ivet.edu.au 1300 00 IVET IVET Institute: RTO ID: 40548 Implement sport injury prevention and management strategies SISSSPT001 This unit describes the performance outcomes, skills and knowledge required to make sport safer by implementing strategies to prevent sport-specific injuries and manage injuries, illnesses and medical conditions. This includes applying taping for ongoing injury prevention and post-injury support. This unit applies to individuals working in sports trainer roles in the Australian sport industry. This includes individuals working and volunteering in sport clubs and organisations. STUDENT RESOURCE

CONTENTS Elements and performance criteria........................................................................................................................................4 Introduction.......................................................................................................................................................................................8 Maintaining knowledge of sport injury prevention and management...................................................................8 Applying sport-specific management strategies ........................................................................................................ 12 Work/occupational health and safety....................................................................................................................................................................12 Confidentiality of participant information..........................................................................................................................................................12 Code of ethics..................................................................................................................................................................................................................................13 Best practice .....................................................................................................................................................................................................................................13 Sports trainer.....................................................................................................................................................................................................................................15 Industry codes of ethics.........................................................................................................................................................................................................15 Industry code of conduct.....................................................................................................................................................................................................15 Medical support team.............................................................................................................................................................................................................16 Providing sport injury prevention and management information to participants..........................................18 Warming up and cooling down.....................................................................................................................................................................................19 Warm-up benefits ..................................................................................................................................................................................................................... 20 Cool-down benefits ...................................................................................................................................................................................................................21 Athletes ..................................................................................................................................................................................................................................................22 Warm-ups .........................................................................................................................................................................................................................................22 Sport-specific warm-ups................................................................................................................................................................................................... 24 Arousal levels.................................................................................................................................................................................................................................. 25 Calming the nervous or anxious competitor................................................................................................................................................. 25 Implement a warm-up program...............................................................................................................................................................................26 Implement a cool-down program...........................................................................................................................................................................26 Cool-downs.......................................................................................................................................................................................................................................27 Review and modify program..........................................................................................................................................................................................30 Basic principles of biomechanics.......................................................................................................................................... 31 Centre of gravity............................................................................................................................................................................................................................31 Base of support..............................................................................................................................................................................................................................32 Levers .......................................................................................................................................................................................................................................................32 Suites 210 – 212 189E South Centre Road Tullamarine VIC 3043 © IVET Created: 16/1/23 Version: 1.0 The content of this publication is produced for educational purposes only. No claim is made to its accuracy or the authenticity of the content. The information in this document is provided on the basis that the reader takes responsibility for assessing the relevance and accuracy of the content. No responsibility is taken for any information or services which may appear on any linked websites. IVET Group does not accept any liability to any person for the information or advice (or the use of such information or advice) in this document or incorporated into it by reference. All content, unless otherwise indicated, is the intellectual property of the IVET Group. 2

Fulcrum..................................................................................................................................................................................................................................................32 Major muscle actions............................................................................................................................................................................................................. 33 Applying taping............................................................................................................................................................................35 Applying tape to thumb ......................................................................................................................................................................................................35 Strapping an ankle.....................................................................................................................................................................................................................37 Applying tape to finger.........................................................................................................................................................................................................39 Strapping the elbow................................................................................................................................................................................................................39 Strapping the shoulder.........................................................................................................................................................................................................40 Strapping the knee....................................................................................................................................................................................................................40 Taping the achilles......................................................................................................................................................................................................................41 Assessing injured participants ..............................................................................................................................................42 STOP (Stop, Talk, Observe, Prevent) principles...............................................................................................................................................43 When to call an ambulance............................................................................................................................................................................................44 Managing a participant with a medical condition..................................................................................................................................44 Exercise-induced asthma..................................................................................................................................................................................................45 Diabetes...............................................................................................................................................................................................................................................45 Epilepsy.................................................................................................................................................................................................................................................46 Cardiovascular conditions.................................................................................................................................................................................................47 Infections..............................................................................................................................................................................................................................................47 Types of sports injury risk.........................................................................................................................................................49 Screening for sports injury prevention..................................................................................................................................................................50 The basics of physical conditioning..........................................................................................................................................................................51 Coaches responsibility in physical conditioning........................................................................................................................................52 Equipment and environment in athletics ..........................................................................................................................................................52 Visualising athletes...................................................................................................................................................................................................................52 Sports protective equipment ........................................................................................................................................................................................53 First aid techniques.....................................................................................................................................................................55 What to do after the RICER/HARM stage is over – Treatment and rehabilitation......................................................56 Types of soft tissue injuries ................................................................................................................................................................................................57 Common complications of soft tissue injuries.............................................................................................................................................58 When to seek further treatment..................................................................................................................................................................................59 Stretching...........................................................................................................................................................................................................................................59 External advice..............................................................................................................................................................................................................................60 Resting and recovery..............................................................................................................................................................................................................60 Training at a pace.....................................................................................................................................................................................................................60 How should I train?....................................................................................................................................................................................................................60 3

ELEMENT PERFORMANCE CRITERIA Elements describe the essential outcomes. Performance criteria describe the performance needed to demonstrate achievement of the element. 1. Maintain knowledge of sport injury prevention and management. 1.1. Source and interpret information related to preventing sportspecific injuries and illnesses, and managing injuries, illnesses and medical conditions. 1.2. Consult with healthcare professionals and support staff on sport injury prevention and injury, illness and medical condition management strategies. 1.3. Apply sport-specific injury prevention and injury, illness and medical condition management strategies within scope of own job role. 2. Provide sport injury prevention and management information to participants. 2.1. Consult with sport-specific participants to identify sport injury prevention and management information needs. 2.2. Present sport injury prevention and management information to participants. 2.3. Check and clarify participant understanding of sport injury prevention and management information. 2.4. Encourage participants to access support staff and healthcare professionals for sport injury prevention and management advice outside scope of own job role. 3. Implement sport-specific injury prevention strategies. 3.1. Assess participants to determine sport-specific injury risks and identify sport-specific injury prevention strategies. 3.2. Implement sport-specific injury prevention strategies to address sport-specific injury risks. 3.3. Assist participants to implement sport-specific injury prevention strategies. 3.4. Monitor and adjust sport-specific injury prevention strategies to support safe participation. SISSSPT001 Implement sport injury prevention and management strategies Elements and performance criteria 4

Performance evidence Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and: y implement sport injury prevention and management strategies that involves: y warm-up y cool-down y applying taping to: y the thumb y the ankle y the finger y the elbow y applying taping to two of the following: y the full shoulder y the knee y the Achilles tendon y assessing one injured participant and one ill participant using: y DRSABCD (Danger, Response, Send for help, Airway, Breathing, CPR, Defibrillator) principles y STOP (Stop, Talk, Observe, Prevent) principles y TOTAPS (Talk, Observe, Touch, Active movement, Passive movement, Skills test) principles y managing one participant with a sport-specific injury or illness y managing one participant with a medical condition. 4. Implement injury, illness and medical condition management strategies. 4.1. Assess participants to identify injury, illness and medical condition management risks and select injury, illness and medical condition management strategies. 4.2. Implement injury, illness and medical condition management strategies to address injury, illness and medical condition risks. 4.3. Assist participants to implement injury, illness and medical condition management strategies. 4.4. Monitor and adjust injury, illness and medical condition management strategies to support safe participation. 5. Reflect on sportspecific injury prevention management practice. 5.1. Seek feedback from others to identify areas to improve own sportspecific injury prevention and management practice. 5.2. Reflect on own sport-specific injury prevention and management practice to identify areas for improvement. 5.3. Analyse findings and incorporate learnings in future sport-specific injury prevention and management practice. 5.4. Seek opportunities to address identified professional development needs. 5

Knowledge evidence Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit: y organisational policies and procedures applicable to implementing sport injury prevention and management strategies y roles and responsibilities of sports trainers, participants, coaches, support staff and healthcare professionals applicable to implementing sport injury prevention and management strategies y limitations of role in relation to advising on injuries, illnesses, medical conditions, medications, injury prevention and management, nutrition and hydration y types, causes, impacts on participation, symptoms and management of typical sport injuries and illnesses y types, impacts on participation and management of medical conditions: y asthma y diabetes y epilepsy y cardiovascular conditions y infections y sources and types of data on sport injuries and illnesses: y incidence y severity y prevalence y cause y types of injuries y major muscle actions and joint mechanics relevant to movement in sport y types of sport injury risks: y environmental conditions y equipment y other participants y participant mismatch y poor officiating y unsafe participant behaviours y training regime y previous injuries y fitness levels y purpose and application of assessment strategies: y DRSABCD principles y STOP principles y TOTAPS principles 6

y purpose and application of sport injury prevention strategies: y screening y training and physical conditioning: y strengthening exercises y stretching exercises y protective equipment y basic hydration and nutrition y taping y warm-up y cool-down y purpose and application of injury, illness and medical management strategies: y RICER (Rest, Ice, Compression, Elevation, Referral) y NO HARM (Heat, Alcohol, Running, Massage) y first aid y universal precautions y basic hydration and nutrition y taping y warm-up y cool-down y transport y taping techniques: y purpose of taping y contraindications and precautions for taping y pre-taping and post-taping requirements y types, qualities and functions of taping products including tapes, adherents, removers and barriers y types, functions and safe use of taping equipment y techniques for taping ankles, thumbs, fingers, elbows, full shoulder, knees and Achilles tendon y ergonomic taping practices y sport injury prevention and management terminology. For more information on this unit of competency visit: https://training.gov.au/Training/Details/SISSSPT001 7

