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ter July 1986, initial NATA approval would be given only to programs that met the standards for an academic major.

Following the establishment of a realistic timetable for implementation, the Professional Education Committee turned its attention to development of the components of an athletic training major. The Committee's efforts culminated in publication of the 1983 edition of the Guidelines for Development and Implementation of NATA Approved Undergraduate Athletic Training Education Programs. This document contained the standards for development of undergraduate programs as academic majors. Publication of the Guidelines initiated the transformation of NATA approved undergraduate athletic training education programs specializations or concentrations to more comprehensive academic majors. A primary consideration that guided the development of the 1983 Guidelines was the concept of an equivalent academic major. Realizing the difficulty in obtaining administrative approval of new academic programs in some colleges and universities, the Professional Education Committee developed the following definition of an equivalent athletic training major, which was approved by the NATA Board of Directors in February 1982: 'A course of study on athletic training which is at least equivalent to the minimum number of semester/quarter hours which constitutes a major in the educational unit in which the athletic training education program is housed. The athletic training education program must also be designed so that students are provided with adequate opportunity to meet NATA specified behavioral objectives'.

As a guide to curriculum development the Professional Education Committee offered a definition of an equivalent major as applied to a hypothetical situation. The committee's interpretation stipulated that, if a program of study in athletic training existed in a department of physical education that required a minimum of 45 semester units did not provide adequate opportunity for students to attain NATA specified behavioral objectives.

The policy allowing for NATA approval of an equivalent major precluded the need for an athletic training education program to receive institutional approval as a degree-granting program, thus facilitating implementation. 

Nevertheless, undergraduate programs receiving NATA approval as equivalent majors were held to the same standards as degree-granting programs with regard to the scope and relevancy of course offerings. The flexibility allowed by the equivalent major facilitated identification of relevant course offerings in the sponsoring department or allied departments, addition of appropriate courses if necessary and incorporation of these courses into an existing bachelor's degree program.

In addition to the athletic training major, the 1983 Guidelines incorporated 2 major features that represented conceptual changes in curriculum design. The first feature was inclusion of specialized subject matter requirements, rather than specific courses. This design included the following:
Specialized Subject Matter in Athletic Training:
Prevention of athletic injuries/ illnesses
Evaluation of athletic injuries/ illnesses
First aid and emergency care
Therapeutic modalities
Therapeutic exercise
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