Are We Heeding the Warnings on Youth Sports Specialization?

Evidence suggests that early sports specialization is associated with an increased risk of overuse injuries among children and adolescents. As a result, sport governing bodies and medical organizations have developed recommendations regarding sports participation volume and early sports specialization. However, the awareness and use of these recommendations by various stakeholders, including health care providers, coaches and parents are limited. This session will aim to fill this gap with a review of the evidence regarding the physical and psychological concerns with early sports specialization and empower athletic trainers to be advocates for young athletes through educating other stakeholders about the importance of these recommendations.

Abstract:
Evidence suggests that early sports specialization is associated with an increased risk of overuse injuries among children and adolescents. As a result, sport governing bodies and medical organizations have developed recommendations regarding sports participation volume and early sports specialization. However, the awareness and use of these recommendations by various stakeholders, including health care providers, coaches and parents are limited. This session will aim to fill this gap with a review of the evidence regarding the physical and psychological concerns with early sports specialization and empower athletic trainers to be advocates for young athletes through educating other stakeholders about the importance of these recommendations.

Learning Objectives:

Assess the physical and psychological concerns with early sports specialization.
Describe the numerous sports specialization recommendations from sport governing bodies and medical organizations.
Identify gaps in stakeholder knowledge and awareness of sports specialization recommendations.
Describe efforts to improve stakeholder awareness and use of sports specialization recommendations.
Formulate ways to advocate for young athletes in regards to early sports specialization.

Level:
Advanced

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy

Orthopedic Domain(s):
N/A

Keywords:
Overuse injury, Athletic development, Risk reduction

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

Tamara Valovich McLeod, PhD, ATC, FNATA

Dr. Tamara Valovich McLeod is the Chair, Director, and a Professor of Athletic Training, Professor in the School of Osteopathic Medicine in Arizona, and John P. Wood, D.O., Endowed Chair for Sports Medicine at A.T. Still University in Mesa, Arizona. Dr. McLeod completed her PhD from the University of Virginia. She was the founding director of the Athletic Training Practice-Based Research Network and her research has focused on the pediatric athlete with respect to sport-related concussion.

Dr. McLeod is fellow of the NATA, the National Academy of Kinesiology, and the National Academies of Practice-Athletic Training and was the recipient of the NATA Foundation Medal for Distinguished Athletic Training Research in 2023.

Beyond Eccentric Loading: Uncovering the Keys to Risk Reduction of Hamstring Strain Injuries

Hamstring strain injuries (HSI) are one of the most commonly occurring injuries and top causes of missed playing time that impact various patient populations. High re-injury rates of HSI, lingering symptoms, and prolonged recovery often make management a frustrating and challenging process for clinicians, yet HSI continuing education sessions remain sparse. While eccentric loading has become the cornerstone of HSI management, evidence now suggests consideration of exposure to sprinting and alternative extrinsic risk factors is warranted. This presentation will cover the latest empirical data, clinical recommendations and expert consensus to support the design of more effective HSI risk reduction plans.

Abstract:
Hamstring strain injuries (HSI) are one of the most commonly occurring injuries and top causes of missed playing time that impact various patient populations. High re-injury rates of HSI, lingering symptoms, and prolonged recovery often make management a frustrating and challenging process for clinicians, yet HSI continuing education sessions remain sparse. While eccentric loading has become the cornerstone of HSI management, evidence now suggests consideration of exposure to sprinting and alternative extrinsic risk factors is warranted. This presentation will cover the latest empirical data, clinical recommendations and expert consensus to support the design of more effective HSI risk reduction plans.

Learning Objectives:

Summarize the most recent hamstring strain injury (HSI) epidemiology and incidence rates.
Synthesize HSI management recommendations based on international clinical expert consensus and the literature related to rehab and return-to-play decisions.
Consider alternative extrinsic modifiable risk factors, specifically as it relates to the importance of collaboration and teamwork between coaching and medical staffs as part of the HSI management plan.
Integrate high-speed running and monitoring into the HSI risk reduction plan.

