Sports Injury Rehabilitation
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Organiser: Dr Anthony Blanchfield
Overall aims and purpose
On this module you will receive an overview of the processes of rehabilitation. This is a very large subject so it is only possible to give a theoretical overview in the time available. This will be done by considering a number of different injures covering different tissues and body parts. Whilst the course will focus on the treatment of elite athletes, the principles studied can be applied at all levels.
Topics may include:
• Physiology of injury; therapeutic techniques used in rehabilitation Exercise, training principle and physical techniques used in rehabilitation • The physical rehabilitation of sports injuries, (through the use of examples in the shoulder, knee and lower leg) • The rehabilitation team, and rehab planning • Returning the athlete to competition and failure to rehabilitate • Current trends in research, critical assessment of research and future research directions
Merit: Most criteria are met to a very good standard; one or two may be met to an excellent standard or to a good standard. The plan is holistic largely covering all of the the facets of rehabilitating the athlete. It is sindividual to the athlets and mostly considers their sport specific needs. It needs to cover the period from the injury to their return to full competition, including the pre-habitliation, early and late rehabilitation and return to play criteria. The presentation has to fit in the 10 minutes available Viva: the student should be able to clarify any elements of the plan which are not clear and be able to support their choices by reference to published data.
Distinction: Most or all criteria are met to an excellent standard; others are met to a very good standard, at least: The plan is holistic covering all the facets of rehabilitating the athlete. It is individual to the athletes requirements considering their sport specific needs. It covers the period from injury to their return to full competition, including the pre-habitliation, early and late rehabilitation and return to play criteria. The presentation has to fit in the 10 minutes available Viva: the student should be able to clarify any elements of the plan which are not clear and be able to support their choices by reference to published data.
Pass: Most criteria are met to a good standard; there may be a wide range in the quality of different components of the assignment Case study: The plan is somewhat holistic covering all the faces of rehabilitating the athlete. Has has to be individual to the athletes considering his sport specific needs. It covers the period from the injury to their return to full competition, including the pre-habitliation, early and late rehabilitation and return to play criteria but the quality of content may be mixed. The presentation has to fit in the 10 minutes available Viva: the student should be able to clarify any elements of the plan which are not clear and be able to support their choices by reference to published data.
On successful completion of this module students will be able to critically apply the principles, stages and processes learnt, to other injuries, athletes and sports that have not been specifically considered.
On successful completion of this module students will be able to critically consider the roles of performance staff in aiding the elite athlete in achieving his or her goals in managing the person, injury, environment, situational context and injury.
On successful completion of this module students will be able to comprehensively and systematically appraise the standard principles and stages of the rehabilitation process
On successful completion of this module students will be able to comprehensively evaluate the composition of the rehabilitation team and how the individuals interact to allow the athlete to return to performance.
On successful completion of this module students will be able to comprehensively express how tissues respond to injury and how their recovery can be optimised through rehabilitation and training principles.
Teaching and Learning Strategy
There will be five, 4 hour, sessions on this module. The sessions will consist of a mixture of activities that include aspects of lecturing, problem solving, group work, and question and answering, some practical demonstrations may also be used where relevant.
Students will be provided with an extensive reading list and will be expected to use this list, along with independent reading, to broaden their knowledge of the topic, and to prepare for the assignment.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- critically assess and evaluate data and evidence in the context of research methodologies and data sources
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
- apply knowledge to the solution of familiar and unfamiliar problems
- develop a sustained reasoned argument, perhaps challenging previously held assumptions
- demonstrate effective written and/or oral communication and presentation skills
- work effectively independently and with others
- take and demonstrate responsibility for their own learning and continuing personal and professional development
- accurately interpret case study data
- develop justifiable and/or evidence-based interventions
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-4415.html
Example reading is listed below:
Khan & Scott (2009). Mechanotherapy: how physical therapists’ prescription of exercise promotes tissue repair. Br J Sports Med 43:247–251
Toohey et al (2017). Is subsequent lower limb injury associated with previous injury? A systematic review and meta-analysis. Br J Sports Med;0:1.
Dijkstra et al (2014). Managing the health of the elite athlete: a new integrated performance health management and coaching model. Br J Sports Med;48:523–531
Buckthorpe et al (2019). Update on functional recovery process for the injured athlete: return to sport continuum redefined. Br J Sports Med, Vol 53 No 5
Taberner et al (2018). Physical preparation of the football player with an intramuscular hamstring tendon tear: clinical perspective with video demonstrations. Br J Sports Med, Vol 0 No 0