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In contrast with the curriculum design based on specified courses, the subject matter approach permitted greater flexibility in the development of educational experiences with varying degrees of emphasis on specific learning outcomes. The required subject matter could be developed as separate courses or incorporated as instructional units within existing courses depending on determination of the appropriate emphasis. Developed during the 1981-1982 academic year, the Competencies in Athletic Training represented the second major component of the 1983 Guidelines. These Competencies, which replaced the behavioral objectives developed during the 1970's were based on the performance domains of a certified athletic trainer identified in the first role delineation study conducted by the NATA Board of Certification in 1982. Incorporation of the subject matter requirements and athletic training competencies into the 1983 Guidelines represented an effort to promote the development of true competency-based athletic training education programs.

AMA Recognition and CAHEA Accreditation:

During the late 1980's, preliminary work began that led to a milestone in the professional growth of athletic training education. In June 1990, the American Medical Association (AMA) formally recognized athletic training as an allied health care profession. Several preliminary steps related to accreditation of entry-level athletic training education programs preceded AMA recognition. Efforts to obtain AMA recognition began with a decision by the NATA Board of Directors to seek accreditation of entry level programs by the AMA Committee on Allied Health Education and Accreditation (CAHEA). As per AMA policy, formal recognition as an allied health care profession was necessary prerequisite for educational program accreditation by CAHEA. Thus, AMA recognition was sought for the primary purpose of programmatic accreditation through the CAHEA process.

In October 1990, CAHEA staff members and NATA Professional Education Committee representatives met to form a review committee, one of the individual committees responsible for review of allied health care education programs accredited by CAHEA. Various medical and allied health organizations involved in sports medicine were contact to assess their interest as potential cosponsors. As a result, the American Academy of Family Physicians and the American Academy of Pediatrics joined the AMA and the NATA in appointing representatives to form a joint review committee, formally called the Joint Review Committee on Educational Programs in Athletic Training (JRC-AT). Subsequently, in January of 1995 the American Orthopedic Society for Sports Medicine joined the JRC-AT as a new cosponsor. During the 8 year period after the initial formation of the JRC-AT, Robert Behnke served in a dual capacity as the first chair of the JRC-AT and as chair of the NATA Professional Education Committee until the election of Peter Koehneke from Canisius College as chair of the JRC-AT in January 1998 and until disbandment of the NATA Professional Education Committee in June 1998.

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