Level:
Advanced

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy
Domain 4: Therapeutic Intervention

Orthopedic Domain(s):
Domain 1: Medical Knowledge
Domain 3: Professional Practice

Keywords:
extrinsic factors; high-speed running; prevention

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

Andrea DiTrani Lobacz, PhD, ATC

Andrea DiTrani Lobacz, PhD, ATC is an Assistant Professor in the Department of Athletic Training within the School of Nursing and Health Sciences. Dr. Lobacz completed a Bachelor of Science degree in athletic training at Marist College and obtained a Master of Science degree in athletic training from A.T. Still University – Arizona School of Health Sciences. In addition, she also earned a PhD in Biomechanics and Movement Science from the University of Delaware in 2017.

Dr. Lobacz’s research interests include neuromechanical maladaptations following hamstring strain injury, including altered sensations of tightness and proprioceptive deficits. Through her research she also aims to identify factors that may increase the risk of hamstring strain susceptibility, particularly how fatigue and competitive anxiety contribute to hamstring stiffness dysregulation. Prior to entering higher education, Dr. Lobacz spent 6+ years working clinically as a certified athletic trainer at the Division-I collegiate level, primarily with track and field athletes, which provided the base and motivation for her research efforts in the area of hamstring strain injuries.

Building a Winning Culture: Addressing the Labor Challenges in Athletic Training

The highly competitive job market in athletic training has led to what some have called a “labor crisis”. Young employees frequently cite the institutional or workplace culture as a critical point in accepting a job offer and for continued retention within positions. One key aspect in the decision-making process of many employees when considering leaving the workplace are feelings of “lacking value and support” from supervisors. The importance of culture and desire to feel valued highlight the need for further leadership development within organizational/institutional cultures in athletic training. By examining evidence from a variety of industries as well as within athletic training, AT leaders can improve their recruitment and retention initiatives for employees allowing a greater focus on providing patient health care.

Abstract:
The highly competitive job market in athletic training has led to what some have called a “labor crisis”. Young employees frequently cite the institutional or workplace culture as a critical point in accepting a job offer and for continued retention within positions. One key aspect in the decision-making process of many employees when considering leaving the workplace are feelings of “lacking value and support” from supervisors. The importance of culture and desire to feel valued highlight the need for further leadership development within organizational/institutional cultures in athletic training. By examining evidence from a variety of industries as well as within athletic training, AT leaders can improve their recruitment and retention initiatives for employees allowing a greater focus on providing patient health care.

Learning Objectives:

Identify key strategies across industries that can be applied to athletic training to improve recruitment and retention of employees.
Appraise the evidence on interventions that seek to improve leadership skills in athletic trainers.
Integrate targeted methods to drive retention and recruitment within the athletic training workplace.

Level:
Advanced

Domain(s):
Domain 5: Health Care Administration and Professional Responsibility

Orthopedic Domain(s):
N/A

Keywords:
Recruitment, Retention, Stakeholders

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

Matthew Mills, EdD, ATC, CHSE

Matt Mills, EdD, ATC, CHSE, is an Assistant Professor and Pre-Professional Athletic Training Program Director at Springfield College. He specializes in interprofessional education, simulation, and athletic training education, utilizing advanced educational technologies to enhance student learning.

Dr. Mills' research focuses on simulation's impact on self-efficacy and anxiety in healthcare students, with numerous publications and presentations at national conferences. He has a strong background in athletic training clinical education and healthcare simulation, holding certifications in simulation education and athletic training. Dr. Mills is dedicated to mentoring future professionals and advancing innovative teaching practices in athletic training education.

Jessica Barrett, PhD, LAT, ATC

Dr. Jessica Barrett, PhD, LAT, ATC, is the Chair of the Department of Athletic Training and Director of the Athletic Training program at Springfield College, where she also serves as an Associate Professor of Athletic Training. Before her current role, she worked at the University of Connecticut, Neumann University, and at West Chester University. She earned her bachelor’s degree in athletic training from Springfield College in 2005, her master’s degree in athletic training education from Old Dominion University in 2007, and her doctorate of philosophy in kinesiology from the University of Connecticut in 2018.

Dr. Barrett has published and presented regionally and nationally on subjects related to work-life balance, burnout, mentoring, challenges for junior faculty, and faculty socialization. She is involved in professional service initiatives with the Commission on Accreditation of Athletic Training Education (CAATE) serving as the Chair of the Quality Assurance/Improvement Committee, a member of the Professional Accreditation Council, and has served as a Peer Reviewer since 2013.

