Archive for July, 2015

New IOC Consensus Statement on Youth Athletic Development

Wednesday, July 29th, 2015

By Tim Koba, ATC

The British Journal of Sports Medicine released an International Olympic Committee position statement on youth athletic development

This comprehensive statement has recommendations for youth sports and practitioners and can help serve as a foundation for those involved with youth sports.

While prepubescent males and females show similarities in movement, strength and fitness, there are vast differences post puberty.  The implementation of a neuromuscular and strength training program is vital to improve balance, proprioception and strength as athletes go through puberty.  The committee acknowledges the importance of incorporating strength and conditioning into the development of youth athletes.

The lack of awareness and understanding of adequate nutrition by athletes and coaches is a concern in youth development.  Educational material should be developed and disseminated to those who work with young athletes to educate them on proper diet and necessary nutrients.  Coaches are also encouraged to adopt a 4C approach to coaching consisting of competence, confidence, connection and character.  This should serve as the framework for coaches to develop relationships with their athletes and to adopt and implement long-term, realistic outcomes.  Coaches following this approach can decrease the chance of psychological overload, or burnout, by making sure they keep the long-term physical and mental health and well-being of the athlete in mind.

As discussed in previous blog posts, there is a concern for overuse injury in single sport. Specialization should be taken in to consideration when working with young athletes.  It is a personal decision to choose to play 1 sport, and efforts should be made to discuss the pros and cons of that decision.  Athletes, parents and coaches should understand playing a single sport is not a guarantee for future success since so few athletes achieve the elite level.  Youth participation in multiple sports allows for the development of new motor patterns and tissue adaptation.  Youth can still participate in their main sport with skill acquisition while playing other sports or completing a strength and conditioning program.

Athletic development is a complex process with intrinsic and extrinsic factors that interact with each other and the athlete.  The goal for the IOC is to “develop healthy, capable and resilient young athletes, while attaining widespread, inclusive, sustainable and enjoyable participation and success for all levels of individual athletic achievement.” As Athletic Trainers, we are in the perfect position to assist young athletes in making good decisions regarding participation by practicing evidence based medicine.  We can evaluate and develop educational materials for athletes, coaches, parents and administrators. Athletic Trainers can also discuss the benefits of strength and neuromuscular training programs and how to appropriately overload and recover for success.  Our understanding of youth sports helps to ensure they are able to engage in safe, long term participation in the sport they love.


International Olympic Committee consensus statement on youth athletic development


CWS: Meet an AT from the University of Florida

Monday, July 27th, 2015

During the College World Series, we spoke with Athletic Trainers (ATs) who traveled the Road to Omaha to keep their baseball teams healthy during the Series.  In this edition, we talked with Jon Michelini, ATC, Head Baseball Athletic Trainer, Sports Health Manager of University of Florida.

Describe your setting:

I work in Division 1 baseball at the University of Florida.

How long have you worked in this setting?

I’ve worked at the University of Florida for 2 years and worked in a similar setting for a total of 11 years.

Describe your typical day:

My typical day usually varies based on the time of year.  Right now my schedule normally starts with morning lifting and conditioning.  Then, I meet with athletes for appointments and treatments.  I might also meet with staff and perform administrative functions until lunch.

After lunch, I start pre-practice duties, and then practice from 3:00pm to 6:00pm.  During the off season, I finish post-practice treatments and am normally finished for the day.  However, during season, we have games that start at 7:00pm and last well into the evening.

What do you like about your position?

I have always liked and preferred to work in the college setting.  I appreciate the relationships built with each of the athletes.  There is just something different about baseball I have always enjoyed.  It also helps that I have worked in the Southeastern Conference (SEC) for 8 seasons. This helps me to get front row seats to some of the best athletes in the country.

What do you dislike about your position?

I did not enjoy having to leave Omaha while other teams were playing for the College World Series championship

What advice do you have about your practice setting for a young AT looking at this setting?

I’d tell a young Athletic Trainer to work hard and get lots of experience.  Dream jobs and perfect settings are not easy to come by so be prepared to put in your time to get there. However, don’t forget to enjoy the process.