SISSSPT001 – Implement sport injury prevention and management strategies Introduction In this unit, you’ll develop an understanding of what is required to make sport safer by implementing a variety of approaches to help prevent and manage sport-specific injuries. This also includes applying taping for ongoing injury prevention. This unit is designed with a focus on individuals working in sports trainer roles within the Australian sports industry. Maintaining knowledge of sport injury prevention and management We live in the digital age, where access to information is everywhere, but how do we determine what information is correct and what information is pure fiction? Traditionally, when books were the sole means of information, there would be an editorial process where facts and information were verified or endorsed by a relevant party to make sure they were correct. However, with the internet, anyone can write whatever they want without a degree of accountability. Often there is no malicious intent with this misinformation, it just may contain errors or misunderstandings, but it can lead to people being incorrectly informed about the correct technique to undertake, and in the context of this unit it may result in a potential injury. The realm of sports, health and fitness is constantly evolving and there are always changing views and perspectives on sports, nutrition and exercise. What may have been correct ten years ago may have been replaced by a more efficient process because research has been undertaken in a specific area. Being able to research and source materials that provide varying information is an essential component of the life-long journey of studying and gathering information. 8

The main things you need to think about is where to source your information, how you access it and then how you use it. This includes examining the sources and credibility of the data to check its relevancy and the context in which to apply it. Textbooks traditionally are the most accurate in terms of information. Simply because they go through a high degree of editorial scrutiny before being published. They are often written by experts in the field and may be a result of first-hand research and industry practice. They may have been endorsed by an appropriate practising body and used as a foundation text in a university or training organisation. However, a textbook written twenty years ago may no longer be relevant or correct. If you have a textbook check to see if it is the latest edition, or when it was last printed. Academic journals provide evidence of research undertaken, collated and compiled. They are usually very specific and written in very academic vocabulary. They are known as primary sources as the author is generally involved as an active participant in the research. Scholarly journals are then distributed amongst academic and industry colleagues who may then refer to the study in their own writings. For example, ground-breaking research on sports injury prevention may first appear in an academic journal and then be written into a new edition of a textbook on the subject. Secondary sources of information are an analysis, restatement or interpretation of the primary sources and are usually designed to be persuasive. They typically involve a tone of delivery to convince the reader of the author’s argument by describing or explaining a primary source. For example, if someone wrote a book on stretching exercises for cricket, they may have information sourced from a primary (or another secondary) text that they have interpreted to assist in explaining their process or technique. Sometimes they will reference their source but not always. Which brings us to the internet. There are a wealth of YouTube videos and blog articles on any and every subject matter possible. All you need to do is Google your keywords such as “fixing toe cramps” and you’ll be swamped with potential pages of interest. But how do you know if the information provided is correct, or accurate? After all, anyone can publish whatever they want on the internet. There are no mechanisms in place to check or validate information, and while some web publishers may have their own internal mechanisms to do this – such as government, commercial and academic websites which have either a duty of care or have a legal or moral obligation to present the correct information – you cannot guarantee every page to be a 100% accurate. This is why you’ll need to do some detective work before taking something at face value. 9

SISSSPT001 – Implement sport injury prevention and management strategies This is known as applying the CARS method of verification when referring to information we find on the internet. CARS stands for: y Credibility y Accuracy y Reasonableness y Support Step 1 is to determine the reliability of the information by identifying and verifying the source. You should look at the author of the information as well as the web domain it is hosted on. If the website is a reputable source such as a government department, or a recognised health or fitness organisation, then it will be highly accurate. Reading the author’s bio may also provide information about their background and in particular their qualifications or level of experience. Step 2 is to compare the information provided with other reliable sources to verify the accuracy. You should always clarify or seek a second opinion on information from trusted sources. If there are gaps in knowledge, find alternate sources. Sometimes, however, with new and emerging information, not all of the references will be updated – that is when it is handy to verify with a second or third source. Look for feedback or comments on YouTube videos that may have alterations or corrections, or validate the information. Step 3 is to read the information provided in an objective manner to determine whether the information is presented in a balanced, unbiased and reasonable manner. Examine the material for any possible bias in the way that information is given or claims or assertions that may seem unreasonable. Is there a potential conflict of interest that may have influenced the commentary made by the writer? For example, an article referring to a revolutionary type of tiger balm oil for deep tissue therapy claims that this exclusive new product should be used by practitioners as it improves recovery by 200% over other brands. If you research further you may discover that the website has written the article as an advertorial for the product, or the author is endorsed by the product, or is selling the product on their website. Lastly, check for sources that support the claims or assertions made. If there are links provided verify that they do in fact support the writer’s claims. Always try to find at least two other credible citations that support the information. Some tips to remember: y Websites with a “.com” or “.com.au” are owned by businesses and are usually trying to promote and sell a product or service. y A website that ends in “.org” or “.gov”, or “.edu” is either an organisation (usually not for profit), government departments or educational institutions. They will have a high level of accountability in providing reliable information. 10

Where are three places you could find information on injury prevention? ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ LEARNING ACTIVITY 1 Information on injury prevention Learning Checkpoint 1 1. What are two steps you could undertake to validate the authenticity of the information you find on the internet? 2. What is the difference between finding information on a “.com” website versus a “.gov”? 11

SISSSPT001 – Implement sport injury prevention and management strategies Applying sport-specific management strategies There are a variety of resources already developed that your club may adopt, or already have in place in terms of policies and procedures. These may include what to do in hot weather, a policy for the use of mouthguards as well as a medical emergency planning guide. All participants in your club should know where to access this information. Ideally, it should be accessible online as well as in hard copy in your clubroom offices. Effective communication and adherence to these policies and procedures will help your club to function correctly and safely. These policies and procedures are in place to protect both the instructor and the athlete/s from potential hazards, injury and confidentiality or legal issues and to protect the instructor’s reputation. When conducting training sessions, an instructor needs to be aware of the following organisational policies and procedures: y Work health and safety y Confidentiality of participant information y Code of ethics y Code of conduct y Sports trainer associated guidelines. Work/occupational health and safety Under the Work Health and Safety Act instructors who are conducting warm-up and cool-down sessions (or running a session) are required by law to ensure the safety of themselves and others around them, including spectators, participants and athletes. This needs an instructor to be proactive in identifying potential risks or hazards and where possible avoid them through implementing management strategies. When conducting training sessions, an instructor can minimise harm through consulting with and identifying contraindications that an athlete may have, for example, a haematoma, obvious pain or inability to use a limb. An instructor should always carefully monitor all athletes and look for signs and symptoms of a potential injury to prevent further damage and so that they can refer them for medical treatment. An instructor can also minimise harm by providing detailed and precise instructions and demonstrations of activities, and by monitoring the application of these activities and correcting any improper technique that could result in injury. Confidentiality of participant information Participant and athlete information is confidential; no details of an individual’s personal information or medical history should be shared with another person unless authorised by the participant themselves or a parent or guardian. Leaked information about an athlete’s medical issues could be potentially harmful to the athlete and their team. For example, if an AFL player’s medical report was leaked to the media, opposition teams may use this information to target a player’s weakness to gain an on-field advantage. This can, in turn, be detrimental to the athlete and organisation as a whole. It may also make players feel uncomfortable about disclosing injuries to medical and club staff in the future. 12

Code of ethics This is the set of values or standards under which an organisation or employee works. They are moral principles that determine what is right and what is wrong. They are often used to make decisions where there is no clear-cut rule or organisational guideline, policy or procedure to follow; in this case, it is left to an individual to do what they think is best. Best practice After consulting with all athletes and identifying any existing or potential contraindications and precautions for the planned warm-up exercises, an instructor must begin the warm-up session. This will involve explaining and demonstrating a range of warm-up exercises to assist the athlete or group of athletes for the activity or competition. Instructions should be given according to the basic principles of biomechanics and best practice. Best practice is the method, procedure, process or technique of doing something most likely to achieve the desired outcome. It is often recommendations that come from experts or leaders in a particular field, highlighting the ‘best’ way to do things. When conducting a warm-up or cool-down for an activity or event in the sport and recreation industry, knowing and using ‘best practice’ will help you lead a safe and successful warm-up and/or cool-down. If you are implementing or updating policies and procedures it can be beneficial to utilise the time within committee meetings or team meetings to address and explain why changes are being made. Remember never assume that people know the motivation behind something, so it’s always best to clarify. Follow up verbal communication with something in a written format, either within a digital newsletter or personal emails. Open discussion on management strategies can create transparency. This can increase a member’s confidence in the club. Plan: Think about what the member needs to be informed of and how you can communicate it to them. Target your members: Make sure the information is getting through to the right audience. Categorize your information, what is applicable to the entire club, and what is critical only for one subsection of the club. What language do you use? If you are writing a notification to an Under 8’s group about safety you’d use different language to an Under 18’s team. Ongoing and ever-evolving: The application and adherence to sport-specific management strategies are built around the premise of constant improvement. This means that you should have a feedback loop that allows information to feed up to those who have the respective ability to make improvements or corrections. For example, if members of one team have had an essential piece of safety equipment break down then there should be a system in place to allow them to communicate this information to those with the ability to repair or replace the equipment before an injury occurs, or alternatively make the decision to postpone any matches until the issue is resolved. 13

SISSSPT001 – Implement sport injury prevention and management strategies Think about the importance of a code of ethics in your practice. Write 200 words on why you think it is important and what you can do to use it to improve your professional practice. ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ 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LEARNING ACTIVITY 2 Code of ethics 14