Clues to the Pediatric Puzzle: Common Orthopaedic and Sports Medicine Diagnoses

Nearly a quarter of the National Athletic Trainers’ Association (NATA) membership of certified athletic trainers (ATs) works in the secondary school job setting, much of which includes student-athletes who are skeletally immature and are thus classified as “pediatric” by the orthopaedic and sports medicine communities. However, detailed instruction regarding pediatric-specific diagnoses and conditions are not the focus of many athletic training programs. ATs receive their training specific to pediatric orthopaedic and sports medicine diagnoses on-the-field post certification or through specialized study programs. Pediatric diagnoses are unique and require a different approach for recovery and return to activity.

Abstract:
Nearly a quarter of the National Athletic Trainers’ Association (NATA) membership of certified athletic trainers (ATs) works in the secondary school job setting, much of which includes student-athletes who are skeletally immature and are thus classified as “pediatric” by the orthopaedic and sports medicine communities. However, detailed instruction regarding pediatric-specific diagnoses and conditions are not the focus of many athletic training programs. ATs receive their training specific to pediatric orthopaedic and sports medicine diagnoses on-the-field post certification or through specialized study programs. Pediatric diagnoses are unique and require a different approach for recovery and return to activity.

Learning Objectives:

Describe common pediatric-specific orthopaedic and sports medicine diagnoses, including potential long-term effects of an injury.
Differentiate chronic, acute, urgent, and emergent pediatric-specific diagnoses.
Identify appropriate plans of care and activity restrictions for common pediatric-specific orthopaedic and sports medicine diagnoses.
Educate key stakeholders (parent/guardian, coach, medical care team) about the significance of pediatric-specific orthopaedic and sports medicine diagnoses as well as the need for specialized care, when appropriate.
Transform the mindset that kids can be treated as “tiny adults.”

Level:
Advanced

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy
Domain 2: Assessment Evaluation and Diagnosis
Domain 3: Critical Incident Management
Domain 4: Therapeutic Intervention

Orthopedic Domain(s):
Domain 1: Medical Knowledge

Keywords:
Fracture, Healing timeline, Physis/Physes, Skeletal maturity

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

Raena Steffen, MS, LAT, ATC

Raena Steffen is a graduate of the University of South Florida Athletic Training Education Program, earning her bachelor’s degree in Athletic Training with a minor in Public Health in 2009. She later returned to the University to earn her post-professional master's degree in Medical Sciences, with a concentration in Athletic Training and Pediatric Sports Medicine, graduating in 2013.

During her career as a certified athletic trainer, Raena has worked across a variety of settings, including in administration, the physician clinic, the rehabilitation clinic, research, secondary schools, and national-team sports. Her areas of clinical interest include biomechanics evaluation, adjustment, and application to sports performance, and mental health, sleep health, and application to sports performance. She has received recognition in the form of the Outstanding Service Award from USF’s Athletic Training Program in 2023, the Patriot Award from Employer Support of the Guard and Reserve in 2024, and the Athletic Trainers’ Association of Florida Clinical Athletic Trainer of the Year in 2025.

In her free time, Raena enjoys spending her time reading, baking, gardening, and spending time with her significant other, her dog, Dora, and her friends. Additionally, Raena is an active member of the Junior League of Tampa, serving as the Advocacy Manager and participating in various community service programs, awareness campaigns, and charity events.

Cracking the Code: A Clinician's Guide to Using Artificial Intelligence in Athletic Training

Increased administrative demands can amplify role strain and burnout risk in athletic trainers.1 However, clinicians struggle to retain administrative knowledge.2 Artificial Intelligence (AI) use in education is discussed, but its clinical practicality is minimally presented.3-5 AI is a leading-edge, consumer-based technology that athletic trainers should become accustomed to using. AI allows clinicians to assess specific patient and administrative questions, revise policies, and obtain customized responses, enabling clinicians to improve data analysis and clinic operations, reducing workload.6 This presentation will assist clinical athletic trainers in applying AI during routine patient care and administrative tasks, demonstrating time-saving methods to mitigate workload

