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Free BOC Certification Exam Practice Questions

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Sample Practice Questions

Try these 10 sample questions from the BOC Certification Exam practice bank. Each includes the answer and explanation. Continue with the interactive practice above to review the full question set.

  1. 1An athletic trainer is writing the preseason risk-reduction plan for a football program whose first practices fall during the hottest two weeks of the year. The plan must specify the period over which athletes are progressively exposed to exercise in the heat before full-intensity practice in full equipment is permitted. According to the National Athletic Trainers' Association position statement on exertional heat illnesses, over what period should heat acclimatization be carried out?

    1. A. Gradually over 7 to 14 days, progressively increasing the intensity and duration of activity and phasing in protective equipment
    2. B. Gradually over 2 to 4 days, progressively increasing the intensity and duration of activity and phasing in protective equipment
    3. C. Gradually over 21 to 28 days, progressively increasing the intensity and duration of activity and phasing in protective equipment
    4. D. Gradually over 30 to 45 days, progressively increasing the intensity and duration of activity and phasing in protective equipment

    Answer: A

    Explanation: The NATA position statement on exertional heat illnesses states in its Prevention recommendations that "Individuals should be acclimatized to the heat gradually over 7 to 14 days." It adds that "Heat acclimatization involves progressively increasing the intensity and duration of physical activity and phasing in protective equipment". A 7-to-14-day progression is therefore the period the athletic trainer must build into the preseason plan; 2 to 4 days is too short to produce the physiologic adaptations, and 21-to-28-day or 30-to-45-day periods are not the published interval.

    Reference: untitled — Recommendations, Prevention, item 2

  2. 2A basketball player is helped off the court after rolling her ankle. Before touching the limb, the athletic trainer asks how the injury happened and about any earlier ankle injuries. Under the NATA position statement on ankle sprains, what do the history, observation, and palpation provide, and what limitation applies to them?

    1. A. They provide insight into which anatomical structures may be injured, but the severity of injury may be difficult to determine
    2. B. They provide an accurate grading of injury severity, but the anatomical structures involved may be difficult to determine
    3. C. They provide both the involved structures and the injury severity, making further special testing unnecessary in most cases
    4. D. They provide neither the involved structures nor the severity, so imaging should be obtained before any clinical examination

    Answer: A

    Explanation: The NATA ankle sprain position statement states that "The patient’s history, including the mechanism of injury and past injuries and clinician observation and palpation, can provide important insights into the anatomical structures that may be injured in a patient suspected of having an ankle sprain. However, the severity of injury may be difficult to determine." This is why the statement goes on to recommend range-of-motion assessment, specific ligamentous special tests, and the Ottawa Ankle Rules rather than treating the history and palpation findings as a complete evaluation.

    Reference: attr-48-04-02 528..545 — Recommendations, Diagnosis, item 1

  3. 3A collegiate cross-country runner collapses during a race on a hot afternoon with an altered mental status, and the athletic trainer measures a rectal temperature confirming exertional heat stroke. The athlete is placed in a cold-water immersion tub on site. What end point determines when the athletic trainer removes the athlete from the tub and transfers care to emergency medical services?

    1. A. When rectal temperature has been lowered to 38.9 degrees Celsius (102 degrees Fahrenheit)
    2. B. When rectal temperature has been lowered to 37.0 degrees Celsius (98.6 degrees Fahrenheit)
    3. C. When the athlete has been immersed for a fixed period of 5 minutes regardless of temperature
    4. D. When peripheral skin temperature measured at the forearm returns to a normal resting value

    Answer: A

    Explanation: The NATA position statement on exertional heat illnesses directs the clinician in its treatment algorithm to "Remove the patient from the immersion tub only after rectal temperature reaches" 38.9 degrees Celsius (102 degrees Fahrenheit), "and then transfer to the nearest medical facility via emergency medical services as quickly as possible." Cooling to a normal resting temperature risks overcooling, a fixed 5-minute immersion does not reflect the athlete's actual core temperature, and the statement states that field-expedient sites of measurement other than rectal temperature are not valid or reliable after intense exercise in the heat.