Sports trainer It is a sports trainer’s role and responsibility to make sure athletes and the sport or recreational activity is safe at all times. Sports trainers use a range of knowledge and skills to do this. They must implement suitable injury prevention strategies and if there is an injury manage it using skills in first aid response and dealing with emergency situations. Then they refer the athlete to a medical support team member for further management and treatment if needed. They also need to fill in all medical forms and keep accurate records of first aid treatment. Sports trainers are obligated through their code of ethics to only work within their qualifications. They should never attempt to treat an injury that they do not have the capabilities for, for example, realigning a dislocation. A sports trainer is only trained to administer the initial first aid required and then call for assistance or refer the athlete to a person with the required qualifications. Any sports trainer found to be working outside of their skills and the peak body’s regulations and guidelines may have their accreditation withdrawn. The peak body for sports trainers within Australia is Sports Medicine Australia (SMA). It is their responsibility to update qualifications and oversee the conduct of sports trainers in Australia. Sports trainers are often paid by sporting clubs for their services during training and competitions to assist with roles such as taping, massage, conducting warm-up and cool-down sessions, organising and promoting fluid replacement as well as recognising signs of injury and providing initial treatment. Sports trainers are not allowed to provide fee for service treatments, meaning that they cannot charge people individually for their services. Industry codes of ethics An industry code of ethics is a set of values that industry operates under where there are often no clearcut guidelines or standards. These are moral obligations that the industry upholds as it is the ‘right’ thing to do. Codes of ethics vary depending on the nature of the sector in which an individual is working. A code of ethics within the sport and recreation industry may involve upholding values and morals such as good sportsmanship, fairness, promotion of an inclusive environment, gender equality and racism. Industry code of conduct A code of conduct is how employees, volunteers and participants are expected to conduct themselves in a specific industry. The code of conduct relates to the way a person acts and presents themselves, including their behaviour. Codes of conduct will vary depending on the industry and an individual’s roles and responsibilities. An industry’s code of conduct is generally derived from their code of ethics. Many of the code of conduct standards are created to uphold the ethical values and morals of the industry. 15

SISSSPT001 – Implement sport injury prevention and management strategies Medical support team Another right place to gather information in sports injury and injury prevention, as well as techniques on illness and medical condition management strategies, is by consulting with your medical support team. They may be able to offer you tips and techniques that they utilise that they have found beneficial in their training and experience. If, for example, you are responsible for managing and preventing sport-specific injuries for a small club then you might wish to consult with a healthcare professional to discuss your policies and procedures for prevention of injuries or management strategies. They might also be able to give a guest talk to your club members about sports injury prevention which can be beneficial to both yourself and your club. Medical support team members may include: y medical practitioners y chiropractors y physiotherapists y osteopaths y massage therapists y rehabilitation therapists. 16

Each of these professionals is responsible for different injuries and conditions; athletes should always be referred to the most suitable member of a medical support team based on the type of injury or condition. y Medical practitioners are suitable for most injuries and conditions as they have a working knowledge of all systems of the body. They are also trained to respond to emergency situations and deal with serious medical problems including dislocations, head injuries and breaks. y Chiropractors treat conditions relating to the skeletal system (bones) including spinal and joint alignment and manipulation. They are often used to treat postural problems as well as back, neck and joint pain. y Physiotherapists treat injuries and dysfunctions through the prescription of movement exercises and techniques. They provide treatment for: x Musculoskeletal conditions – such as sprains, strains, back and neck pain, etc. x Neurological conditions – recovering after a stroke to regain movement, spinal cord injuries, etc. x Cardiothoracic and chronic respiratory conditions – asthma, emphysema, pneumonic and breathing difficulties. y Osteopaths are suitable for soft tissue and general musculoskeletal injuries including muscles, ligaments and tendons. They are also ideal for joint problems such as instability, lack of mobility or flexibility issues. They are trained to manipulate these areas using their hands to reduce pain and increase movement. y Massage therapists use their hands with a series of strokes and kneading techniques that bring oxygen and nutrients to muscles and tissues throughout the body. In sport massage therapists can assist in: x reducing pain and muscle tightness x increasing flexibility and mobility x the removal of waste products, such as a lactic acid buildup x stress relief x reducing muscle spasms and inflammation. y Rehabilitation therapists assist in restoring function or adapting to a new way of functioning after an injury, traumatic event or illness. They can help with both the physical and psychological aspects of recovery through a variety of exercise and treatment techniques. What is the key role of a physiotherapist? ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ ................................................................................................................................................................................................................................................................ LEARNING ACTIVITY 3 Key role of a physiotherapist 17

SISSSPT001 – Implement sport injury prevention and management strategies Providing sport injury prevention and management information to participants In relation to a sports injury, there are two sides of the coin – prevention and management. Prevention is about actively ensuring that a variety of variables are considered, and that there is a degree of understanding so that the participant can take proactive measures in advance to potentially prevent sports injuries. While this preventative measure is no guarantee that there will be no injuries, it can go a long way to minimising potential ones. This may include implementing strategies in relation to: y warming up y cooling down y applying taping y understanding any pre-existing conditions that a participant may have including (but not limited to): x asthma x diabetes x epilepsy x cardiovascular conditions x infections. Management is about what occurs immediately after an injury occurs, and steps required to get the athlete into recovery and working towards returning to playing. When assessing an injured participant immediately after an injury you may use one of the following principles: y DRSABCD (Danger, Response, Send for Help, Airway, Breathing, CPR, Defibrillator) y STOP (Stop, Talk, Observe, Prevent) y TOTAPS (Talk, Observe, Touch, Active Movement, Passive Movement, Skills Test) 18

Warming up and cooling down When intending to conduct any sport and recreation session, an instructor needs to develop a session plan. Part of this session plan involves detailing the activity stages and structure. Activity stages should include a warm-up and cool-down phase. These two stages are vital to any session as they allow the mind and body to prepare for and recover from the session. Define the scope of warm-ups and cool-downs Warm-ups and cool-downs are similar in that they both involve completing a series of exercises, usually incorporating some stretching exercises. All warm-up and cool-down exercises should be suited to the activity or session that is being conducted. They should consist of low-intensity movements that are similar to the event that will follow (warm-up) or that which has been completed (cool-down). A professional instructor or coach should design warm-ups and cool-downs with the aim of aiding performance and recovery. Warm-ups and cool-downs have many benefits, including: Warm-up benefits: y Gradually increase body and muscle temperature y Increased blood and oxygen supply y Increased flexibility generally or in specific muscle groups y Increased excitement levels y Increased proprioception. Cool-down benefits: y Return heart rate, breathing and blood pressure to normal y Restoration of range of motion and flexibility y Removal of waste products from muscle tissue y Reduction of exercise-induced muscle spasm. Let’s explore some of these benefits further. 19

SISSSPT001 – Implement sport injury prevention and management strategies Warm-up benefits üGradually increase body and muscle temperature When a person starts exercising, their body temperature increases and this, in turn, increases muscle temperature. This is an essential benefit as warm muscles are less likely to be injured. An adequate and suitable warm-up can prevent injuries such as strains and sprains; it can also assist in preventing muscle soreness after participation as well as DOMS (delayed onset muscle soreness) in the 48–72 hours after exercise. üIncreased blood and oxygen supply Working muscles require more oxygen, and as oxygen travels on red blood cells, blood supply also increases. An increase in heart rate when a person starts exercising causes the heart to pump more blood around the body and with it more oxygen to be delivered to the working muscles. Working muscles require more oxygen to break down glucose for energy. ü Increased flexibility generally or in specific muscle groups A suitable warm-up, including stretching elements, can assist muscle groups in becoming warm, increasing the flexibility of the muscles. This can be beneficial in improving performance and reducing the risk of injury. Warm and flexible muscles are less susceptible to injuries such as strains, pulls and tears. ü Increased excitement levels Warming up prior to competing or participating in an activity often increases arousal and excitement levels. It allows an individual to mentally prepare for the session. Excitement levels can also trigger an increase in adrenaline levels in the body and this can be useful if competing and performance is essential. Consistently high levels of adrenaline can be dangerous. ü Increased proprioception Proprioception is the ability to sense the orientation of one’s limbs in space, linking mind to muscles (conditioning). Proprioception is crucial as it can help in the prevention of injury and in learning a new motor skill. This involves training your proprioceptive sense. Anything that involves moving your arms or legs in a precise way without looking at them invokes proprioception. Proprioception allows an individual to touch their face without looking in a mirror, walk upstairs without looking directly at each step and the movement of each foot or unlock a door without looking directly at the key and lock. When warming up before an activity an individual is moving and becoming aware of their limbs and their orientation in space. This will assist them to perform to their best ability and prevent injury. 20

Cool-down benefits ü Return heart rate, breathing and blood pressure to normal Cooling down after exercising or competing should be gradual. A person should never finish the race and just sit down, it is vital that they lower the intensity slowly allowing the body to return to a resting state of normal functioning. When a person stops exercising their heart rate will slow and begin to return to its regular resting heart rate. Depending on the intensity of activity and fitness levels of the individual this could mean that the heart rate slows from 180 beats per minute (bpm) to 60 bpm. The breathing rate also decreases with the heart rate. Breathing rate slows after exercise due to the body no longer requiring a high level of oxygen to keep the muscles working. Blood pressure also returns to normal after rising during exercise due to the heart working harder to pump blood around the body. Blood pressure is a measurement of the force blood applies to the artery walls; it is measured as two numbers systolic pressure and diastolic pressure. Normal blood pressure should be approximately 120/80. The fitter a person is, the less their blood pressure will rise during exercise. üRestoration of range of motion and flexibility An appropriate cool-down can help restore flexibility and range of motion (ROM) in joints. ROM refers to the distance and direction that the joint can move. Every joint is different and the amount of movement at each specific joint varies. Flexibility and range of motion can increase when the body is active, but as the body cools down it is restored to its normal state (although with training this normal state may vary). üRemoval of waste products from muscle tissue The removal of waste products is one of the primary reasons why an active cool-down and recovery is so important. When exercising, waste products build up in the muscles. This is a result of the muscle continuously contracting. These waste products include carbon dioxide, lactic acid and acid phosphate. Blood is needed to remove and breakdown these wastes and bring oxygen, glucose and protein to restore the muscle. For this to occur the heart still needs to be pumping blood around the body, so an active cool-down is ideal. If wastes are not removed, they can cause delayed onset muscle soreness (DOMS) in the 48–72 hours after exercise, which is not ideal for an elite athlete who may need to train or complete active recovery the day after the competition. üReduction of exercise-induced muscle spasm Exercise-induced muscle spasm or as it’s more commonly known – cramp – can occur after or during exercise in any of the body’s skeletal muscles, although it is most common in the leg muscles (quadriceps, hamstrings, etc). It causes painful spasms and a tic may be noticeable. They can occur for as little as 10 seconds or up to 15 minutes. Muscle spasms are most likely to happen in the 5–6 hours after exercise. An appropriate cool-down can assist in reducing the onset of muscle spasms in the 5–6 hours after exercise. Gentle stretches can help muscles to relax which makes them less likely to spasm. 21