Abstract:
Increased administrative demands can amplify role strain and burnout risk in athletic trainers. However, clinicians struggle to retain administrative knowledge. Artificial Intelligence (AI) use in education is discussed, but its clinical practicality is minimally presented. AI is a leading-edge, consumer-based technology that athletic trainers should become accustomed to using. AI allows clinicians to assess specific patient and administrative questions, revise policies, and obtain customized responses, enabling clinicians to improve data analysis and clinic operations, reducing workload. This presentation will assist clinical athletic trainers in applying AI during routine patient care and administrative tasks, demonstrating time-saving methods to mitigate workload

Learning Objectives:

Summarize how to apply and utilize artificial intelligence in a clinical athletic training setting.
Identify the ethical considerations of using artificial intelligence in clinical practice.
Use artificial intelligence to streamline administrative tasks in athletic training.
Use artificial intelligence to inform policy creation for workload management in athletic training.

Level:
Essential

Domain(s):
Domain 5: Health Care Administration and Professional Responsibility

Orthopedic Domain(s):
N/A

Keywords:
Artificial Intelligence; Administration; Workload

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

Kyle Schneider, EdD, ATC

Kyle Schneider is an Associate Professor and Program Director of the professional athletic training program at Southeast Missouri State University in Cape Girardeau, Missouri. Kyle also serves as the Coordinator for the Clinic for Health in the Arts (CHART) clinic, an AT clinic dedicated to providing services to a collegiate performing arts clinic. In addition to his responsibilities on campus, Kyle has also served the AT profession as the Mid-America Athletic Trainers Association (MAATA) Annual Meeting Coordinator and a CAATE peer reviewer. Kyle lives in Cape Girardeau, Missouri, with his wife and one-year-old son.

David Tomchuk, DAT, ATC, LAT

David is an Assistant Professor of Health Sciences and Athletic Training and the Coordinator of Clinical Education for the Southeast Missouri State University Athletic Training Program. David received his undergraduate degrees from Southern Oregon University, his master’s degree from the University of Nevada, Las Vegas, and his clinical doctorate in athletic training from A.T. Still University.

David is a member of the NATAREF Student Writing Contest Committee and the Mid-America Athletic Trainers’ Association Vendor Committee. David also volunteers for the CAATE, BOC, and NATA. David’s current research projects involve integrating artificial intelligence into athletic training workflows, ankle sprain injury prevention programs, and quality improvement initiatives.

Designing Injury Prevention Programs That Athletes and Coaches Embrace

Despite evidence that injury prevention programs reduce injuries, injury rates remain high. One contributing factor to this persistent problem is low adoption and adherence to these programs. This begs the question, how do we design injury prevention programs that athletes and coaches actually want to and will do? One reason for the low uptake is that many programs fail to consider the real-world implementation context. The solution relies on integrating key stakeholders’ priorities, preferences, and values into the program design. Attendees will gain practical tools to design, implement, and iterate on evidence- and context-based injury prevention programs that maximize impact.

Abstract:
Despite evidence that injury prevention programs reduce injuries, injury rates remain high. One contributing factor to this persistent problem is low adoption and adherence to these programs. This begs the question, how do we design injury prevention programs that athletes and coaches actually want to and will do? One reason for the low uptake is that many programs fail to consider the real-world implementation context. The solution relies on integrating key stakeholders’ priorities, preferences, and values into the program design. Attendees will gain practical tools to design, implement, and iterate on evidence- and context-based injury prevention programs that maximize impact.

Learning Objectives:

Analyze the barriers and facilitators to adopting and implementing injury prevention programs.
Integrate stakeholders’ perceptions in an iterative approach to designing injury prevention programs.
Evaluate the success of injury prevention programs using the RE-AIM framework (Reach, Efficacy/Effectiveness, Adoption, Implementation, Maintenance).

Level:
Essential

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy

Orthopedic Domain(s):
N/A

Keywords:
adoption; adherence; implementation context

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

Travis Pollen, PhD

Travis Pollen, PhD, is a personal trainer and Assistant Professor of Exercise Science at Thomas Jefferson University in Philadelphia, PA. At Jefferson, he directs the Prevention and Rehabilitation of Injury in Sport and Exercise (PRISE) Lab. His research focuses on the roles of movement screening, return-to-sport testing, and training load in injury risk appraisal, particularly in swimmers. His expertise has been featured in the New York Times and TIME Magazine.

