
O
P
Q
R
S
T
T
O
T
A
P
S
Now that we have explored the main analogies to help assist your patients, lets look at some other important tasks involved with checking your patient is alright!
Below will be an assortment of definitions. Your job will be to click on each word and give a quick description or label the purpose of each. If the words are unable to be clicked on, give a definition of what you think they mean and how they can be used in a sports trainer context. Once you have researched the definitions, match the words to the most accurate picture.
Permission 
Assessing (Field) 
Wow, you are almost there! Now that you have completed all the required fields to being a sports trainer you can take the test. your journey is almost over, all you have to do is click below!
Once you've completed your sceario, head on over to our conclusion page!
Evaluation
|
|
A Standard |
B Standard |
C Standard |
D Standard |
|
Communication |
Student has answered questions in a clear and concise manner. Student’s vocabulary and range of knowledge for correctly identifying definitions was of an exemplary level. |
Majority of student’s work is written through clear and succinct methods. Their use of language throughout the web quest is of a high level. |
The structure of the student’s written work is of a sound level. Sentences and paragraphs flow. Student has the ability to identify correct meanings and uses of words. |
The student’s written work is below a sound level. Questions have been answered using incorrect sentence structures. Grammar and spelling mistakes present throughout web quest. |
|
Application |
Student has completed the web quest, answering all questions. Answers were of a very high level. |
The web quest has been completed to a sufficient stage with all but 1 or 2 questions left unanswered. Questions that have been answered are of a higher level. |
Answers throughout the web quest have been majority filled in. Questions that were answered are of a sound level. |
The student has failed to answer a large majority of the questions. Answers that were given were below an average level or incorrect. |
|
Evaluation |
Student was able to obtain correct all information throughout the web quest and apply it correctly in the scenario. The student demonstrated all manner of skills and information they have received from the quest and place it in a practical sense. |
Majority of information received during the quest was applied throughout the scenario. Virtually all information excluding 1 or 2 concepts was demonstrated when answering their practical situation. |
Student was able to identify information from the web quest and apply it to the scenario. Skills and concepts were present in the students answer; however the overall diagnosis was of a sound level. |
Concepts and skills were missing from the student’s scenario. Links between the web quest and the final scenario were not made. Overall answer to the scenario was below a sound level. |
Conclusion
Congratulations are in order, well done!
You have just completed a day in the life of a sports trainer. The information you have covered today are important aspects to becoming a qualified trainer. Although this webquest doesnt officiate you becoming a sports trainer, you now have information and insights into what it is to be in their shoes.
Through your journey you have discovered the importants of sports trainers, read through their reposnsibilities and ethic codes, identified equipment they use, and when its applicable to use. Not only this but you have discovered the important and informative analogies that sports trainers a like must live off and base their practice off.
Hopefully after your completion of the quest you had all the information to tackle a scenario for yourself and answer it to the best of your ability. Your choice now that you have been introduced to this world is whether or not you would like to contnue it in your future endeavours. Given how assertive you were through this journey, the sports trainer industry would gain so much from a student like yourself.
From all of us, thanyou and well done on your completion. A great all round effort from you!!
Credits
Special thanks to these websites, videos and articles for making this web quest possible!
References
About Us | Sports Medicine Australia. (2016). Sma.org.au. Retrieved 18 April 2016, from http://sma.org.au/about-us/about-us/
DRSABCD action plan | St John NSW. (2016). Stjohnnsw.com.au.
Retrieved 18 April 2016, from http://www.stjohnnsw.com.au/drsabcd-action-plan/
Information and Communication Technology (ICT) Capability - Introduction - The Australian Curriculum v8.1. (2016). Australiancurriculum.edu.au.
Retrieved 21 April 2016, from http://www.australiancurriculum.edu.au/generalcapabilities/information-…
Information and Communication Technology Capability learning continuum. Australian Curriculum.
Retrieved 21 April 2016, from http://www.acara.edu.au/verve/_resources/General_capabilities_-_ICT_-_l…
Meyer, M. (2016). Initial management of acute sport injuries.