2015 BOC Athletic Trainer Regulatory Conference

Friday, July 24th, 2015

Chris King accepts the Public Advocacy Award on behalf of Senator Greg Reed.On July 10-11, the BOC hosted the BOC Athletic Trainer Regulatory Conference in Omaha, Nebraska. Conference attendees included

By: Cherie Trimberger

BOC Communications Coordinator

On July 10-11, the BOC hosted the BOC Athletic Trainer Regulatory Conference in Omaha, Nebraska. Conference attendees included representatives of the athletic training and regulatory industries from across the country. The biennial conference is designed to create a communication network among state Athletic Trainer leadership and state regulatory agencies.

The BOC Board of Directors and staff hosted a reception to honor BOC Public Advocacy Award winners on July 10th. The Public Advocacy Award is designed to recognize an individual, group or organization who has demonstrated leadership in protecting athletic training consumers. Public Advocacy Award recipients are leaders in the conception, construction and/or modification of Athletic Trainer regulation that protects the public and athletic training consumers.


Public Advocacy Award Winners

Senator Greg Reed (Alabama)

Illinois Athletic Trainers Association Inc. and Midwest Orthopaedics at RUSH

Thank you to everyone who attended the Regulatory Conference, and congratulations to the award winners!

BOC Board President Susan McGowen and Mike “Sully” Sullivan MS, ATC, of the Illinois Athletic Trainers Association Inc.




















2015 Dan Libera Award Recipients and Drawing Winners Announced

Friday, July 24th, 2015

By: Cherie Trimberger

BOC Communications Coordinator

On June 24-26, the BOC exhibited at NATA’s 66th Clinical Symposia & AT Expo in St. Louis, Missouri.  The BOC staff and board members were there to answer questions and connect with convention attendees at the BOC booth.

On June 24th, the BOC Board of Directors and staff hosted a reception to honor BOC volunteers and to present the Dan Libera Service Awards. The BOC Dan Libera Service Award was established in 1995 to recognize individuals who have shown dedication to the mission of the BOC. Longstanding contributions to the BOC’s programs are the primary criteria for the award. Congratulations to this year’s award recipients!

Dan Libera Award recipients are, from left, Scott Sunderland, ATC; Christine Odell, ATC (2014 honoree); Alan Freedman, ATC; Dawn Hammerschmidt, ATC; and Peter Koehneke, ATC.

2015 Dan Libera Award Winners

Alan Freedman

Dawn Hammerschmidt

Pete Koehneke

Scott Sunderland

The BOC also congratulates Lisa Stobierski of AT Still University who is the winner of the BOC Lindsey McLean Scholarship!

Thank you to everyone who stopped by the BOC booth, and congratulations to the winners from our prize drawings!

Certificate Winners

Rebecca Railsback

The winner of the BOC Lindsey McLean Scholarship, Lisa Stobierski of AT Still University.

Salvador Bernal

Richard Bingham


Plaque Winners

Laura Wilson

Timothy Barron

Jaclyn Clauson


Self-Assessment Exam Winners

Kaitlyn Wideman

Shohei Hoskawa

Running and Foot Wear: What Should We Be Considering?

Wednesday, July 22nd, 2015

Claudia Percifield, MS, ATC

As the weather warms up, athletes start to take their workouts outdoors. What should we take into consideration to prevent injury as we transition?

1. How many miles have we put on our shoes?

Many running professionals recommend replacing shoes every 300-500 miles. However, consider the shoe and the runner when deciding how soon to replace them. Lightweight running shoes with less durable construction and materials may break down faster, particularly with a heavier runner. Keep in mind the style of runner as well, as a heavier heel striker may get fewer miles out of a pair of shoes than a mid-foot or forefoot striker. Looking at the wear pattern on the shoe’s tread will be 1 visual indicator of the wear of the shoe. It will also give clues about running form.

2. Running form/muscular strength

Evaluating running form can indicate how much structural support a runner needs from shoe wear, as well as give clues about what support their musculature brings to the joints of the lower extremity. Keep in mind the source of someone’s pain may not be from the anatomical structures that they are complaining of pain in. For example, while some shin pain is directly tied to weak ankle and foot intrinsic musculature, some medial shin pain may be related to poor hip strength and mechanics with running. Considering kinetic chain, viewing mechanics at multiple joints may more appropriately address the source of injury and allow an Athletic Trainer to more properly prescribe rehabilitation exercises to treat and prevent injury.