In addition to his PhD in Health and Rehabilitation Sciences, Travis holds a master’s degree in Biomechanics and Movement Science and a diploma in personal training (NPTI). He previously held two American records in Paralympic swimming. He's been personal training for over a decade and has worked with a variety of clientele, from an Olympic Trialist to post-rehabilitation and older adults.

Successful Leadership Strategies in Advocating for Pay, Benefits and Resources

Athletic trainers are historically underpaid relative to peer allied health professionals. Recent literature on the negotiating practices of athletic trainers suggests that many ATs are unsuccessful or don’t negotiate at all. At the same time, ATs are finding themselves in administrative roles, charged with hiring and retaining ATs in a competitive employment market. For recruitment and retention, ATs need advocacy education for both themselves and for their employees in evaluating terms of employment and negotiating for fair salaries and benefits. Case studies of successful advocacy may provide additional insight to ATs of all experience levels.

Abstract:
Athletic trainers are historically underpaid relative to peer allied health professionals. Recent literature on the negotiating practices of athletic trainers suggests that many ATs are unsuccessful or don’t negotiate at all. At the same time, ATs are finding themselves in administrative roles, charged with hiring and retaining ATs in a competitive employment market. For recruitment and retention, ATs need advocacy education for both themselves and for their employees in evaluating terms of employment and negotiating for fair salaries and benefits. Case studies of successful advocacy may provide additional insight to ATs of all experience levels.

Learning Objectives:

Summarize traits and characteristics of leaders who are successful in negotiation and advocacy for themselves and their employees.
Identify key stakeholders within an organization and determine what key performance metrics are valued in an organization with athletic trainers.
Implement strategies to advocate for pay increases, additional benefits and enhanced resources for employees, colleagues or self.

Level:
Advanced

Domain(s):
Domain 5: Health Care Administration and Professional Responsibility

Orthopedic Domain(s):
N/A

Keywords:
Administration, Value, Negotiation

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

Andy Carter, MS, LAT, ATC

Andy Carter received his BS in Kinesiology from William & Mary and his MS in Health, PE, and Recreation from Illinois State University. He has been a certified athletic trainer since 1998 and has been employed as an educator, program director and adjunct instructor, as well as, a clinician in both the college and secondary school settings. He has enjoyed the opportunities to serve on committees and give presentations on the state, regional, and national levels.

Throughout his career, he has been very involved in the clinical education of athletic training students, physicians, and other allied health professionals. While at William & Mary, he coordinated the educational aspects of the Sports Medicine Rotation of the Riverside Family Medicine Residency. He has served as a preceptor for numerous athletic training programs and as an Adjunct Professor for the Post-Professional Athletic Training Program at Old Dominion University. Andy has been an instructor of the SMART (Sideline Management Assessment Response Techniques) workshop for athletic trainers and primary care physicians to enhance their Sports Medicine skills and increase their confidence and competency to serve as physicians on the sidelines at sporting events. He is a partner in the ACES Preparatory Workshops to help athletic training students prepare for the Board of Certification Exam.

Currently, Andy is employed by Riverside Health System as a clinical outreach athletic trainer assigned to Queens Lake Middle School and Bruton High School . He lives in Williamsburg, VA with his wife, Kristina, and two sons, Spencer and Drew.

Nicole Fillingame, MS, LAT, ATC

Nicole Fillingame, MS, LAT, ATC is a dedicated athletic trainer and sports medicine leader with over 15 years of experience in injury prevention, intervention, and outreach. As the Sports Medicine Outreach & Athletic Training Manager at Children’s Mercy Hospital in Kansas City, Nicole oversees community-focused programs that support student-athletes and their families through comprehensive sports medicine services. She serves as a liaison between the hospital and area athletic trainers to enhance access to care and strengthen partnerships with orthopedic and sports medicine providers.

Nicole holds a Master of Science in Kinesiology and Athletic Training from the University of Arkansas and a Bachelor of Science in Nutrition and Fitness from the University of Missouri. She is certified as a Corrective Exercise Specialist (CES) and Performance Enhancement Specialist (PES) through NASM. Passionate about service, Nicole has also volunteered with Habitat for Humanity and community-based youth programs through her church.

