Best Practices for Sports Medicine Management for Secondary Schools and Colleges

The outbreak of the novel coronavirus (COVID-19) has resulted in upward of 14 million confirmed cases and >597,000 deaths worldwide as of July 19, 2020. The current disruption in sports activities caused by COVID-19 presents a challenge to physicians, coaches, and trainers in discerning best practices for a safe return to sport. There is a distinct need to develop and adopt consistent measures for resumption of sports activities, including training and competition, in a way that places the health and well-being of athletes at the forefront while also protecting coaches, allied staff, and spectators. This article provides an overview of the effects of COVID-19 in the athletic population and presents considerations for training during the pandemic, as well as guidelines for return to sports as restrictions are lifted.

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Retaining Teachers in Rural Private Secondary Schools: Salient Roles and Best Practices of Selected School Managements

International Journal of Innovative Research and Development ◽

10.24940/ijird/2019/v8/i5/may19006 ◽

2019 ◽

Vol 8 (5) ◽

Author(s):

Juvenalis Asantemungu ◽

Consolata Anicet

Keyword(s):

Best Practices ◽

Secondary Schools ◽

Retaining Teachers

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Promoting Best Practices Regarding Exertional Heat Stroke: A Perspective from the Team Physician

Athletic Training Education Journal ◽

10.4085/070130 ◽

2012 ◽

Vol 7 (1) ◽

pp. 30-37 ◽

Cited By ~ 1

Author(s):

Stephanie M. Mazerolle ◽

Kelly D. Pagnotta ◽

Lindsey McDowell ◽

Douglas J Casa ◽

Lawrence Armstrong

Keyword(s):

Professional Development ◽

Best Practices ◽

Sports Medicine ◽

Water Immersion ◽

Skill Training ◽

Heat Stroke ◽

Real Life ◽

Assessment Tools ◽

Team Physician ◽

Exertional Heat Stroke

Context: Knowing the team physician's perspective regarding the use of evidence-based practice (EBP) for treatment of exertional heat stroke (EHS) may help increase the number of athletic trainers (ATs) implementing best practices and avoiding the use of improper assessment tools and treatment methods. Objective: To ascertain team physicians' perspectives regarding the AT's use of rectal temperature (Tre) and cold-water immersion (CWI) for recognition and treatment of EHS. Design: Exploratory study using semi-structured focus groups and follow-up telephone interviews. Setting: American College of Sports Medicine Annual meeting. Patients or Other Participants: Thirteen family or internal medicine specialists who were currently serving as the team physician for a college/university or secondary school participated. The mean age was 44 ± 4 with 10 ± 8 years of sports medicine specific experience. Of these, 7 participated in a focus group and 5 completed a telephone interview. Data Collection and Analysis: Data analysis included open coding procedures by a 3-member research team. Credibility was established by member checks and multiple analyst triangulations. Results: Two major themes emerged regarding how ATs could be encouraged to use Tre assessment and CWI in clinical practice: 1) pre-certification and 2) post-certification. Pre-certification included two lower level themes: a) real-life experience and b) skill set mandate. The post-certification theme included one lower theme: professional development. Conclusion: Physicians, in recognition of the dichotomy between best and actual practices, believe that ATs must receive both formal skill training in a structured learning environment and field experience using these methods, and remain current through annual professional development seminars and courses.

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This paper extracts and elaborates rural secondary teachers’ most effective reported motivating strategies. From the data generated by two years of mixed method research in rural secondary schools, these strategies emerged as among the most successful. Se

The Rural Educator ◽

10.35608/ruraled.v30i1.458 ◽

2018 ◽

Vol 30 (1) ◽

Author(s):

Patricia L. Hardré ◽

David W. Sullivan ◽

Natasha Roberts

Keyword(s):

Best Practices ◽

Secondary Schools ◽

Secondary Teachers ◽

Mixed Method ◽

Positive Impact ◽

Mixed Method Research ◽

Teacher Interviews ◽

Teachers And Students ◽

Motivation Strategies ◽

Selection Of

This paper extracts and elaborates rural secondary teachers’ most effective reported motivating strategies. From the data generated by two years of mixed method research in rural secondary schools, these strategies emerged as among the most successful. Selection of best practices was based on a synthesis of what both teachers and students reported as making the greatest positive impact on their school-related motivation. Strategies are illustrated by multiple detailed examples from teacher interviews.

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