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athletic training education programs increased, expanded opportunities for study specific to athletic training became available to an increasing number of students. Thus, there appeared to be less of a need for athletic training curriculums to include prerequisites for admission to physical therapy schools. Although attendance at physical therapy schools was still encouraged as a means of enhancing professional growth, the subject matter of athletic training began to assume a separate identity. By the mid 1970's a revised athletic training curriculum had evolved which included the following:

Revised Athletic Training Courses:
Anatomy (1 course)
Physiology (1 course)
Physiology of Exercise (1 course)
Applied Anatomy and Kinesiology (1 course)
Psychology (2 courses)
First aid and safety (1 course)
Nutrition (1 course)
Remedial Exercise (1 course)
Personal, community and school health (1 course)
Basic athletic training (1 course)
Advanced athletic training (1 course)

Laboratory or practical experience in athletic training to include a minimum of 600 total clock hours under the direct supervision of a certified athletic trainer.

A comparison of this curriculum with the initial 1959 curriculum model indicates a transition from reliance on schools of physical therapy to a focus on courses considered, at the time to be the most specific to athletic training. Although still recommended as a basis for professional preparation in athletic training, extensive course work in subjects such as chemistry and physics typically required by physical therapy programs was no longer required as a condition of curriculum approval by the NATA. These fundamental curriculum revisions were incorporated into the Guidelines for Development and Implementation of NATA Approved Undergraduate Athletic Training Education Programs, one of the first comprehensive documents governing NATA approval of athletic training education programs. In a related endeavor during the 1970's standards and guidelines governing NATA approval of graduate athletic training education programs were formalized and included in an analogous document also referred to as the Guidelines.

The original 1959 athletic training curriculum model required a course of study leading to a secondary-level teaching credential in physical education or health. Consequently, course work in pedagogy and coaching methods was specified. During the 1970's however it became increasingly clear that high school teaching opportunities in physical education and health were limited. In reality, a teaching certificate in one of these 2 disciplines perhaps served to limit rather than enhance employment of certified athletic trainers at the high school level. The response to this realization was elimination of the requirement that athletic training students pursue a teaching credential in physical education or health. Nevertheless, the emphasis on obtaining a secondary teaching credential was retained throughout the 1970's. Although students in NATA approved undergraduate programs were permitted to pursue the academic major of their choice, completion of requirements for a high school teaching certificate remained as a condition of program approval. This requirement was retained until 1980 after which completion of requirements for a secondary te本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。