SISSSPT001 – Implement sport injury prevention and management strategies Athletes As an instructor, it is your role to explain to an athlete or athletes and other relevant stakeholders the importance of warm-ups and cool-downs. It is important that you make them understand the benefits and reasoning behind the activities being completed. Relevant stakeholders may include coaches and sports officials. A person who has no understanding of the benefits of an appropriate and suitable warmup and cool-down may complain about the time being taken away from specific sporting skills and drills (e.g. goal kicking, marking, tackles) however it is an instructor’s job to help them understand. Warm-up and cool-down techniques and tasks will vary depending on the group, sport or activity being prepared for or recovered from. Once the benefits of warm-ups and cool-downs have been discussed with all athletes and relevant stakeholders an instructor will need to establish and explain the preferred timing and duration of warmups and cool-downs according to the sport or activity. Warm-ups As mentioned earlier a warm-up should consist of a series of exercises and stretching. The main aim is to prepare specific joints, muscles and the body in general for the extra stress it will experience during training. The intensity of the warm-up should be determined by the energy required for the event or activity the athlete/s is warming up for. The intensity should build from start to finish. It should generally take 10–15 minutes. A warm-up should generally consist of: y Low-intensity rhythmic activity to increase body temperature and heart rate. This may include a short jog, cycling, skipping, pumping fists in the air etc. This low-intensity warm-up activity should last no longer than 5 minutes. y Stretching to increase flexibility and range of movement. Stretches should be completed for the muscle groups that will be most used during the competition or training session. For example, a 400m hurdler should concentrate most of their stretches on their back and upper and lower legs. 22

There are three main stretching methods that you could use. These are static, dynamic and PNF (proprioceptive neuromuscular facilitation) stretching. Each stretching technique has pros and cons and as an instructor, it is your responsibility to choose the most suitable method for your athlete or group of athletes. Static stretching A static stretch is a stretch that is held in a challenging position for 10–30 seconds and repeated 2–3 times. It is crucial when stretching that the athlete does not bounce but stretches each muscle gently and slowly to a point of discomfort but not pain. The athlete must ensure that they are relaxed and breathe through each stretch. Dynamic stretching Dynamic stretching can improve flexibility and is quite useful when warming up for a sport or activity as the stretches can be tailored to mimic the movements made during the sport or activity. A series of dynamic stretches are often referred to as a dynamic warm-up. Dynamic stretching involves gradually increasing speed, range of motion and movement through sets of controlled swinging type movements. For example, a swimmer before jumping into the pool may swing their arms in a circumduction (circular) motion firstly forwards mimicking the butterfly and freestyle strokes and then backwards mimicking backstroke. These movements will assist the swimmer to warm-up and stretch the muscles that will be used explicitly during their session. Dynamic stretches should be performed in sets of 8 to 20 repetitions. Set numbers will vary depending on the activity and stretch being shown. It is essential to not complete too many stretches or complete them too quickly as this could lead to injury and fatigue of muscles. Some examples of movements that could be incorporated into a dynamic warm-up (stretching) include: y 2–3 minutes of jump rope y lunges y leg swings – forwards and sideways y jumping jacks y shoulder rotations y butt flicks y push-up (floor or wall) y 5-metre sprint, walk then sprint again y forwards, backwards and sideways jogging y arm swings, same directions and opposite directions y squats y jogging with hip rotations (Zorba) y hip rotations, inwards and outwards y shoulder rotations y jumps, mimic a mark/catch, soccer header, defensive block, etc. y floor touches, alternating hands. 23

SISSSPT001 – Implement sport injury prevention and management strategies PNF (Proprioceptive Neuromuscular Facilitation) stretching This is a technique used to allow an athlete to reach their maximal flexibility. It involves contracting and relaxing muscles against a resistance. This technique is most effective when an individual has a partner to assist them in stretching each muscle. To complete a PNF stretch the partner stretches each muscle for the athlete. Each stretch should be held for 10–15 seconds then relaxed for 2–3 seconds. The stretch should then be repeated but the muscle should be pushed to stretch further than the initial stretch, once again being held for 10–15 seconds. After another 2–3 second rest the same muscle should once again be stretched but should be pushed even further than the last stretch performed and held for 20 seconds. Each stretch should be pushed further than the last, always to a point of discomfort but not pain. The athlete should be encouraged by their partner to breathe throughout each stretch and remain relaxed. It is essential for all relevant stakeholders including coaches and sports officials to be aware of the benefits and how to assist in this technique as they may be required to partner an athlete and help them to complete a series of PNF stretches as part of a warm-up. Sport-specific warm-ups This is a game or activity related task where athletes perform movements to be used during the competition, training session, etc. A sports-specific warm-up should simulate the competition movements at a lower intensity. This may include catching and throwing practice for a cricketer, kicking practice for an AFL footballer and shooting practice for a netballer. The depth of the warm-up should increase with each activity, for example, starting with a jog and moving into a sprint as it gets closer to the start of the competition or session. 24

Arousal levels An instructor should always monitor the application of all warm-up exercises to ensure that all participants are using the correct technique according to organisational policies and procedures. An instructor should also adjust warm-up exercises and techniques where needed according to the arousal levels of the athlete/s. Arousal levels relate to motivation and general feelings of the athlete prior to participating or competing in an event or activity. Calming the nervous or anxious competitor If an instructor can see that an athlete or group of athletes are nervous or anxious, they need to try to relax and calm them. They may be able to do this by lightening the mood with jokes or a fun warm-up activity. In a professional setting, they may try and get the athlete to focus on something specific like a skill or task; something that they can control to try and stop them thinking about how nervous they are. Deep breathing can also be useful in getting an athlete to focus, so can getting them to bounce on their toes, as we often see swimmers or runners doing prior to a competition. This helps an athlete regain control over their centre of gravity and therefore their bodies, allowing them to focus. An instructor should use these strategies and incorporate them into a warm-up to assist athletes to calm nerves and anxiety levels. On the other hand, an instructor may feel that an athlete or group of athletes seem unmotivated and may need to find a way to increase their excitement levels in order to get them to perform at their best. An instructor may do this through positive encouragement to increase an athlete’s confidence as well as visualisation techniques, which will allow an athlete to imagine themselves being successful at what they are about to do. Inspiration is also an excellent way to increase athletes’ excitement levels; many AFL clubs use video and music montages of highlights from previous games or their club’s history to inspire players prior to a game. An instructor may use this to excite players while they are warming up by reminding them of what they saw in the highlights reel, for example, “Johno remember when you took that hanger over Dawson and kicked the winning goal. Remember how awesome that felt? Imagine how it would feel doing that again today”. 25

SISSSPT001 – Implement sport injury prevention and management strategies Implement a warm-up program Once the warm-up has been planned precisely for the athlete/s, an instructor will need to implement it. This implementation will require consulting with the athlete/s to identify any contraindications and precautions for warm-up exercises. Contraindications (pronounced contra – indications) relate to anything that may stop or interfere with an athlete’s ability to complete the warm-up. These contraindications are often physical health issues that affect the functioning of the body and its systems. It is vital that an instructor is aware of these contraindications so that no further injury is sustained from participating in the planned warm-up. Contraindications may include: y acute inflammation y infection y fracture y recent muscle injury y haematoma y torn ligament y acute and or sudden joint swelling y neck soreness or strain y back soreness or strain y extreme pain on movement of any body part y inability to bear weight through a limb y heart condition y open wound. These are all serious injuries and conditions and an athlete presenting with any of these contraindications should be excluded from the warm-up and referred to the medical support team for clearance and advice regarding warm-up, training and cool-down methods specific to their needs. Implement a cool-down program Many of the elements and guidelines for implementing a cool-down are similar to those for a warmup. As we explored earlier in the chapter a cool-down should consist of a series of exercises usually incorporating stretching exercises. An instructor should explain and demonstrate a range of cool-down exercises to aid recovery from activity or competition according to the basic principles of biomechanics. These include a centre of gravity, the base of support, levers, fulcrums and significant muscle actions. Most importantly, before a cool-down is it vital to consult with athletes to identify contraindications and precautions according to organisational policies and procedures. Athletes are more likely to have contraindications in a cool-down as they have injured themselves during the game. Any injuries should be referred straight away to a medical support team member. Injured athletes should not be allowed to continue with or participate in the cool-down without clearance. During a cool-down, an instructor should monitor the application of cool-down exercises by all athletes and where needed provide feedback and adjust cool-down exercises and techniques in accordance with best practice and the principles of biomechanics. An instructor should always end a cool-down with positivity, which can often be difficult with the athlete, or team that has just lost. While a cool-down is essential for physical recovery it is also beneficial for an athlete mentally, as it gives them an opportunity to reflect. 26

