2016 September (Volume XXVI, No. 06)

The at each school was the person who would facilitate the telehealth consult when a football player was suspected of having a concussion.

As part of the telepresenters’ training, it was made clear that the telehealth service designed for emergency situations involving or injuries.

Each school decided whether telepresenters had the authority to pull players from games if they sustained a blow to the head or neck and demonstrated symptoms of a concussion.

One of the reasons the telehealth assessments were completed in a locker room or another quiet location was to protect the of the athlete.

After the 2015 season, organizers of the UMMC telehealth system learned they needed to better educate stationed at games about the Mississippi Telehealth Concussion Project so that they knew to use the system where medically appropriate instead of transferring a student-athlete to the emergency department unnecessarily.

What did you learn from this article?

How will you apply the information presented in this article to your own practice?

Do you agree or disagree with the author’s theories on why UMMC did not receive any requests for telehealth consults during the 2015 pilot of the Mississippi Telehealth Concussion Project? Why or why not?

The author cautions coaches who want to approach a new sports science endeavor to think about " ."

The author chose as the initial monitoring metric with the athletes at Greater Atlanta Christian School.

The author uses the to monitor athletes’ academic and personal stress levels.

In the second year of using metrics with GACS athletes, the author added two new elements to his work with readiness: and .

According to the author, one of the biggest obstacles to incorporating sports science at the high school level is cost.

What did you learn from this article?

How will you apply the information presented in this article to your own practice?

Do you agree or disagree with the author’s views on sports science at the high school level? Why?

To help the athlete in the first article reach his new weight goal in the time allotted, the author figured he needed 4,500 to 6,000 calories per day and started him at the top of that range.

In the first case study, one of the ways the author changed the athlete’s diet to help him gain weight was by bulking up his and .

In the second case study, a big factor to consider when putting together Amy’s coxswain nutrition plan was figuring out her new .

The primary goal for Kelly, the athlete discussed in the third case study, was to keep her and intakes high to aid in healing and tissue-building.

The secondary goal for Kelly, the athlete discussed in the third case study, was to better space her intake throughout the day.

What did you learn from this article?

How will you apply the information presented in this article to your own practice?

Do you agree or disagree with the strategies used to help the football player gain weight in the first case study? Why or why not?

The second big collaboration between Baylor University and Fort Hood is more behind the scenes, and entails the sharing of ideas around and .

As part of the partnership between Baylor University and Fort Hood, the Baylor athletic performance staff offered a two-day workshop on and for platoon leaders and about 30 soldiers from the 91st Engineer Battalion.

According to the article, the Baylor men’s basketball, football, and baseball teams all went through the , which taught them how to become a leader when it was not spelled out.

Three of the topics covered during the workshop included: targeting the correct for each soldier, preventing injuries, and developing competitive tasks that measure improvement.

A key to the success of the Collegiate Warrior Athlete Initiative discussed in the sidebar is that the workouts are overseen by an and very structured.

What did you learn from this article?

How will you apply the information presented in this article to your own practice?

Do you agree or disagree with the use of military-style training for athletes? Why or why not?

According to the author, much of the preseason for Quinnipiac University men’s ice hockey is spent in the phase.

Much of what the author does during SpPP incorporates “ ”, a practice he adopted from the former Soviet Union.

The author deliberately avoids using the term “ ” when describing any of the movements and exercises his players do throughout the offseason and preseason.

Quinnipiac’s primary SpPP exercises include , loaded jumps, and linear and lateral movement drills.

During Quinnipiac’s preseason, each day of training has the same emphasis and focus.

What did you learn from this article?

How will you apply the information presented in this article to your own practice?

Do you agree or disagree with the authors decision to train strength in a slightly fatigued state during the preseason? Why or why not?