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WELCOME TO THE MAATA E-SYMPOSIUM SITE.

Please review the video options the proceed to the registration page by
clicking the button at the bottom.


There are three ways to purchase videos:

  • 13 Video Bundle for $100 total

  • 7 Video Bundle (New in 2021 Videos 1, 6, 7, 8, 9, 10, 13) for $50 total
  • Individual Videos are $10 each 


VIDEO OPTIONS



#1

NEW FOR 2021
Implementation of a Novel
Return-to-Ride Concussion Management Policy for Collegiate Hunter/Jumper Equestrian Athletes


1.0 CEU

Devon Serrano, DAT, LAT, ATC, NREMT

Preview: A concussion return-to-participation protocol specific to equestrian is critical in the safe return of athletes to their respective discipline. When the care of the hunter/jumper equestrian teams became the responsibility of the Sports Medicine staff at Sweet Briar College, a policy was needed to ensure the safety of equestrian student-athletes. Sports Medicine staff collaborated with the riding center to create and ensure compliance of the protocol. The intended aim of developing this protocol was to create a guideline for concussion management of equestrian student-athletes that would standardize care provided by all members of the sports medicine team.        

Learning Objectives:

  • Recognize the need for care specific to the equestrian athlete.
  • Develop and implement a return-to-participation concussion management policy for equestrian athletes.
  • Describe the need for care specific to the equestrian athlete to stakeholders.

#2

Patient Assessment During Dynamic Functional Movements

1.0 CEU


Justin Goins, PhD, SCAT, ATC, CSCS, USAW

Preview: The risk of injury in athletes and the general population is increased due to inappropriate movement patterns; reduced flexibility, mobility, and stability; and muscle imbalances.  The purpose of this course is to provide some quick multi-joint screening options to assess how a patient moves and what corrections can possibly help reduce the risk of future injury.

Learning Objective:

  • Demonstrate what a pre-training screening includes and how it can affect the impending exercise prescription.
  • Demonstrate the skills needed to assess an athlete and select and administer the appropriate fitness test.
  • Develop an appropriate plan to help reduce the risk of injury.

#3

Emergency Preparedness for Mental Health Conditions

1.0 CEU

Zachary K. Winkelmann, PhD, SCAT, ATC

Preview: In the United States, one in five adults will be diagnosed with a mental health condition such as depression, anxiety, or suicidal ideation. Specifically, suicide is the second leading cause of death for people 15 to 24 years old which is the largest patient demographic in athletic training. Mental health emergencies require preparedness for the athletic trainer to competently identify, refer, and provide support for the patient. This presentation will include an overview of mental health conditions and practical tips related to identifying and referring patients with an emphasis on an emergency action plans and policy development for mental health.     

Learning Objectives:

  • Review common mental health conditions including signs, symptoms, and risk factors.
  • Design a policy for mental health screening and create an emergency action plan for mental health emergencies and crises.  
  • Describe the communication and support procedures for evidence-based preparedness for mental health emergencies.


#4

Using the Failure Mode and
Effects Analysis in Emergency
Action Planning

1.0 CEU

Andrew N. Massey, MAT, ATC
Sara M. Massey, CFRE

Preview:  The traditional method of post-event review (post-mortem) analyzes what occurred in a specific situation to make corrective improvements to ensure better outcomes in the future and contributes to the growing body of consensus guidelines and recommendations. This session will present the Failure Mode and Effects Analysis from the project management discipline to work backwards, pre-mortem, to identify risks in the prevention of catastrophic injury and emergency response plan design/implementation. The use of this tool will provide the practitioner with a valuable technique to consider in the delivery of care and improve the outcome for the athlete in crisis.       

Learning Objectives:    

  • Anticipate risks of failure in the prevention of crisis and implementation of the Emergency Action Plan using Failure Mode and Effects Analysis tool.          
  • Rank the risk reduction strategies identified when using the Failure Mode and Effects Analysis tool.
  • Generate a communication tool for stakeholders that identifies evolving risks and risk reduction strategies.

   

#5

Implementation of External
Focus of Attention in Assessment
and Rehabilitation
    


.75 CEU


Danielle M. Torp, MS, ATC
Luke Donovan, PhD, ATC

Preview: Musculoskeletal injuries lead to sensorimotor adaptations which produce abnormal motor outputs during activity. Motor learning theory suggest external biofeedback, which directs the attention of movement away from one’s self (internal biofeedback) and into the context of the environment, provokes retention and transfer of new or relearned skills better than internal biofeedback (i.e. mirrors, videos). External focus of attention can be implemented using easily accessible and affordable tools, such as a crossline laser or auditory instrument. These tools can assist clinicians during interventions targeting altered biomechanics after musculoskeletal joint injuries to retrain a motor pattern and unconstrain the sensorimotor system 

Learning Objectives:

  • Explain differences between internal and external focus of attention feedback.           
  • Use external focus of attention as an assessment tool.