Cool-downs Cool-downs are a series of exercises that usually incorporate an element of stretching exercises with the aim of promoting recovery. Warm-ups and cool-downs are similar in that they should both be specific to the sport or activity the athletes or group of athletes have just participated in. They should promote the recovery of all muscle groups used in the activity or sport. An active cool-down can be extremely beneficial in removing wastes, reducing the onset of muscle spasm, restoring range of motion and flexibility, and returning body systems to healthy functioning including heart rate, blood pressure and breathing. An active cool-down means keeping the body moving after the primary activity or event at a lower intensity and continuing to lower this intensity over a period of time until coming to a complete stop. This technique stops blood from pooling in the muscles used (e.g. legs when running) and allows it to return to the heart, assisting in the removal of lactic acid from muscles. A cool-down should generally be broken into two sections: y Active cool-down: this may simply involve lowering the intensity of movements completed as part of the activity or session. For example, if playing a team sport like netball, football or soccer an active cool-down may involve a slow jog, which then evolves into a walk before coming to a complete stop. The length of an active cool-down may vary depending on the length of the session just completed, the performance parameters and level of professionalism. y Passive cool-down: this is the stretching component of the cool-down. Stretching is essential both before and after activity as it assists in preventing muscle soreness and tightness, which will help in recovery. This may involve the use of static, dynamic or PNF stretching techniques. If using dynamic stretches as a cool-down they should be performed at a lower intensity than when used for warming up. 27

SISSSPT001 – Implement sport injury prevention and management strategies Cool-downs also allow athletes to re-group and reflect on the activity, session or event just completed. They allow athletes a chance to recover both mentally and physically. There are a number of recovery techniques that can also be incorporated into a cool-down program to assist an athlete’s body to recover, remove waste products from muscle tissue and restore range of motion and flexibility. Many of these recovery techniques can help an athlete to minimise DOMS (delayed onset muscle soreness) in the 48–72 hours after exercise and this can assist them to get back into their training schedule and/or competition quickly with minimal discomfort. These recovery techniques are especially vital for athletes who need to compete again the next day such as road cyclists in the Tour de France who compete for 21-days with only two allocated rest days. These recovery techniques include: Ice baths and/or cold-water immersion Elite athletes often use ice baths to assist their bodies to recover after a training session or competition. You will often see athletes, especially AFL teams, standing in the water at the beach after a game. Exposing your body to extreme cold after exercise helps to prevent muscle soreness from small muscle fibre tears (microtrauma) you may have sustained during your competition or training session. These minor tears cause muscle soreness, stiffness and fatigue. This can delay an athlete’s recovery which can affect their ability to train at their optimal level. Research has also suggested that ice baths aid with recovery post-exercise through constricting blood vessels, removing waste products such as lactic acid and reducing inflammation and swelling. It is also believed that after getting out of an ice bath blood is pumped quickly around the body to restore body temperature, this allows oxygen and nutrients to renew areas of the body that need it. While there are a number of benefits of ice baths and cold-water immersion after exercise they can have serious risks if not done correctly including pain, breathing difficulties and potentially hypothermia and shock. Ice baths should be 12–15 degrees and an athlete should not sit in the ice bath for more than 20 minutes. Hot and cold shower Hot and cold showers, also known as contrast therapy (shower), are excellent recovery method for athletes. As its name suggests the technique requires the athlete to shower using hot water for 2 minutes and then cold for 30 seconds. This cycle should be repeated 3–4 times. This effect can also be achieved using a bath or spa and a shower. The theory behind the use of contrast therapy is that when you shower using hot water blood pumps around your body more quickly and opens blood vessels (vasodilation) allowing oxygen and nutrients to circulate the body. Then when the cold hits the blood vessels constrict (vasoconstriction). This pumping action of vasodilation and vasoconstriction promotes recovery through reducing inflammation and muscle soreness, reducing DOMS and resulting in quicker recovery. 28

Re-fuelling and hydration Refuelling post-event should occur as soon as possible as glycogen production is at its most rapid in the first 1–2 hours after activity. It is recommended that athletes post-event consume 1 gram of carbohydrates for every 1 kilogram of body weight, for example, if an athlete weighs 58 kilograms, they should consume 58 grams of carbohydrates post-event. This should also be done after a training session to replenish glycogen stores ready for the next training session or competition. However, if an event is longer than an hour it may be more beneficial to consume 30–60 grams of carbohydrates for every hour of activity, for example, if an athlete has just completed a four-hour run they should consume 120–240 grams of carbohydrates post-event. Some examples of post-event foods containing 50 grams of carbohydrate are: y 2 cereal bars y 700 ml sports drink y 200 ml smoothie y 2 slices of toast with honey y large fruit muffin y sports gels y large bananas It is also crucial that an athlete replenishes water and electrolytes lost from the body through sweat. Endurance and team sport athletes lose a large amount of water when exercising as the prolonged duration of their events causes large amounts of sweat. These athletes should weigh themselves preevent and then again post-event. The number of kilograms/grams lost will assist them to assess the amount of water lost through sweat. They should then aim to consume 120–150% of the amount lost. For example, if an athlete weighed 58 kilograms pre-event and then 56 kilograms post-event it can be assumed that they have lost 2 kilograms of sweat. They should then consume 2.2–2.5 litres of water post-event. Weighing oneself to assess water lost is especially useful for aquatics athletes as being in the water can make it difficult to determine how much sweat has been lost. When a person sweats, they lose water as well as electrolytes from their body. The electrolytes lost are mostly sodium (Na) and chloride (Cl) as well as a small amount of potassium (K), calcium (Ca) and magnesium (Mg). It is essential that these are replenished as they ensure fluid balance and muscle contractions in the body, as well as prevent muscle cramps and weakness during exercise. Sports drinks such as Gatorade and Powerade have high amounts of sodium chloride added to them to assist in both fluid and electrolyte replacement during and after exercise. However, these electrolytes can also be replenished through food sources or by merely adding one teaspoon of table salt to one litre of water. Food sources that can replace lost electrolytes include: y Milk y Table salt y Pickles y Processed meats y Commercial rice and pasta y Yoghurt y Pumpkin seeds y Cheeses y Sauces e.g. tomato y Table salt y Olives y Celery y Milk y Yoghurt y Seaweed y Rye y Lettuce y Tomatoes y Bananas y Cheese y Sardines y Squash y Fish y Avocado y Potato with skin on y Mushrooms y Spinach y Kale 29

SISSSPT001 – Implement sport injury prevention and management strategies Review and modify program Evaluation, feedback and reflection are imperative to improvement and overall success. After conducting a warm-up or cool-down an instructor should review the program in consultation with appropriate personnel and athletes. It might be convenient to do this at the first training session after a competition or as part of an evaluation at the conclusion of the session. An instructor should also allocate time to evaluate and reflect on their own performance using a range of self-reflection methods and identify any potential areas for improvement for future returns. One popular self-reflection method is the use of a diary or journal where an instructor jots down information about the program and self-evaluates their own performance based on a range of selfmade criteria. These may include communication, explanation and demonstration delivery, series of exercises and stretches chosen and their effectiveness, rapport, and the responsiveness of athletes and participants. An instructor may then use this information to develop three goals or changes they can make to their next session and work towards achieving these. A diary or journal can also be a useful self-reflection tool as past entries can be used to develop future sessions by reflecting on what worked and what didn’t work in fast warm-ups and cool-downs. Mentoring is also an excellent self-reflection method. Mentoring is about transferring knowledge from one individual to another, through explanation and demonstration, offering the individual an opportunity to learn through being supported and assisted by a more experienced colleague. A mentor could assist an instructor to evaluate their performance by reflecting on the strengths and weaknesses of their warm-up and/or cool-down. Using constructive feedback, a mentor can help and support the instructor to make improvements for future programs. Whichever self-reflection method is used to review performance, the instructor should then make modifications to the warm-up or cool-down program where required in response to feedback from appropriate personnel and athletes, as well as their own self-reflection. Learning Checkpoint 2 You’ve been asked to create a training program for a local basketball team. Create and write down a fifteen-minute warm-up routine they could undertake in advance of their training, and then create and write down a ten-minute cool-down program that they could also follow. 30

Basic principles of biomechanics You should keep the basic principles of biomechanics in mind when conducting warm-up or cool-down demonstrations and applying warm-up techniques. This will ensure a safe and effective warm-up for all participants, which will assist in improving performance. Biomechanics is the law that relates to how the human body moves, including the coordination of skeletal muscles and bones, their force and gravity. Basic principles of biomechanics that an instructor should be aware of include: y centre of gravity y base of support y levers y fulcrums y major muscle actions. Centre of gravity Centre of gravity is the point at which all parts of an object are balanced. This point changes when a person moves their body in different directions. When a person is standing upright, their centre of gravity is just below their belly-button, but as they move, for example, when they raise their arms above their head, their centre of gravity moves too. Centre of gravity is vital in sport as all sports have an element of balance whether it is surfing, gymnastics or tennis. Centre of gravity should be carefully considered when an individual is participating in contact sports where an opponent may want to knock them down. In this situation, an athlete needs to get their centre of gravity as low as possible so that they have balance and will be harder to knock off their feet; they should get into a low squat position. An athlete can work on their centre of gravity through strengthening their core muscles (abdominals, latissimus dorsi) and lower body muscles through exercises such as squats and deadlifts. During a warmup, athletes should incorporate exercises and stretches that lower their centre of gravity; this may assist them in maintaining balance during the game or session. Centre of gravity Centre of gravity 31

SISSSPT001 – Implement sport injury prevention and management strategies Base of support Base of support (BOS) is the area of an object or person that is in contact with the ground. The larger the base of support is the more stable and balanced the object is. For example, a person standing with their feet shoulder-width apart has a larger base of support than a person standing upright with their feet together. This will make them more stable and harder to push over. For example, when attempting to hip and shoulder in AFL football, your base of support is essential. A wide base of support that’s lower than your opponents will help with stability and knocking your opponent off their feet. Levers A lever is a rigid structure that is capable of transmitting or exerting a force. In the human body our bones are levers that are capable of such movements. Fulcrum This is the fixed point at which the lever rotates or pivots. In the human body a joint is a fulcrum. Sometimes the fulcrum is referred to as the axis of rotation. Small BOS = Less stability Wider BOS = More stability 32