Expect the Unexpected: CNS Dysfunction in Exertional Heat Stroke at a Warm-Weather Road Race

Exertional heat stroke (EHS) is a life-threatening emergency defined by an elevated core body temperature and alteration in central nervous system (CNS) dysfunction. CNS changes may range from collapse secondary to loss of “hind limb” function to malaise, confusion, aggressiveness, and even coma. There is great variation with the timing and severity of the CNS dysfunction. In our 20+ year experience at a warm-weather road race, we have treated almost 500 patients with EHS. This presentation will review notable cases with examples of the varied presentations of CNS dysfunction.

Abstract:
Exertional heat stroke (EHS) is a life-threatening emergency defined by an elevated core body temperature and alteration in central nervous system (CNS) dysfunction. CNS changes may range from collapse secondary to loss of “hind limb” function to malaise, confusion, aggressiveness, and even coma. There is great variation with the timing and severity of the CNS dysfunction. In our 20+ year experience at a warm-weather road race, we have treated almost 500 patients with EHS. This presentation will review notable cases with examples of the varied presentations of CNS dysfunction.

Learning Objectives:

Defend the use of rectal thermometry and CNS dysfunction to diagnose exertional heatstroke (EHS).
Defend the use of cold-water immersion as the gold standard for treatment of EHS.
Defend the use of rectal thermometry over mental status as a determinant of when to stop cooling.

Level:
Advanced

Domain(s):
Domain 2: Assessment Evaluation and Diagnosis
Domain 3: Critical Incident Management
Domain 4: Therapeutic Intervention

Orthopedic Domain(s):
N/A

Keywords:
Rectal temperature, rectal thermometer, cold-water immersion

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

John Jardine, MD

John Jardine, MD, is a board certified emergency medicine physician. Dr. Jardine’s start in medicine was in Emergency Medical Services (EMS) as an EMT and then Paramedic in New York State. After 12 years of practicing prehospital medicine, Dr. Jardine earned his medical degree at Downstate Medical School in Brooklyn, NY. He completed residency in emergency medicine at Rhode Island Hospital/Brown University serving as chief resident in his senior year.

Dr. Jardine's interest in sports medicine was piqued when he first volunteered at the Falmouth Road Race in the summer of 2000. Two years later, he was appointed co-medical director of the race and has been directing medical operations since. Through the history of the race, the medical team has developed protocols for the treatment of exertional heat illness, and Dr. Jardine has treated nearly 500 cases of exertional heat stroke. He also serves as Chief Medical Officer for the Korey Stringer Institute at UCONN, with the mission to provide research and education to optimize safety and prevent sudden death in athletes, warfighters, and laborers. He has co-authored more than 40 peer-reviewed articles on the subject and has become a recognized expert in the treatment of exertional heat stroke.

Femoroacetabular Impingement: Fact, Fallacy and Future

Many athletes experience femoroacetabular impingement (FAI). FAI is a condition in which there is abnormal contact between the ball and socket of the hip joint. Evidence continues to mount and has led to a great deal of concentration in diagnosis and treatment of FAI yet there is still a lack of information regarding FAI pathomechanics. Despite advances in hip arthroscopy, there is still a discussion in the literature regarding an effective non-surgical treatment to manage FAI. Restoration of normal lumbo-pelvic-femoral alignment and correct movement patterns may be beneficial to help guide non-operative interventions.

Abstract:
Many athletes experience femoroacetabular impingement (FAI). FAI is a condition in which there is abnormal contact between the ball and socket of the hip joint. Evidence continues to mount and has led to a great deal of concentration in diagnosis and treatment of FAI yet there is still a lack of information regarding FAI pathomechanics. Despite advances in hip arthroscopy, there is still a discussion in the literature regarding an effective non-surgical treatment to manage FAI. Restoration of normal lumbo-pelvic-femoral alignment and correct movement patterns may be beneficial to help guide non-operative interventions.

Learning Objectives:

Recognize the biomechanics of lumbo-pelvic-femoral dysfunction and its interrelationship to femoroacetabular impingement.
Assess structural influences and dysfunctional movement patterns related to femoroacetabular impingement.
Apply effective management strategies to restore appropriate lumbo-pelvic-femoral biomechanics across the right and left side of the pelvis.