    Reference: untitled — Treatment algorithm, Patient transfer, item 10

  4. 4An athletic trainer is reviewing what supplies an athlete with type 1 diabetes must have available at every practice and game. Under the NATA position statement on management of the athlete with type 1 diabetes mellitus, which check on monitoring supplies does the statement specifically assign to the athletic trainer?

    1. A. Confirming that the code number on the blood glucose meter matches the code number on the test strip vial
    2. B. Confirming that the blood glucose meter has been calibrated against a laboratory venous sample each month
    3. C. Confirming that the blood glucose meter's stored readings have been downloaded for the physician each week
    4. D. Confirming that the blood glucose meter's lancet depth setting matches the athlete's recorded skin thickness

    Answer: A

    Explanation: The NATA type 1 diabetes position statement directs that supplies to treat diabetes-related emergencies be available at all practices and games, and specifies that "The athletic trainer should check the expiration dates of supplies, such as blood glucose testing strips and insulin, on a regular basis." It continues: "Blood glucose testing strips have a code number located on the outside of the test strip vial. The code number on the blood glucose meter and test strip vial must match." Laboratory calibration, data downloads, and lancet depth settings are not the supply checks this recommendation assigns.

    Reference: untitled — Recommendations, Supplies for Athletic Training Kits, item 2b

  5. 5An athletic trainer must demonstrate to an administrator that the interventions provided in the clinic are actually working. Under the BOC Standards of Professional Practice, what does Standard 5 require the athletic trainer to use for this purpose?

    1. A. Appropriate patient-centered outcome assessments, used to document efficacy of interventions
    2. B. Aggregate injury incidence counts, used to document efficacy of interventions
    3. C. Treatment volume and facility utilization totals, used to document efficacy of interventions
    4. D. Athlete satisfaction surveys about facility hours, used to document efficacy of interventions

    Answer: A

    Explanation: The BOC Standards of Professional Practice state under Standard 5, Therapeutic Intervention, that the athletic trainer "continually evaluates the patient response to the intervention and achievement of these goals" and that "Appropriate patient-centered outcome assessments are utilized to document efficacy of interventions." The standard ties the evaluation to the individual patient's response against stated goals, which counts of injuries, treatment volume, or satisfaction with facility hours do not measure.

    Reference: Boc Handbook 2026 27 — Appendix F, BOC Standards of Professional Practice, Practice Standards, Standard 5

  6. 6An athletic trainer monitoring an outdoor track meet suspends competition when a thunderstorm moves into the area. Thunder is last heard at 3:10 PM and no further lightning is observed. The athletic trainer must tell the meet director the earliest time athletes may return to the track. Under the National Athletic Trainers' Association position statement on lightning safety, when may activity resume?

    1. A. At 3:40 PM, because activity is suspended until 30 minutes after the last sound of thunder is heard or the last lightning strike is seen
    2. B. At 3:25 PM, because activity is suspended until 15 minutes after the last sound of thunder is heard or the last lightning strike is seen
    3. C. At 3:20 PM, because activity is suspended until 10 minutes after the last sound of thunder is heard or the last lightning strike is seen
    4. D. At 4:10 PM, because activity is suspended until 60 minutes after the last sound of thunder is heard or the last lightning strike is seen

    Answer: A

    Explanation: The NATA position statement on lightning safety for athletics and recreation recommends that "Activities should be suspended until 30 minutes after the last strike of lightning is seen (or at least 5 nmi away) and after the last sound of thunder is heard." Because thunder was last heard at 3:10 PM, the 30-minute clock expires at 3:40 PM. The statement also notes the clock restarts with each subsequent flash or sound of thunder, so shorter waits of 10 or 15 minutes leave athletes exposed during the period when fatalities occur at rates equal to the onset and middle of the storm.

    Reference: untitled — Recommendations, item 17

  7. 7An athletic trainer is screening incoming athletes for the possible presence of asthma. Under the NATA position statement on management of asthma in athletes, what does this evaluation consist of in most situations, and what qualification does the statement attach?