Major muscle actions Any force applied to a lever is called the effort (or sometimes the force arm). The muscles cause this effort in the human body when they contract, when moving or when working against a resistance e.g. when lifting weights. The load (sometimes referred to as the resistance arm) is the resistance that is applied to the muscle. There are three classes of levers that an instructor will need to be aware of: y First class lever systems have the fulcrum between the effort and the load (resistance). Examples of first class lever systems are looking up, scissors and a seesaw y Second class lever systems have the load (resistance) between the fulcrum and the effort. Examples of second class lever systems are plantar flexion of the foot, a wheelbarrow and competing push-ups. y Third class lever systems have the effort between the fulcrum and the load. Examples of third class lever systems include hitting a ball when batting and a bicep curl. This is the most common lever system. EFFORT LOAD FULCRUM FULCRUM EFFORT LOAD EFFORT FULCRUM LOAD EFFORT LOAD FULCRUM FULCRUM LOAD EFFORT EFFORT LOAD FULCRUM 33

SISSSPT001 – Implement sport injury prevention and management strategies Anatomy of muscles: y Origin – stationary end of muscle attachment y Insertion – mobile end of attachment y Belly – thicker middle region As a muscle contracts, it pulls the INSERTION bone closer to the ORIGIN bone. Movement occurs at the joint between the origin and the insertion. Groups of muscles usually contract to produce a single movement: y PRIME MOVER (agonist): muscle whose contraction is mainly responsible for producing a given movement. y ANTAGONIST: muscle whose actions opposes the action of the prime mover in any given movement. y SYNERGIST: helps steady a movement and stabilise joint activity. Examples of prime movers /antagonists: y Pectorals/Latissimus Dorsi y Abdominals/Spinal Erectors y Biceps/Triceps ORIGIN INSERTION Tricep relaxes Bicep contracts pulling forearm up i.e. insertion towards origin Rule: A muscle’s insertion bone moves toward its origin bone. Muscle Origin Insertion Bicep Scapula Radius & Ulna Deltoid Clavicle Humerus Gluteus Maximus Pelvis Femur For example Learning Checkpoint 3 1. What type of lever systems is used when performing bicep curls? 2. What is the relationship between biceps and triceps? 34

Applying taping Taping is the process of applying tape to a specific area on the body to physically hold the muscles or bones to a particular position. This is useful in reducing pain and aiding in recovery. It is usually used to assist in recovery from overuse and other injuries. The goal is to restrict the motion of the joint and compress the soft tissues to reduce any swelling. It can also support the anatomical structures around the injury as well as serve as a splint or secure a splint in place. It can be used for both injury prevention and injury management. However, it needs to be performed correctly. Otherwise, it may result in further injuries. There are various types of tape available, each with its own specific benefits based upon design. These include: y Vertical and horizontal threads per square inch y Tensile strength y Composition y Rigid tape y Under tape y Elastic tape y Felt tape y Bandages y Kinesio Applying tape to thumb The way your thumb is designed gives it a unique structure and a wide range of movement, but this also makes it vulnerable to potential injuries, mainly when playing ball sports. By strapping the thumb, you can help prevent injuries from occurring as well as providing pain relief. Three of the most common causes of thumb pain are: y RSI or Overuse. This comes from activities like typing, texting or gaming, or using tools in that can wear down the cartilage, tendons and tissue around your thumb joint resulting in pain, swelling and inflammation. y Inflammation. Arthritis, tendonitis, and cellulitis are examples of inflammatory conditions that can result in thumb pain. y Injuries. When you accidentally fall or hit your thumb, this can result in you overstretching or bending your thumb backwards into a painful strain. These are the injuries most likely to occur on the sports field. 35

SISSSPT001 – Implement sport injury prevention and management strategies Supportive thumb taping techniques Kinesiology taping for thumb tendinitis Position the affected arm as if it were in a sling so that the arm is in front of you with the thumb pointing upwards, and then bend the top of your thumb. a. Cut a single length of Kinesiology Tape in half longways with rounded corners. b. Apply the tip of one half on the thumbnail. c. Gently stretch the strip back in a straight line and secure it at the wrist. d. Gently lower the wrist joint and lightly press the tape to the skin. Raise it back to the original angle. e. Apply the end of the second half on top of the first one, but a little further in front, so it hangs over the thumbnail. f. Secure it over the fingertip. g. Gently stretch the strip and secure it a little further towards the elbow than the first strip. h. Repeat step (d). i. Cut another single length of kinesiology tape in half short ways with rounded corners. j. Holding the ends of one strip with both hands, stretch out the middle. k. Apply the middle across the base of the thumb joint and gently secure the ends down each side of the hand. l. Repeat step (j) with the second short strip. m. Apply the second strip on top of the first strip but, about an inch further towards the elbow. Thumb strapping with rigid strapping tape a. Apply a 38mm Rigid Strapping Tape around the wrist; this will act as an anchor for the following taping applications b to f. b. Apply 25mm Rigid Strapping tape from the middle joint of the thumb, down towards the anchor to provide support and counteract extension movement that may cause injury. c. Repeat this twice, or three times for larger thumbs. d. Apply 25mm Elastic Adhesive Bandage in a figure 8 formation from the anchor on the wrist, up to and around the midpoint of the thumb, with further pressure applied when coming back to the back of the wrist. e. Repeat this twice, or three times for larger thumbs. f. Finish technique by securing an anchor point around the wrist. Thumb splint a. A splint can help to keep the thumb rigid so it can heal. b. You need to: y Find a piece of a rigid material (paddle pop stick, cardboard, etc.) that is about an inch longer than the thumb. y Position it on the back of the thumb, making sure it extends one centimetre above the thumb. y Secure the splint with strapping tape. 36

Strapping an ankle Basic ankle strapping methods A Anchor: this provides a firm base to attach Rigid Strapping tape in either 38mm or 50mm. B Stirrup: is a vertical "U" piece of tape, supporting either side of the ankle. C Spur: is a horizontal stirrup that holds the ankle in position. D Basket-Weave: stirrups and spurs in half overlapping layers to build a pattern. A E F B C G H I J K L M N O P Q D E Locking Straps: are short circular tapes to cover all exposed skin and lock down the tape job. F Foam Padding: used to fill in hollows, compress swelling and pad sensitive areas. Try Leukofoam to cushion, support and add protection in conjunction with taping and bandaging. G Figure of Six: to support and reinforce one side of the ankle. Starts as a stirrup and crosses to form a six. H Interlocking Sixes: the over-lapping tapes provide excellent support to one side of the joint. A E F B C G H I J K L M N O P Q D I Half-Heel Lock: use Rigid Strapping tape in 38mm or 25mm is applied over the finished tape job to firmly lock in the ankle joint. J First Half-Heel Lock: the tape makes a 'U' to lock in one side of the heel. K Second Half-Heel Lock: opposite to the first. Supports the other side and further restricts ankle movement. A E F B C G H I J K L M N O P Q D 37

SISSSPT001 – Implement sport injury prevention and management strategies L Figure-8 Bandage: used with a Crepe Bandage for light compression of the ankle to reduce swelling. M Figure-8: also used with 75mm or 50mm Sport Elastic Adhesive Bandage for firm support. N Spica: the thumb spica is a repeated figure-8. You can use 25 mm rigid or Sport Elastic Adhesive Bandage or Sports Rigid Strapping Tape. O Elastic and Rigid Tape Together: a combination of sport elastic adhesive bandage and sport rigid strapping tape provides optimal support. P Full Heel Lock with adhesive 75mm bandage: another way of overwrapping rigid tape for firm support. It is like two half-heel locks without stopping. Q Spiral taping (white tape): complete the overwrapping technique to completely encase the sport rigid strapping tape. A E F B C G H I J K L M N O P Q D A E F B C G H I J K L M N O P Q D 38

Applying tape to finger Finger buddy taping is one technique that you can use to support a sprained finger. It is used to protect the phalangeal joint in between the finger bones, rather than for an injury at the base of the finger. The desire with this is to prevent movement of the injured finger during the healing phase. Fingers 1 and 2 are usually taped together or 3 and 4. y 2.5 cm non-stretch white tape. y If necessary, for small fingers a narrower tape can be used, or the tape can be torn along its length to make thinner strips. y A thin strip of padding foam to place between the fingers to provide comfort and protection. STEP 1 y Apply two strips of 1.25 cm white non-stretch tape; one above the injured joint and one below. y These will provide an anchor from which to attach the supporting strips. STEP 2 y Place the strip of padded foam between the fingers to be taped. STEP 3 y Apply two supporting strips from the two anchors above and below the joint around the ‘buddy’ finger. y This should allow the fingers to bend together, but sideways movement should be limited. Strapping the elbow You can support the area with a crepe bandage or tubular bandage for slight compression and support, or follow the taping technique below to change the degree of tension around the injured elbow to help reduce pain: 1. Apply a full circular piece of sport adhesive under-wrap around the upper forearm finishing about 3cm from the elbow joint. 2. Anchor a piece of 3.8cm sports tape on top of the tape on the little finger side of your arm. Push the rigid tape across and over the thumb side of your arm and around back towards the little finger side. 3. Create a ‘pleating’ effect when you get back to the beginning, cut the piece of tape and secure it. 39

