Lesson Plan

1. The lesson includes anatomy of the foot, ankle, and lower leg, knowledge of common injuries of the athletic population and mechanisms for these injuries and evaluative tests. Mechanisms and special tests are sometimes difficult to teach but videos will be presented as well as students creating their own videos of various injuries as a project for the lesson (see technology and evaluation)

2. I did adapt some strategies from Konicek and Watson (1990) using the relevance, predictions and consistency methods. Students will read class text, watch mechanism of injury videos and will observe special tests and also perform them, practicing for accuracy.

3. I feel these strategies are very adaptable to the material and will help the students retain the information. I chose to have them perform hands-on skills because the job they are looking to get revolves around it! They will undoubtedly be unsuccessful if they are unable to accurately perform palpations/special tests. In addition, I have them watching various mechanism of injury videos, ie athletes sustaining injury, because that is also precisely what they will be doing on the job.  The video project at the end of the unit will introduce them to new injuries and force them to piece together the anatomy and mechanism to the injury. The only major constraints of the lesson is that all injuries within the classroom will be mock injuries, as I don’t plan on hurting somebody, not even for the sake of education J

4. As previously stated, I’ll be using video to aid in the presentation of various material throughout the lesson because the students must watch athletes carefully during an incident to be able to predict what injury(ies) may have occurred. The technology isn’t necessary to teach various mechanisms of injury, but it is truly helpful to actually see something happen in real-speed and then be able to slow it down to point out different angles and physics at play.

5. I believe that these students need to learn the way they are expected to do their job: watch for injuries to occur and be able to accurately assess them. Hence, watching videos of injuries and predicting the outcome before they move onto the hands-on aspect of evaluation. Through the technology they are able to observe and make a connection to the anatomy then through facilitation, make a prediction of what the outcome will be.

6.The technology will help the students relate the anatomy to the various injuries and why they occur. It will also give them a chance to educate their classmates through the unit video lesson, which will help build their confidence levels regarding the evaluative process and being able to perform them in front of an audience, which is something they will almost always be doing.

7. Ideally, the students will be able to answer the essential questions of the lesson and will be able to demonstrate understanding through CAATE grading standards (demonstration of special tests in clinical setting) as well as within their video project where they need to identify anatomy, mechanism of injury and explain the injury referencing the two. I feel the technology used is relevant because they will be essentially taking the rest of the class through a specific injury not covered within class by explaining/reenacting the mechanism of injury and performing special tests. They will also have these videos to keep for future reference.