#6

NEW FOR 2021
A Team Approach to Emergency Planning in the Secondary School: Where We Are, Strategies to Advance


1.0 CEU

Samantha E. Scarneo-Miller, PhD, ATC

Preview: The socio-ecological framework conceptualizes the need for involvement from multiple stakeholders to facilitate widespread community buy-in for the adoption of a best practice. The secondary school provides a unique setting for several stakeholders to improve emergency planning efforts. The purpose of this presentation will be to describe the current landscape of emergency action plan adoption in United States secondary schools as reported by athletic trainers, athletic directors, school nurses and coaches (e.g., interpersonal and organizational levels). We will then explore strategies for athletic trainers to utilize to facilitate adoption and implementation of these proactive plans using a team approach.        

Learning Objectives:

  • Describe the current adoption of emergency action plans in the secondary school setting by stakeholder group.
  • Apply the socio-ecological framework to enhancing emergency action plan adoption and implementation.         
  • Identify new stakeholders to engage with emergency planning in the secondary school setting.


#7

NEW FOR 2021
Navigating Chronic Hip Pain in Athletes

1.0 CEU

Kate Jochimsen, PhD, ATC

Preview: Chronic hip pain is common and can be functionally debilitating for young and active individuals. Though common, many athletic trainers find hip evaluation complicated and subsequent rehabilitation challenging to navigate. In this lecture, we will cover a systematic approach to evaluating chronic hip pain including red flags for referral. We will then summarize conservative and surgical treatment outcomes for two common causes of chronic hip pain in athletes: femoroacetabular impingement syndrome and acetabular labral tears. Finally, we will summarize the best evidence to guide rehabilitation protocols and comprehensive return to sport testing.         

Learning Objective:

  • Systematically evaluate chronic hip pain and know when to refer.         
  • Educate athletes on prognosis and plan of care outcomes for femoroacetabular impingement syndrome and acetabular labral tears.
  • Implement return-to-sport testing criteria.

#8

NEW FOR 2021
Practical Application of Complicated Cardiac Guidelines

1.0 CEU

Amber Radtke, MS, LAT, ATC, NASM-CES

Preview: With fewer cardiac restrictions, it is imperative that athletic trainers understand the causes (muscular, electrical, etc) of pathology and how to monitor and care for these athletes appropriately. In some circumstances, athletes with asymptomatic, genotype-positive hypertrophic cardiomyopathy may be allowed to participate in competitive athletics, contradictory to what most athletic trainers learn. Athletes with LQTS should avoid taking QT prolonging drugs such as azithromycin and flexeril. Athletes with WPW may participate without an ablation. Athletic trainers need to have appropriate emergency procedures in place to facilitate expedient care including access to an AED within 3 minutes of collapse.    

Learning Objective:

  • Identify medications that may exacerbate cardiac conditions.
  • Differentiate signs and symptoms of common cardiac conditions.         
  • Develop and educate patients on individualized cardiac management plans.        

#9

NEW FOR 2021
Pivoting as a Preceptor During a Pandemic

1.0 CEU


Heather Murphy, MEd, LAT, ATC

Preview:   This presentation illustrates one example of hybrid clinical education for second year master athletic training students. During this lecture, the presenter will explain skills and instructional strategies that effective preceptors should use during clinical education. Throughout the semester, the preceptor used evidence-based education practices while introducing evidence-based practice concepts for the athletic training students. This presentation will highlight the concepts of using educational technology, documentation, interprofessional and interpersonal communication, and standardized patients during athletic training clinical education. The combination of virtual learning and face to face was shown to be viable option for clinical education during the Fall of 2020. 

Learning Objectives:
  • Explain and analyze the skill set of an effective preceptor.          
  • Combine evidence-based teaching and evidence-based practice concepts and incorporate those into a clinical education site.
  • Plan for unexpected events where clinical education could be hindered and select methods from this presentation to incorporate into that back-up plan.