3. Foot structure

For some, foot structure plays a minimal role in what running shoe they need to be successful in running pain free. Unfortunately, most of the running population doesn’t fit into that group, and proper shoe type to match foot structure and running mechanics goes a long way in reducing injury risk. Determining arch type is the first step in figuring out the most appropriate running shoe. The amount of the mid-foot that shows up on the ground indicates the arch type and gives an idea of how much support the physical structure the foot provides. Keep in mind that this test only indicates what the foot looks like in a static position. Running is a dynamic activity and someone who many not pronate much in standing may pronate significantly more when running, requiring more support.

Running shoes are the easiest to customize to the individual athlete. For those athletes in cleated sports or basketball shoes where there is no arch support in the shoe, options for off-the-shelf arch supports with comparable quality to custom have been growing. This is a great option to provide athletes with the same level of support and comfort that they can achieve in running shoes.

The best way to determine the right shoes for someone is to try them out. Many stores dedicated to running have treadmills and/or tracks available for customers to actually run in the shoes prior to purchase. They frequently have staff trained in biomechanics who may videotape and analyze running gait and provide suggestions regarding shoe wear based on what they are able to observe.  They will also have a plethora of arch support options for athletes to try with their own shoes. The time, effort and cost of having a trained professional evaluate running form prior to purchase can go a long way in successful, healthy running!



Runner’s World:

Kinetic Health:

Transition to Practice Series: Transitioning From Student to Athletic Trainer

Wednesday, July 15th, 2015

Stacy Walker, PhD, ATC

Ashley Thrasher, EdD, LAT, ATC, CSCS

Transition to practice – what is it?

Recently in athletic training there has been a great deal of attention given to transition to practice.  Our research into the transition to practice of new Athletic Trainers has been enlightening.  We want to discuss this topic and some of our findings in a series of articles.

The purpose of this series is to provide information about transition to practice to new Athletic Trainers and those who work with them. We hope our information will help  new employees and their employers.

We would like to begin by addressing the question: what is transition to practice?

Transition to practice is defined as:

“A process of convoluted passage in which people redefine their sense of self and develop self-agency in response to disruptive life events, not just the change but the process that people go through to incorporate the change or disruption in their life” (Kralick, et al.).

Simply put, this is a transition individuals go through when encountering a new environment and/or culture and must adapt while learning about themselves.  This transition can occur at any point in one’s life, whether it is graduating from college and accepting a first job or moving on to a different job.

New employees enter a different, unfamiliar workplace with new people and different policies and procedures.  For newly credentialed Athletic Trainers this transition is even more challenging because they are no longer students and must now make decisions on their own.  This transition is a normal process and happens at any level of education and/or experience.  Transition to practice is not new to the athletic training profession, nor are we alone in this experience.  Other healthcare professions also struggle with the transition.

Transition to practice is not based on preparedness.  Many will say students aren’t as prepared as they used to be.  Supervisors of newly credentialed Athletic Trainers will tell you they are very prepared as far as their medical knowledge (Thrasher, et al.).  Anecdotally, some say students today don’t seem to be transitioning as well as those in the past.  We don’t know if this is true or not, and it’s not the focus of this series.  We wanted to point out that preparedness does not equal transition to practice.

In closing, transition to practice is a process that takes anywhere from 6 months to 1 year.  During this time, the new employee adapts, evolves and changes who they are in this world.  For new Athletic Trainers, part of this is transitioning from student to independent healthcare provider. There are many feelings and experiences these new Athletic Trainers encounter. We will discuss more on this topic in our next article.



Kralick D, Visetin K, von Loon A. Transition: A literature review. J Adv Nurs. 2006;55(3):320-9.

 Thrasher AB, Walker SE, Hankemeier DA, Pitney WA. Supervising athletic trainers' perceptions of professional socialization of graduate assistant athletic trainers in the collegiate setting. J Athl Train. 2015;50(3); 321–333.


Storage and Handling of Hazardous Materials - BOC Facility Principles

Monday, July 13th, 2015

By Chad Kinart, MS, ATC

BOC Exam Development Manager

An athletic training facility is considered to be a safe place for patients to seek treatment for illness or injury.  However, have you ever considered whether there are hazardous materials within your facility?  I am not talking about enriched uranium or anthrax.  Rather, do you have any of the following items within your facility?

- Antifungal foot powder

- Gel hand sanitizer

- Wet-acid batteries

- Liquid tape adhesive

- Aerosol tape adhesive

- Ethyl chloride

- Collodion

- O2 bottle

If so, you have items that are considered hazardous materials.