SISSSPT001 – Implement sport injury prevention and management strategies Strapping the shoulder Follow these steps on how to strap a shoulder: 1. Stabilise the shoulder with kinesiology tape. Have the person stand up straight, holding their shoulders slightly back and down. a. Mark out three reference points on the sore shoulder side: i. The top of your AC joint. ii. The bottom angle of the shoulder blade. iii. Just next to the spine, diagonally in line with the first two points. b. Take a full strip of kinesiology tape and anchor it on the third reference point. c. Stretch the strip up towards the first reference point, secure it and smooth down the rest of the strip. d. Take another full strip of kinesiology tape and anchor it on the skin just above the third reference point. e. Repeat step (c). 2. Kinesio taping for rotator cuff strains. Have the person stand up straight and slightly tilt their head away from their sore shoulder. a. Take a single length of kinesiology tape and anchor it on the side of your shoulder, just past the bony top and slightly towards the front. b. Stretch the strip towards your back, secure it just before your spine and smooth down the rest of the strip. c. Cut another single length of kinesiology tape in half short ways with rounded corners d. Holding the ends of one half with both hands, stretch out the middle. e. Apply the middle across the first strip about a third of the way towards the spine and smooth down the ends. f. Repeat step (d). g. Apply the second half one centimetre parallel to the first half and smooth down the ends. Strapping the knee Knee taping with sport strapping tape is designed to support and protect the knee joint from damage when you move around while providing pain relief. Here are two simple taping techniques for two different structures of the knee: Knee ligament support Have the person stand up straight with a 38mm roll of tape under the heel of their sore leg. a. Attach: y Anchors to the above and below the knee area of the leg with elastic 75mm adhesive bandage. y Another two anchors at the top and bottom of the leg with 38mm rigid strapping tape for further strength. y Take two diagonal straps of rigid tape. Start the first from the outside of the calf, pass the inside of the kneecap and secure it on the inside of the thigh. Start the second strap from the inside of the calf, pass the inside of the kneecap and secure it on the outside of the thigh. 40

b. Repeat this taping several times to increase support. c. Apply two vertical straps (in white) from the top to the bottom anchors on the inside of the leg. d. Overwrap with the adhesive bandage using an overlapping spiral with a figure-8 at the knee joint to completely cover the rigid tape. This will help provide extra compression and protection. Patella tracking support Have the person sit down with their sore leg outstretched in front. a. Attach one anchor across the front of the kneecap using 75mm elastic adhesive bandage and another anchor over the top but just slightly further towards the hips. b. Apply two horizontal strips of rigid strapping tape 38mm to one side of the knee and gently pull them (and the patella) across, up or down towards the correct alignment. Taping the achilles a. Cut a piece of kinesiology tape to reach from the top of the calf muscle to the bottom of the heel. b. Flex the foot. With the tape backing still on, place one end of the strip on the bottom of the heel. Run your thumb up the tape to the top of your Achilles tendon (a few inches above the ankle). c. Starting at the top of the tape, cut the strip down the middle to the spot your thumb marked. d. Remove the backing from the uncut portion of the tape. Place the tape on the bottom of the heel and, keeping the ankle flexed, stretch the tape as you lay it over the Achilles tendon. Smooth the edges down over the Achilles. e. One at a time, remove the backing from the cut portions of the tape and place it (don't stretch it) over the outer and inner calf muscle to form a "V". Learning Checkpoint 4 What are two ways that you could tape the ankle? 41

SISSSPT001 – Implement sport injury prevention and management strategies Assessing injured participants When an injury occurs during training or during a game, you need to evaluate the situation correctly. This is done by applying the DRSABCD Action Plan. DRSABCD stands for: Danger Always first check for any potential danger to you, any other bystanders and then the injured or ill person. It is essential to make sure you do not put yourself in danger when going to the assistance of another person. Response Is the person conscious? Do they respond when you communicate with them? Do they respond when you touch their hand or when you squeeze their shoulder? Send for help Dial triple zero (000). Answer the questions asked by the operator. Airway Is the person’s airway clear? Is the person breathing? If the person is responding, they are conscious, and their airway is clear, assess how you can help them with any injury. If the person is not responding and they are unconscious, you will need to check their airway by opening their mouth and having a look inside. If the mouth is clear, tilt their head gently back (by lifting their chin) and check for breathing. If the mouth is not clear, place the person on their side, open their mouth and clear the contents, then tilt the head back and check for breathing. Breathing Check for breathing by looking for chest movements (up and down). Listen by putting your ear near to their mouth and nose. Feel for breathing by putting your hand on the lower part of their chest. If the person is unconscious but breathing, turn them onto their side, carefully ensuring that you keep their head, neck and spine in alignment. Monitor their breathing until you hand over to the ambulance officers. CPR (cardiopulmonary resuscitation) If an adult is unconscious and not breathing, make sure they are flat on their back and then place the heel of one hand in the centre of their chest and your other hand on top. Press down firmly and smoothly (compressing to one-third of their chest depth) 30 times. Give two breaths. To get the breath in, tilt their head back gently by lifting their chin. Pinch their nostrils closed, place your open mouth firmly over their open mouth and blow firmly into their mouth. Keep going with the 30 compressions and two breaths at the speed of approximately five repeats in two minutes until you hand over to the ambulance officers or another trained person, or until the person you are resuscitating responds. The method for CPR for children under eight and babies is very similar, and you can learn these skills in a CPR course. Defibrillator For unconscious adults who are not breathing, apply an automated external defibrillator (AED) if one is available. They are available in many public places, clubs and organisations. An AED is a machine that delivers an electrical shock to cancel any irregular heartbeat (arrhythmia), in an effort to get the heart beating normally. The devices are straightforward to operate. Just follow the instructions and pictures on the machine, and on the package of the pads, as well as the voice prompts. If the person responds to defibrillation, turn them onto their side and tilt their head to maintain their airway. Some AEDs may not be suitable for children. 42

STOP (Stop, Talk, Observe, Prevent) principles When a person is conscious, the injury that they have sustained can still be extremely severe. It is vital to use the STOP method in the management of sporting injuries. It refers to: Stop Stop the injured person from moving or participating, and, if necessary, stop the game. Talk Ask the injured person what happened, what they remember, how did it happen, and what did they feel when it happened. For example: ‘Did you hear a snap or crack when you fell? Where does it hurt? Does it hurt anywhere else? Have you ever had a previous injury to this area?’ Observe While talking to the injured person, observe if the athlete appears to be distressed or lying in an unusual position. Check the injured area for signs of deformity, swelling or dislocation. Compare the injured site with the opposite side and ask the athlete if they can move the injury. Assess if the athlete’s range of movement is restricted compared to usual or to the other side of the limb. If there is no range of motion, arrange appropriate transport (such as an ambulance for a broken bone) to move the injured person. Prevent further injury Prevent any further damage by ensuring a detailed assessment using the TOTAPS method or similar: y Talk: talk to the injured person to determine what has happened and what they may have heard. y Observe: look at the injury and compare it to the other side to see if there is any swelling or deformity. y Touch: gently feel the area to feel for anything that may be out of place or unusual. y Active movement: ask the injured person if they can move the injured area. If they are unable to continue, ensure that further medical attention is referred to if necessary. y Passive movement: gently try to move the injured area to see where the pain is occurring. y Skills test: ask the injured person to do a skills test using movements they were doing before the injury, such as passing a ball or running. Learning Checkpoint 5 What does DRSABCD stand for? 43

SISSSPT001 – Implement sport injury prevention and management strategies When to call an ambulance There are a number of sports injuries that usually require immediate medical attention, including: y Head injury: involving loss of consciousness, confusion, drowsiness, vomiting or headache. y Neck injury: particularly neck pain, altered sensation to limbs, loss of consciousness. y Suspected breaks: where moving the person is difficult or impossible due to pain. y Compound breaks: where the bone is perforating the skin. y Acute pain: where an injured person is unable to be transported by car. y Chest or stomach injuries: where the patient is pale, short of breath or in significant pain. Always call 000 in an emergency. Managing a participant with a medical condition With every activity, there will always be participants who have pre-existing conditions that may influence or affect the way that they play or require additional support. Some of these may require minimal adjustments, but if there are pre-existing conditions, then it is essential that the club is aware of it in case an emergency occurs that requires a specific response. One of these medical conditions is exercise-induced asthma (EIA). Exercise and physical activity are essential for keeping healthy and fit and is a necessary component of proper asthma management. However, sometimes, exercising or being physically active can trigger an asthma episode. This can also be referred to as exercise-induced bronchoconstriction (EIB). Exercise-induced asthma is usually easily managed and should be part of any asthma management plan. In fact, regular exercise will improve the participant's overall health and wellbeing. People with asthma should be able to participate in almost any sport or activity with scuba diving being the only exception. 44

Exercise-induced asthma When resting or relaxed, people normally breathe through their nose, which warms and moistens the air travelling to their lungs. During exercise and physical activity, people often breathe more quickly through their mouth, causing cold and dry air to travel to their lungs, irritating the airways. This cold and dry air can cause the muscles around the airway to tighten, which increases the possibility of an asthma flare-up. Shortness of breath during or after physical activity is common. However, if the physical activity causes symptoms with no relief after rest, exercise-induced asthma may occur. Those symptoms include: y shortness of breath y the feeling of tightness in the chest y dry or persistent cough y wheeze. You can support your participant in preventing the possibility of exercise-induced asthma occurring by: y Make sure that their asthma is being well managed, as this will make exercise-induced asthma less likely to occur. y They should always carry their reliever medication and spacer with them. y If it is written into their Asthma Action Plan, to take their reliever medication up to 15 minutes before warming up and then warm-up before exercise as usual. y During the game, watch for asthma symptoms and stop and take their reliever medication if symptoms appear. Only return to exercise if their asthma symptoms have been resolved. If the asthma symptoms appear for a second time during the game, retake their reliever medication until symptoms have been relieved. It is not recommended that they return to the game. y After the game, cool down as usual. Be aware that asthma symptoms can occur up to half an hour after finishing exercise. Make sure they take their reliever medication if they have symptoms after the game. Diabetes A participant will be aware of what is required of them to manage their diabetes, but there are a variety of factors that can influence players in a variety of ways. For example, managing their diabetes will initially be dependent on what time of the day you are scheduled to play. Short sprints, for example, can stimulate glucagon release, which in turn raises the blood glucose levels. Therefore, if the activity in the game consists mainly of short sprints with a low level of activity in between, it is possible to finish half a game with higher blood glucose levels than at the start of the game. This effect will vary from person to person. Obviously, this will also be determined by the position the player is playing within the team. For example, if a player is moving throughout the entire game, they are more likely to experience a steady reduction in their blood sugar levels. 45

