Athletic Training students are required to meet physical and behavioral technical standards to successfully complete all program requirements.
Athletic training is an intellectually, physically, and psychologically demanding profession. In addition to those described below, the abilities that an athletic trainer must have to practice safely are those described in the Commission on Accreditation of Athletic Training Education’s educational competencies and in the Board of Certification role delineation study (on file in the Program Director’s office). Candidates for the degree must be able to meet these minimum standards for successful completion of degree requirements.
Observation: Observation requires the functional use of vision, hearing and somatic sensations. A student must be able to attend lectures and laboratory demonstrations. The student must be able to observe a patient accurately to determine variations from normal and observe output readings to determine a patient’s condition and the status of a treatment. Examples in which these observational skills are required include: palpation of anatomical structures and visual and tactile assessment for the presence and degree of edema.
Communication: Communication includes speech, language, reading, writing and computer literacy. Students must be able to communicate effectively and sensitively with patients to elicit information regarding mood, activities and health complaints, as well as perceive non-verbal communications. Students must be able to communicate effectively and efficiently with other members of the health care and athletic community to convey information essential for safe and effective care.
Sensory and Motor Function: Students must have sufficient motor function to elicit information from the patient examination, using palpation, muscle strength assessment, joint range of motion measurement and other evaluative maneuvers. Additionally, the student must have sufficient motor function to be the first responder in a potentially catastrophic injury (e.g., in-line stabilization of cervical spine, rescue breathing, obstructed airway management, and cardiopulmonary resuscitation). Students must also be able to execute movements required to provide therapeutic care, such as performing mobilization and wound care techniques. These skills require coordination of both gross and fine muscular movement, equilibrium, and the integrated use of touch and vision. Specific motor function requirements include safely lifting up to 50lbs independently, safely lifting up to 200lbs with assistance, and safely being able to push and pull up to 200lbs.
Intellectual abilities: To effectively solve problems, students must be able to measure, calculate, reason, analyze, integrate and synthesize information in a timely fashion. For example, the student must be able to synthesize knowledge and integrate the relevant aspects of a patient’s history and examination findings to develop an effective treatment program. In addition, students must be able to comprehend three-dimensional relationships and to understand spatial relationships of structures.
Behavioral and Social Attributes: Students must possess the psychological ability required for the full use of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities inherent to assessment and care of patients, and for the development of mature, sensitive, and effective relationships with patients. Students must be able to tolerate physically and mentally taxing workloads and function effectively under stress. They must be able to adapt to a changing environment, and function in the face of uncertainties inherent in the clinical problems of patients. Students must demonstrate ethical behavior, both in the classroom and during their clinical experience.
Disabilities and Accommodations
Students who wish to identify themselves as having a disability that requires special accommodations to complete program requirements must notify the Director of the Athletic Training Program. Individuals with disabilities (as defined by Section 504 of the Rehabilitation Act and the Americans with Disabilities Act) may be qualified for Athletic Training studies with the use of reasonable accommodations. A student requesting accommodations will be required to provide documentation in the form of testing and/or medical opinions. If a student feels that he/she requires reasonable accommodation for didactic and/or clinical components of the program, he/she must contact Jandrisevits Learning Center located in the Student Success Center (JLC’s Main Office: 203-371-7820) with required documentation before any accommodations can be made. After reviewing that documentation the university may require him/her to submit to our own testing and/or medical evaluations. To be qualified for Athletic Training studies in the Athletic Training Education Program (ATEP), students must be able to meet both our academic standards and essential functions, with or without reasonable accommodation. Accommodation is viewed as a means of assisting students with disabilities to meet essential standards by providing them with an equal opportunity to participate in all aspects of each course or clinical experience. (Reasonable accommodation is not intended to guarantee that students will be successful in meeting the requirements of any one course or clinical education.)
Qualified students with documented disabilities, who are provided with reasonable accommodations, may use an intermediary or an auxiliary aid. Such reasonable accommodations should be designed to help the student meet learning outcomes without eliminating essential program elements or fundamentally altering the ATEP curriculum. No disability can be reasonably accommodated with an intermediary that provides cognitive support or substitutes for essential clinical skills, or supplements clinical and ethical judgment. Thus, accommodations cannot eliminate essential program elements or fundamentally alter the ATEP curriculum.
I certify that I have read and understand the technical standards for selection listed above, and I believe to the best of my knowledge that I meet each of these standards without accommodation. I understand that if I am unable to meet these standards I will not be admitted into the program.