The Occupational Safety & Health Administration (OSHA) in 29 CFR 1910.1200 defines a hazardous material as:

Any item or chemical which is a health hazard or physical hazard, including the following:

- Chemicals that are carcinogens, toxic or highly toxic agents, reproductive toxins, irritants, corrosives, hepatotoxins, nephrotoxins, neurotoxins, agents that act on the hematopoietic system and agents that damage the lungs, skin, eyes or mucous membranes;

- Chemicals that are combustible liquids, compressed gases, explosives, flammable liquids, flammable solids, organic peroxides, oxidizers, pyrophorics, unstable (reactive) or water-reactive; and

- Chemicals that, in the course of normal handling, use or storage, may produce or release dusts, gases, fumes, vapors, mists or smoke having any of the above characteristics.

Hazardous materials are regulated differently by federal, state and local entities.

One regulation is to have Material Safety Data Sheets (MSDS) easily accessible within the facility for all hazardous materials.  In addition, the facility must have a regular education plan in place and document ongoing training.

The purpose of the standard is to establish requirements for the preparation and submission of MSDS by contractors who provide hazardous materials to government entities. Data obtained will be used within the government for employee safety and health programs. It also provides for safe handling, storage, use, transportation and environmentally acceptable disposal of hazardous materials by government entities.

If you have any concerns about storage and handling of hazardous materials in your athletic training facility, then take a look at the BOC Facility Principles document.  There you will find an easy-to-use checklist with more information on planning for hazardous material handling and storage in your facility.

Listed below are additional resources concerning hazardous materials.


BOC Facility Principles

BOC Facility Principles Assessment Tool





ETHICS IN ACTION: Athletic Training Ethics in the Locker Room

Wednesday, July 8th, 2015

By Kimberly S. Peer, EdD, ATC, FNATA

Associate Professor, Kent State University

Adjunct Graduate Faculty, NEOMED University

Editor-in-Chief, Athletic Training Education Journal

Ethics in athletic training is quite complex.  Ask anyone in the profession and you will likely hear the passion for the work we do every day.  However, Athletic Trainers are known for having a tremendous amount of power and responsibility.   As quoted by Stan Lee, Voltaire and made more popular in the “Spiderman” movies, “With great power comes great responsibility.”  An Athletic Trainer’s role involves tremendous responsibility and requires an untenable amount of moral courage to stand up for what we believe is right, even at the risk of personal or professional loss.

Athletic Trainers are often considered part of the team and function in close collaboration with players, coaches, managers and other team personnel.  How much Athletic Trainers really know about the inner workings and dynamics of any given team remains unclear; however, what is clear is there are potential conflicts of interest.  An Athletic Trainer is bound by the NATA Code of Ethics and the BOC’s Standards of Professional Practice.  Although these documents provide a clear stance on the ethical expectations of an Athletic Trainer, there are still gray areas that can potentially impact an Athletic Trainer’s career.

What if you are not directly involved in a situation but are aware of a potentially unethical issue? For example, consider the recent NFL Patriots’ “Deflategate” scandal.  What if the Athletic Trainer, through his/her relationship with the personnel on the team, was aware of some inappropriate activities?  Clearly, it did not impact the health or well-being of the athletes playing the game.  Clearly it was not within the scope of practice for the healthcare provider.  But clearly, it was unethical.  What should be done in cases such as these if the Athletic Trainers are aware?  Where do the guidelines set forth by the professional documents that guide our ethical behaviors start and stop?  Are they relevant only when related to the scope of our clinical practice?

The true measure of a professional is his or her character.  Character is built by doing what is right even when no one else is watching.  It is anchored in integrity and requires consistent behaviors over time.  Character takes a long time to establish yet a short time to fall.  Once compared to an old oak tree, a tree takes years and years to grow strong and tall.  It can withstand minor trauma, such as a storm or an ax hit, but given a strong chainsaw, that great tree can easily fall.  One’s character is just like the oak tree and takes time to establish through consistent, strong and responsible behavior, even in the face of adversity.

Athletic training professionals are placed in difficult situations.  They are often aware of activities that could impact the outcome of a game, recruitment or an athlete’s academic progress.  Although one might think that it is “not my business,” an ethical professional reflects moral courage in all they do, not just those things immediately impacting their professional life.  Doing the right thing is about your core – about knowing what is right and wrong. It is being willing to stay the course to do the right thing even when it is difficult.