SISSSPT001 – Implement sport injury prevention and management strategies The risk of hypoglycaemia during or following a game can be minimised by reducing their prior basal dose. This could be taken from the night before or in the morning before the match. Ideally, it is best to play sport at least two to three hours after their last quick-acting insulin dose to prevent the potential risk of hypoglycaemia. However, if this is not possible, then a reduction in insulin is likely to be required with a meal within two or three hours of the game, mainly if they are to be active for much of the match. If the blood sugar falls during the game, some form of glucose or snack should be consumed to boost the blood sugar levels back up. Blood sugars should be tested before the match, during half time and after the game – this will help gauge how the participant's blood sugars trend. They will also need to ensure that their sugar levels are high enough to sustain them through the half. Getting the balance right can take time, and they will require support because each game will be different. Epilepsy Exercise or physical activity is good for general health and well-being and can provide long-term health benefits for everyone. This includes better seizure control for people with epilepsy. People with epilepsy and their families often have concerns about seizures happening during exercise, which can result in needless activity restrictions. Generally, it is uncommon to have seizures during exercise or sports activity. Approximately only two percent of people with epilepsy have seizures that are triggered by exercise, and this mainly affects people with focal epilepsy. Most sports activities are okay as long as the person with epilepsy avoids what may increase their seizure risk such as overexertion, over-heating, dehydration, and low blood sugar (hypoglycaemia). There has been no link found between exercise-related fatigue and increased seizures, but for some people, there are some potential seizure triggers associated with physical activity such as fatigue, stress, repeated head injury during contact sports, hyperventilation and electrolyte disturbances (dehydration). Overall fitness and a feeling of well-being have been reported to help reduce seizure frequency. One report suggests that exercise improves self-esteem and social integration, regardless of seizure control. It has also been shown that regular exercise reduces the number of overall health complaints, such as muscle pains, sleep problems, depression and fatigue. Most people with epilepsy take anti-epileptic medication. These medications can have side effects that cause fatigue and tiredness. This can be a problem for active people, and most likely contributes to low motivation to get out and exercise. Other side effects can include weight gain, blurred or double vision and poor balance and coordination, which can also affect sports performance. 46

For people who have had epilepsy surgery, a rule of thumb for returning to exercise is to start gradually and avoid contact sports for 12 months. The skull takes a long time to heal fully, so preventing head trauma is essential. Likewise, for people who have had a vagus nerve stimulator implanted, neck protection is critical to avoid damage to the generator pack and injury to the nerve. It goes without saying that people with poorly controlled seizures are at increased risk of injury during sport if a seizure occurs during a game. It is essential that someone involved in the team – either coaches, parents and possibly teammates – should know what to do if a seizure occurs. For people with poorly controlled seizures, the risks of injury or death are higher when participating in high-risk activities such as the following: y Boxing y Full-contact karate y Solo hang gliding y Solo parachuting y Unsupervised mountain climbing y Aviation sports y Gymnastics (parallel bars, uneven bars) y Horseback riding y Ice hockey, ice skating y Motorsports y Mountain climbing y Scuba diving y Unsupervised downhill skiing y Unsupervised sailing y Unsupervised water sports and swimming y Water-skiing y Windsurfing Cardiovascular conditions Some people may have pre-existing cardiovascular ailments that they may or may not be aware of. There are instances where physical exercise or participation in a sporting activity can trigger these disorders, especially if they are undiagnosed. It is important that regular health checks are undertaken for adults or those with a history of heart disease in the family. Daily physical activity can strengthen the heart muscles and reduce the risk of an abnormality occurring, but extreme physical exertion could trigger sudden death from something known as “athlete’s heart”. If there are concerns about a participant, then it is best to consult with a specialist to see what your role and responsibilities are. Infections There are a variety of infections that participants can catch through partaking in sporting activities. These include bacteria, viruses, fungi and even parasites. Most of the common ones can be easily avoided through a basic understanding and awareness of hygiene practices and are generally manageable if you do accidentally catch them. There are some, however, that are dangerous, and you should always have preventative measure in place to avoid contracting them. Impetigo is a highly contagious skin infection triggered by the bacteria, Streptococcus pyrogens or Staphylococcus aureus. It begins with the appearance of red sores around the nose and mouth that burst and then form crusts. 47

SISSSPT001 – Implement sport injury prevention and management strategies Impetigo is spread by direct contact with someone who is already infected, or by touching infected items such as towels, exercise mats, and sports equipment, or phones. You can also catch it from a cut, insect bite or as a secondary infection with other skin diseases. MRSA is caused by a strain of Staphylococcus aureus (staph) which is resistant to most antibiotics. The non-resistant strain is common and causes none or minor problems. MRSA can be caught from direct contact with the infected person or from contaminated items or surfaces that the infected person has touched. Herpes gladiatorum, also known as mat herpes, is caused by the herpes simplex virus type 1 (HSV-1). This virus causes lesions that appear on any part of your body. These lesions are infectious and can spread the virus to other people or anything they touch. Ringworm is a fungus that infects the skin or nails. The symptoms are red scaly patches in the shape of a circle that are itchy. It can also cause bald patches to appear on the scalp as well as discoloured, thick crumbling nails. The ringworm fungus is spread through direct skin-to-skin contact or from coming into contact with contaminated items such as clothing, bedding, combs and wet floors where people walk barefoot. Here are some tips on how to clean your hands properly. Soap and water To remove dirt and reduce the number of bacteria, viruses, and other germs effectively, you should wash your hands properly, using soap and water, and then dry your hands thoroughly. y Wetting your hands with clean, running water and apply soap. y Rubbing your hands together to make lather, then rubbing the back of your hands, between your fingers, the ends of all fingers and thumbs, and under your nails. y Continue rubbing hands for 20 seconds as this removes more bugs. y Rinsing your hands well with clean running water. Rubbing your hands while rinsing also removes more bugs. y Drying your hands using a disposable paper towel or an air dryer. Hand sanitiser When soap and water are not available, an alcohol-based hand sanitiser is a useful alternative for preventing infections. Hand sanitisers are also suitable in situations where frequent contact with water damages the skin. However, they are not ideal for every situation: A hand sanitiser should have at least 60% alcohol content to be effective at killing germs. You need to use a sufficient quantity to cover your hands for the gel to be effective. Some bacteria and viruses are resistant to sanitisers, including Cryptosporidium, Clostridium difficile and norovirus. Hand sanitiser gels do not remove dirt and grease, so may not work well if your hands are visibly dirty. Learning Checkpoint 6 What are two pre-existing medical conditions a participant may have that could require their training schedule to be adjusted? 48

Types of sports injury risk Sports injuries can occur in a variety in places, and under a variety of conditions. These can include: y Environmental conditions such as the weather – if it’s sweltering and the ground is hard when someone falls the impact may be harder, or if it’s exceptionally wet someone may slip on the grass and injure themselves. y Are they using specialist equipment? Can it malfunction or be misused if they’re inexperienced with it? Does the equipment require regular maintenance, or someone qualified to set it up and check it before use by others? y Other participants. Often this will be by accident. Is the sport a contact sport where physical interaction will usually result in accidental injuries? y Participant mismatch, including if there are different skill levels involved. For example, a team playing in a higher grade practising against a lower level team. y Poor officiating. If the umpiring is neglectful or absent-minded, then injuries may occur when fouls are not called. y Unsafe participant behaviours where some players get unruly or want to win no matter what the cost resulting in them performing in unsportsmanlike actions which can cause injuries. y Training regime. If players don’t train as per their training plan and aren’t at an optimum level, injuries can occur. y Previous injuries, where players come back too soon before an injury has healed or just the fact that those with previous injuries are prone to the injury reoccurring. y Fitness levels. If a player is unfit, then injuries can occur due to poor cardiovascular, degrees of flexibility or muscle conditioning. 49

SISSSPT001 – Implement sport injury prevention and management strategies Screening for sports injury prevention Pre-screening is a facet of injury management and prevention that includes both physical and medical testing. Medical screening examines whether athletes with any medical condition like asthma or other preexisting conditions are fit to participate in the sport. It can also help to diagnose and raise awareness around previously undiagnosed conditions. Physical screening is more extensive and includes identifying the condition of the players. This is initially done early in the pre-season phase. Physical screening is tailored to the specific sport and focuses on examining and determining a player’s ability to perform. It examines: y Identifying how any past or current injury could reduce the ability of an athlete in the upcoming seasons. y Setting the required fitness standards for the individual and encouraging improvement in lowerlevel athletes to strive to aim higher. It may also include direct conditioning programs that define the parameters of a sport. y Assisting in helping to determine how an athlete has physically improved or changed over time and how it could affect their participation in training and matches. y Providing an exercise prescription that includes customizing training programs for every athlete. Each physical training program measures the physical attributes of the participant, including their posture, muscle length, neuromuscular health, and joint flexibility. With the resulting data, the program is modified to suit the individual to help them achieve their optimal goals and the requirements of the team. 50