Level:
Advanced

Domain(s):
Domain 2: Assessment Evaluation and Diagnosis
Domain 4: Therapeutic Intervention

Orthopedic Domain(s):
Domain 1: Medical Knowledge
Domain 2: Procedural Knowledge

Keywords:
non-surgical treatment of FAI; labral tear; pathomechanics

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

Jason Masek, PT, ATC, CSCS

Jason completed his degree in Physical Therapy from Des Moines University Osteopathic Medical Center in Des Moines, Iowa. He received his athletic training experience from the University of Nebraska-Lincoln and the University of Minnesota. Jason currently practices at the Hruska Clinic in Lincoln, Nebraska. He also serves as a Biomechanical Consultant to the University of Nebraska-Lincoln through the Division of Athletic Medicine. He is a member of the NATA and the NSCA. His 20 plus years of clinical expertise has led him to invitations to speak at district and national conventions to include the NATA, MAATA, NSCA and CATS (College Athletic Trainers Society)

Improving Brain Health Through Nutrition and Neurotechnology

In the field of sports medicine, brain health has been more subjective. Little has been known if an athlete could impact processing speed to enhance performance and prevent concussions. Research is now showing neurotechnology and nutritional intake should be part of this multimodal approach. This lecture will examine evidence on measuring brain function measurements aiding in concussion diagnosis. It offers personalized treatment, monitors recovery, and emphasizes the importance of nutrition, hydration, supplementation, sleep, exercise, omega-3 fatty acids, and antioxidants for optimal brain function, processing speed and returning to play.

Abstract:
In the field of sports medicine, brain health has been more subjective. Little has been known if an athlete could impact processing speed to enhance performance and prevent concussions. Research is now showing neurotechnology and nutritional intake should be part of this multimodal approach. This lecture will examine evidence on measuring brain function measurements aiding in concussion diagnosis. It offers personalized treatment, monitors recovery, and emphasizes the importance of nutrition, hydration, supplementation, sleep, exercise, omega-3 fatty acids, and antioxidants for optimal brain function, processing speed and returning to play.

Learning Objectives:

Analyze the components of a multimodal approach toward improving brain health.
Describe how personalized treatment plans can aid in monitoring recovery and enhancing brain function for athletes.
Articulate the importance of nutrition, hydration, supplementation, sleep, exercise, omega-3 fatty acids and antioxidants in maintaining optimal brain function and processing speed.
Explain the significance of brain health in sports medicine, particularly how it impacts processing speed, performance enhancement and concussion prevention.

Level:
Essential

Domain(s):
Domain 1: Risk Reduction Wellness and Health Literacy
Domain 4: Therapeutic Intervention

Orthopedic Domain(s):
N/A

Keywords:
concussion, hydration, sleep, supplements

CEUs:
1.0 Category A

In order to earn your CEUs, you must watch the session video in its entirety, complete the assessment, and receive a certificate of completion. Your statement of credit, reflecting the total CEUs earned for on-demand sessions, will be uploaded to your NATA EducATe transcript in early November. The maximum CEUs to be awarded are: up to 20 CEUs for On-Demand Only Registrants; and up to 5 CEUs for In-Person Attendees (A statement of credit for 15 in-person CEUs will be issued separately.) CEUs will only be awarded for sessions that have a certificate of completion.

Course Expiration:
All sessions of the NATA 76th Symposia On-Demand must be completed by October 31, 2025 at 11:59 p.m. CDT.
For full details, refer to the expiration policy on our FAQ page.

Dawn Weatherwax, ATC, LAT, CSCS

Dawn Weatherwax is a Registered/Licensed Dietitian with a specialty in Sports Nutrition and Founder of Sports Nutrition 2Go & Dawn Weatherwax's Sports Nutrition Academy. In addition, she is an Athletic Trainer with a Certification in Strength and Conditioning from The National Strength and Conditioning Association.

Weatherwax brings a comprehensive and unique understanding of the athlete's body, and its nutritional needs, to those interested in achieving specific performance goals and optimal health. She is also the author of The Official Snack Guide for Beleaguered Sports Parents, The Complete Idiot's Guide to Sports Nutrition and The Sports Nutrition Guide for Young Athletes. She has also been featured & on television and magazines including: Good Morning America, MSNBC, Oxygen, Spark and Shape. She is also the main nutrition columnist for Swimming World.

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76th NATA Clinical Symposia Virtual On-Demand - 2025

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