Several cases below can stimulate discussion regarding the challenges facing Athletic Trainers.  Balancing legal and ethical considerations appears to be the most common approach to solving ethical dilemmas; however, the law is not the only governing factor in ethical decision-making.  Consider the following cases and questions.

Ethics in the Locker Room: Key Challenges

Case Analysis

You have an athlete who is to go for a bone scan.  If cleared, she is to play in the championship match 1 week from now.  You arrange to have a bone scan for her, and she fails to show.  She says she forgot.  You arrange a second appointment.  She fails to show.  She is now in your office begging you to squeeze her in for a scan.

Should you squeeze the athlete in 1 last time?  Should you once again ask a favor of the radiology department, which has made exceptions and squeezed her in twice already?  Should you work for what is best for the athlete by pushing her through again?  Should you teach her responsibility and social respect by having her learn from her irresponsible behaviors, which impacted not only you as an AT, but also the other patients who could not be seen when she failed to show for her appointments?  What is the right thing to do?

Case Analysis

It is a well known practice for collegiate linemen to gain weight and mass to fill the role of the line position.  As average weights for linemen have increased dramatically in the past decade, many in this position are provided unlimited access to food and are encouraged to gain weight.  Many institutions are providing unlimited access to food for these athletes with total disregard for the long-term health implications of weight gain.  Although several universities are now creating transition plans for overweight graduating athletes to help them re-align their eating habits to match their decreased level of physical activity, most athletic departments do not consider this a problem despite increased news coverage of this very topic.

What is the role of an AT in managing this dilemma in collegiate athletics?  Is it our concern that lifelong eating habits are established during these times and will likely impact the overall well-being of the athlete throughout his lifetime?  Is it our concern that many disease pathologies associated with obesity may evolve from these unhealthy practices?  Does this deserve the same consideration as eating disorders in female athletes?  What do we do to break these trends?  Is it the role of the university to even worry about the athlete’s health once they graduate?  Does the athlete assume responsibility when he agrees to play?
Clearly there are many answers to these problems.  Athletic Trainers have to look toward the long-term health of the athlete rather than just the short-term issues.  Athletic Trainers assume considerable risk when standing up to a coach and/or athletic director who wants special consideration for their athletes.

As Athletic Trainers continue to struggle with these ethical dilemmas, it is clear our scope extends far beyond the technical/clinical skills we provide to encompass a broad range of long-term issues.  Although the solutions to these dilemmas are many, the ability of the AT to foresee the bigger picture remains critical.

So what is the take-home message? No one said it was going to be easy!

Honoring Athletic Trainer and U.S. Army 1st Lt. Ashley White Stumpf

Wednesday, July 1st, 2015

By Mackenzie Simmons, ATC

As Memorial Day passes and Independence Day draws closer, it’s a great time to remember all those who have served in the military for our country. The countless sacrifices soldiers make to defend our nation are appreciated everyday.  In 2011, the athletic training community lost a soldier in battle, which impacted the lives of many people.  A true hero, 1st Lt. Ashley White Stumpf will always be remembered for her bravery.

Ashley was a graduate of the 2009 Kent State Athletic Training Degree Program.  While I never met her personally, the impression she left on the students and staff in the program is unforgettable.  I will always remember the stories I’ve heard about her hard work ethic and compassionate heart.  She was friendly to everyone and portrayed strong values of honesty, integrity, loyalty, consistency and trust.  In the athletic training program, Ashley was one of the students who was a positive role model to all around her.

Following her graduation from Kent State University, Ashley was commissioned in the U.S. Army as a medical service corps officer.  After a few years in the service, Ashley went on her first deployment to Afghanistan as a member of a Cultural Support Team attached to a Joint Special Operations Task Force.  While in combat operation on October 21, 2011, an improvised explosive device was triggered; this unfortunately took her life.

Ashley gave the ultimate sacrifice to our country.  Some of the awards she achieved were the Parachutists Badge, the Ohio Faithful Service Ribbon, the Armed Forces Reserve Medal, the Bronze Star, the Purple Heart and Meritorious Service Medal.  Several memorials dedicated to Ashley help her legacy live on.

As I think of Ashley today, I am thankful for the soldiers who have battled for my freedom.  Thank you to past, present and current veterans for what you have done for our country. You are all my heroes.

For more information about this topic, visit You can also purchase the book, Ashley’s War, by Gayle Tzemach Lemmon.