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aching credential was left to the discretion of the student. As a condition of NATA approval, however, colleges and universities sponsoring undergraduate athletic training education programs were still required to offer all courses leading to a secondary- level teaching credential.

A critique of the curriculum model that evolved in the 1970's indicates limited but discernible progress toward identification of specialized common body of knowledge for certified athletic trainers. The elimination of course requirements that were considered to more relevant to physical therapy or physical education than to athletic training serves as an example. Specifying a minimum number of clinical experience hours under the direct supervision of a certified athletic trainer further illustrates a move toward specialized learning experiences. Aside from the establishment of minimum clinical experience requirements, however, no subject matter areas were added to the original 1959 curriculum. Thus, revisions of the 1959 curriculum model that emerged during the 1970's represented an effort to eliminate irrelevant or minimally relevant content rather than an attempt to add new innovative learning experiences. Despite the limited addition of curriculum offerings the effect of these changes was to narrow the focus of athletic training education to a core of courses that could at least, theoretically contribute the most to attainment of athletic training competencies.

In a related project during the 1970's, the NATA Professional Education Committee formalized a list of behavioral objectives that identified desired learning outcomes for the athletic training student. This endeavor represented a significant early step toward the identification of a specialized body of knowledge. Using the 11 required courses that were revised in the 1970's model as a framework, the NATA Professional Education Committee developed a list of behavioral objectives for each course. In addition, a skill competency checklist was developed to guide and monitor development of the student's clinical skills. Because the scope of the behavioral objectives was dictated and restricted by the existing content of required courses, the behavior objectives did not represent a true competency based approach to education of athletic training students. Nevertheless, with identification of relevant courses and development of corresponding learning objectives, the NATA Professional Education Committee began to identify a unique body of knowledge for the certified athletic trainer. In retrospect, the behavioral objectives developed during the 1970's provided a conceptual stimulus to the formulation of the Competencies in Athletic Training subsequently developed by the Professional Education Committee in 1983.

Development of the Athletic Training Major:

During the late 1970's it became apparent to the NATA Professional Education Committee that the increasing level of expertise expected of certified athletic trainers as health care professionals brought with it an obligation to provide educational programs with a broader and more relevant base. The impracticality of providing the desired scope of educational experiences within the confines of academic specializations and concentrations was also recognized. Before his untimely death in 1981, Sayers 'Bud' Mille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。