Retrieved 18 April 2016, from http://www.apemedical.com.au/useruploads/files/initial_management_of_ac…
No HARM principle for injury treatment. (2016). Topendsports.com.
Retrieved 18 April 2016, from http://www.topendsports.com/medicine/noharm.htm
PALPATION. (2016). Knee and Thigh: Injury Assessment.
Retrieved 18 April 2016, from http://kneeandthigh492.weebly.com/palpation.html
Recovery - What is RICER?. (2016). GameDay.
Retrieved 18 April 2016, from http://sport.gameday.com.au/index.php?id=43&tx_ttnews%5Btt_news%5D=25&c…
Sir Ken Robinson: Collaboration in the 21st Century. (2010). YouTube.
Retrieved 21 April 2016, from https://www.youtube.com/watch?v=63NTB7oObtw
Treating Sports Injuries with Ice and Heat. (2016). HealthyChildren.org.
Retrieved 18 April 2016, from https://www.healthychildren.org/English/health-issues/injuries-emergenc…
What Is Range of Motion (ROM)? - Definition, Types, Testing & Exercises - Video & Lesson Transcript | Study.com. (2016). Study.com.
Retrieved 20 April 2016, from http://study.com/academy/lesson/what-is-range-of-motion-rom-definition-…
Whitehead, S. (2016). Understanding OPQRST. Theemtspot.com.
Retrieved 18 April 2016, from http://theemtspot.com/2009/08/22/understanding-opqrst/
Teacher Page
Physical Education Rationale
Australian schools are at a period now where they are identifying new technologies and strategies to accommodate learning. The implementation of Information and Communication Technologies (ICT) into our schools and homes is the forefront of these endeavours. The opportunities presented will be both beneficial to students and teachers alike, and a chance more than ever for learning to be reciprocal.
Physical education has always had such a strong notion for being predominately hands on and based on health and wellbeing, life style, personal emphasis and fitness. ICT inclusion does not affect this notion, only enhances the ability to investigate these properties further. Such inclusions of information technologies assist the theoretical classroom and practical settings, this being capable through the student access to videos, cameras, applications, tablets and further ICT materials.
Why the inclusion, and why now? As teachers, promoting higher order thinking in students is a priority; the use of ICT is assisting this process. The Australian Curriculum, Assessment and Reporting Authority (ACARA) place emphasis on this through students developing a “capability in using ICT for tasks associated with information access and management, information creation and presentation, problem-solving, decision-making, communication, creative expression and empirical reasoning” (ACARA 2016). The ability to create is the highest order of thinking. Within educational theory, Bloom’s taxonomy is a recognisable construct for this order. With ICT allowing students the chance to do so, the implementation is an appropriate allowance.
Under the ICT capability learning continuum, another emphasis is put on collaboration within year 8 students. Giving students opportunities to deliver ideas and exchange concepts with other students allows collaboration within the classroom. This idea is influential because “Collaboration isn’t just an idea for conference; it’s a key operating principle for the next phase of development in the 21st century” (Robinson K, 2010). Access to ICT means that students may “select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences” (ICT Capability learning continuum, n.d.). All these activities can take place through using videos in class, sharing information through blogs, or more importantly, through completing web quests where students can obtain additional information and whilst working through on their own or in groups to collaborate ideas. Students who have access to quality ICT methods are given advantages that they would not neccesarily have without access. Access to technologies previously metioned, like web quests "independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments"(ICT Capability learning continuum, n.d.). Such networks assist in where students search for information and keep them from using alternative and unprotected websites when researching. An additon to the online saftey and ethics for students.
Through the use of ICT, school work is no longer based only within the educational institute. Information technologies allow further collaboration between home and school. This gives parents further opportunity to be involved in student’s work and view or assist however they feel appropriate.
The inclusion of ICT has beneficial factors that allow students, not just studying physical education or being at a year 8 level, but across all subjects and year levels. The ICT inclusions have been placed in our school classrooms as alternative structures to assist students in higher order thinking and to promote collaboration. The purpose of ICT’s inclusion is not to replace previous avenues of study within classrooms but to assist both teacher and students so both parties may get the most out of learning.