96305 Injury Prevention and Management in High Performance Sport
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
This subject examines the foundations of injury management and rehabilitation in high performance sport. Students develop skills in the planning and execution of evidence-based models of athlete assessment and injury rehabilitation. They learn to critically appraise methods of athlete testing, and engage in discussion of underlying anatomy and pathology which may impact exercise prescription during rehabilitation. This subject develops student’s ability to plan comprehensive stage-based rehabilitation programs, and the cases scenarios explored in this subject include operative and non-operative, with a focus on time sensitive cases in the high performance sport environment. Students are taught to synthesise objective, evidence-based assessments and apply this information in contemporary practice. Concepts of critical appraisal, implementing programs in a variety of practical environments, independent learning and communication science are taught throughout the subject.
Subject learning objectives (SLOs)
| A. | Articulate the role of injury assessment and prognosis in planning return to performance following musculoskeletal injury |
|---|---|
| B. | Critically evaluate contemporary models of sports rehabilitation and apply these principles in return to performance design |
| C. | Assess the validity of physical function and screening tools (objective and subjective), and integrate appropriate test results with other relevant information to support decision making |
| D. | Demonstrate the ability to collect, analyse and interpret data from a range of sources |
| E. | Evaluate the mechanical and physiological demands which make athletes susceptible to injury, and develop programs to rehabilitate/reduce risk in these areas |
| F. | Communicate information to a variety of stakeholders, while applying evidence based language and communication to support athlete health |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Adapt to an extensive array of stakeholder circumstances and integrate evidence to empower optimal and sustainable sport, exercise and health outcomes for service users. (1.2)
- Critically appraise, assess and synthesise evidence relevant to high performance sport practice from an extensive range of sources to develop creative, innovative and effective evidence-based solutions. (2.1)
- Expertly solve problems by applying advanced methodologies of sport, exercise and health interventions in a logical and systematic manner; and the ability to document decisions appropriately. (2.2)
- Demonstrate expert judgement, legal responsibility and ethical accountability to practise within the ethical boundaries of high performance sport professions and in accordance with professional practice, governance and privacy obligations to uphold ethical practice and the values of sporting excellence, fairness and athlete safety and wellbeing. (3.1)
- Expertly integrate expertise and synthesise evidence to determine the validity and reliability of a range of advanced methodologies, tools and techniques and employ those relevant to high performance sport practice. (4.2)
Teaching and learning strategies
This subject introduces the students to fundamental concepts of injury rehabilitation and risk mitigation in high performance sport. Four online modules will form the foundations of the subject, which incorporate a range of activities that will interactively engage students with the content so that they can embed new knowledge in a variety of ways, and receive additional explanations if required.
Teaching and learning strategies will assist students to develop critical thinking skills, as well as encourage them to apply these concepts with actual information as used in real, high performance sport environments. Additionally, students will undertake activities that are designed to enable them to learn through discovery.
Students will be required to prepare for collaborative activities and engage with other students and teachers via the online platform (Canvas) and live (Zoom) online sessions. Using these mediums, the class will interact weekly with the subject coordinator and peers, on topics and activities related to each week’s topic of focus. Students will be required to communicate information and demonstrate their understanding in a variety of formats, including written and verbal forms, often incorporating technology via online tools.
Assessment tasks are designed to enable students to demonstrate what they can do with what they have learned, with individual feedback provided following each of the assessment tasks.
Content (topics)
Module 1: Rehabilitation Principles
- Injury assessment and diagnosis/prognosis
- Common injuries, including anatomy and physiological principles
- Clinical decision making
- Return to performance
Module 2: Objective assessment and testing
- Types of Objective testing
- Monitoring training load, training response and integrated athlete monitoring
Module 3: Models of Rehabilitation
- Stage Based progression
- Backwards planning from return date
- Periodisation
- Alternative training activities
Module 4: Injury risk reduction
- Developing a screening protocol
- In-season monitoring
- Prescription of injury reduction programs
Assessment
Assessment task 1: Group planning of a rehabilitation program
| Intent: | The intent of task is that students work with a group to explore, critically appraise and practically communicate concepts of rehabilitation planning in a real-world situation |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and E This assessment task contributes to the development of graduate attribute(s): 1.2, 2.1, 2.2 and 3.1 |
| Groupwork: | Group, group assessed |
| Weight: | 15% |
| Length: | 1 x 90 min group planning session, 1 x 15 min group Zoom session with assessor |
Assessment task 2: Designing a detailed rehabilitation program
| Intent: | The intent of this task is for students to develop a detailed, evidence-based rehabilitation plan based on a real-world case study. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, E and F This assessment task contributes to the development of graduate attribute(s): 2.2, 3.1 and 4.2 |
| Groupwork: | Individual |
| Weight: | 45% |
| Length: | Part 1: 5 x discussion posts (in 3 different discussion boards) |
Assessment task 3: Evidence based musculoskeletal screening
| Intent: | The intent of this task is for students to plan an impactful athlete screening program. They will need to demonstrate a knowledge of reliable, objective tests which provide purposeful information in screening athletes. Students will need to communicate their interventions to key stakeholders. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): C, D and F This assessment task contributes to the development of graduate attribute(s): 2.1, 2.2, 3.1 and 4.2 |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Part 1: 3 pages, 2 forum posts, 2 forum answers. |
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts.
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, old exam papers, academic writing guides, health literature databases, workshops, a gaming room and bookable group study rooms. There is also a team of librarians to help you with all your questions.
W: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
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