#10

NEW FOR 2021
Transitional Exercise: Bridging the Gap between Rehabilitation and Human Performance

1.0 CEU

1 SC DHEC CEU

Michael Higgins PhD, ATC, PT, CSCS

Preview: Many rehabilitation protocols typically fail to fully bridge the gap between rehabilitation programs and the corresponding training models that coaches use to help athletes train and peak for competition. Greater knowledge of human performance and periodization models can help health care professionals in their evaluation, clinical reasoning skills, exercise progression, and goal setting for the sustained return of patients/athletes to high-level competition. Through exercise modification and selection the health care professional will be better able to transition the patient/athlete back to strength and conditioning and competition.

This presentation will illustrate how the utilization of exercise modification and periodization/strength and conditioning theories may be woven into the rehabilitation of competitive athletes bridging the gap between rehabilitation and human performance allowing for a seamless transition back to training and competition.

Learning Objectives:  

  • Explain and compare rehabilitation and strength and conditioning exercises.          
  • Implement exercise modifications based on injury to allow for athletes to participate in strength and conditioning programs.
  • Describe the use a periodization model in the rehabilitation setting.

#11

Openly Teaching Closed Reductions of the Shoulder, Finger, and Patella

1.0 CEU


Cynthia Wright, PhD, ATC, LAT

Preview: New educational standards include formalized instruction on joint reduction techniques. This marks a significant shift in current theory and practice which has generally questioned whether or not joint reduction was within an ATs scope of practice. Now, athletic training programs nationwide will openly teach closed reduction techniques.  Current clinicians and educators will need to develop new expertise in this area. Thus, the purpose of this session is to present various reduction techniques for 3 commonly dislocated joints: the glenohumeral, interphalangeal and patellofemoral joints. Joint reduction techniques covered will include the exaggeration and traction methods for the finger, patellar reduction method, and approximately 9 shoulder techniques (Scapular manipulation, Stimson, FARES, Boss-Holzach-Matter maneuver, External rotation maneuver, Spaso technique, Traction-Countertraction, Hippocratic, and Eskimo). These closed reduction techniques will be presented from the perspective of an athletic trainer with standing orders from a supervising physician which permit closed joint reduction under certain criteria. Where available research evidence supporting each technique will be reviewed (e.g. success rate, time to complete, pain), enabling the attendee to differentiate between various techniques based on patient outcomes. In addition to clinical indications and contraindications, the lecture & laboratory will address practical considerations (e.g. clinician biomechanics, utility on-the-field). During the laboratory session, participants will practice selected reduction techniques in a hands-on environment, and case-scenarios will be utilized to apply material from the lecture. 

Learning Objectives:

  • Identify common closed joint reduction techniques for the glenohumeral, interphalangeal and patellofemoral joint.         
  • Compare and contrast common closed joint reduction techniques utilizing evidence from the research literature.
  • Demonstrate mock closed joint reduction techniques.
  • Select an appropriate closed joint reduction technique for a particular scenario.

#12

Integration of Current Evidence on Exertional Heat Stroke into Clinical Practice

1.25 CEU

William M. Adams, PhD, LAT, ATC


Preview:
Exertional heat stroke (EHS) remains one of the leading causes of sudden death in sport. While evidence supports that the utilization best practices lends a 100% survival rate, the overall adoption of these practices among athletic trainers remains low. The purpose of this presentation is to discuss the current best practices for the management and care of EHS and identify the gaps in which these best practices are not being utilized. This presentation will also provide attendees hands-on training on techniques associated with proper recognition and treatment of EHS.

Learning Objectives:
  • Apply the knowledge they have obtained on EHS management and care into their clinical practice.
  • Explain the current evidence related to the prevention, recognition, treatment and return to activity following exertional heat stroke.
  • Use the skills they have obtained to differentiate exertional heat stroke from other life-threatening conditions.


#13

NEW FOR 2021
Creating Your Own Environmental Policies Using Current Best Practices

1.0 CEU


Katie Walsh Flanagan, EdD, LAT, ATC

Preview: This presentation illustrates the differences in various national governing bodies Position Statements/Guidelines on weather-related safety in sport. By comparing published papers within the NATA, NCAA, NFHS as well as State High School Sport Governing Bodies unique to MAATA, the participant will be able to create robust environmental policies unique to their own setting. This presentation outlines the most current practices published as well as best practices to recognize and prevent heat illnesses, lightning injury, cold injury, air quality, and wind as they relate to athlete safety. This talk is focused on prevention of injury or death due to weather issues.

Learning Objectives:

    • Analyze current national environmental polices related sports and to their practice setting
    • Design current policies to their own setting, using current research        
    • Distinguish between NATA, NCAA (collegiate), NFHS (high schools) and State High School Governing Bodies related to safety policies on environmental factors       

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