    1. A. It includes only a thorough history in most situations, but in special circumstances additional screening is needed because the history alone is not reliable
    2. B. It includes only a thorough history in all situations, because the history has been shown to be a reliable stand-alone screening method
    3. C. It includes spirometry for every athlete in all situations, because a history is not able to raise suspicion of asthma
    4. D. It includes a thorough history plus bronchoprovocation challenge testing for every athlete in all situations before clearance

    Answer: A

    Explanation: The NATA asthma position statement requires that "All athletes must receive preparticipation screening evaluations sufficient to identify the possible presence of asthma." It continues: "In most situations, this evaluation includes only obtaining a thorough history from the athlete. However, in special circumstances, additional screening evaluations (eg, spirometry testing or the challenge testing described below) should also be performed because the history alone is not reliable." Universal spirometry or challenge testing exceeds what the statement directs, while treating the history as reliable on its own contradicts its express caution.

    Reference: NATA Ashtma Position Statement — Recommendations, Asthma Identification and Diagnosis, item 1

  8. 8A school sponsors summer conditioning sessions and out-of-season skills workouts in addition to its regular games and practices. An administrator asks the athletic trainer which of these activities the written emergency action plan must cover. Under the NATA position statement on emergency action plan development, what is the scope of that obligation?

    1. A. All sponsored activities, including in-season and out-of-season games, practices, conditioning, and skills sessions
    2. B. Competitions only, since practices and conditioning sessions are covered by the general facility safety plan
    3. C. In-season games and practices only, since out-of-season activities are voluntary for participants
    4. D. Activities at which a physician is scheduled to be present, since other sessions rely on emergency medical services

    Answer: A

    Explanation: The NATA emergency action plan position statement states that "Institutions and organizations that sponsor athletic events have a responsibility to develop a written EAP for all sponsored activities (including in-season and out-of-season games, practices, conditioning, and skills sessions)." The parenthetical is deliberately broad because catastrophic events are not confined to competition; the statement notes that sudden cardiac arrest, traumatic brain injury, exertional heat stroke, and exertional collapse associated with sickle cell trait occur across the full range of sport activity.

    Reference: Nata Emergency Action Plan Development — Recommendations, Optimizing Patient Outcomes, item 1

  9. 9A physician diagnoses a superior labrum anterior-posterior lesion in an overhead athlete who has not previously been treated. Under the NATA position statement on evaluation, management, outcomes, and return-to-play criteria for overhead athletes with these injuries, what period of nonoperative management should the plan of care provide, and with what goals?

    1. A. 3 to 6 months, with the goals of decreasing pain, improving shoulder function, and returning to previous activity levels
    2. B. 2 to 4 weeks, with the goals of decreasing pain, improving shoulder function, and returning to previous activity levels
    3. C. 12 to 18 months, with the goals of decreasing pain, improving shoulder function, and returning to previous activity levels
    4. D. 3 to 6 months, with the sole goal of preparing the shoulder tissues for an anticipated surgical repair

    Answer: A

    Explanation: The NATA position statement on superior labrum anterior-posterior lesions directs that "Patients with SLAP lesions should undergo 3 to 6 months of nonoperative management with the goals of decreasing pain, improving shoulder function, and returning to previous activity levels." The same interval frames the surgical decision: "Before being considered for surgical intervention, a patient with a SLAP lesion should fail to improve after 3 to 6 months of nonoperative management." Nonoperative care is therefore a genuine treatment course rather than a preoperative holding period.

    Reference: untitled — Recommendations, Management, items 13 and 16

  10. 10An athletic trainer is establishing the intervention program objectives for a patient entering rehabilitation. Under the BOC Standards of Professional Practice, what must those objectives include, and against what expectation are they set?

    1. A. Long and short-term goals, set against what the patient can realistically be expected to achieve from the program
    2. B. Long-term goals only, set against the physical demands of the patient's sport at the competitive level played
    3. C. Short-term goals only, set against the interval before the next scheduled physician appointment
    4. D. Long and short-term goals, set against the average recovery timeline published for the patient's diagnosis

    Answer: A

    Explanation: The BOC Standards of Professional Practice state under Standard 5 that "Intervention program objectives include long and short-term goals" and that the athletic trainer evaluates achievement of the goals "for which the patient can realistically be expected to achieve from the program." Both horizons are required, and the benchmark is the individual patient's realistic capacity rather than a sport demand or a published average timeline.

    Reference: Boc Handbook 2026 27 — Appendix F, BOC Standards of Professional Practice, Practice Standards, Standard 5

Topics in this practice bank

These topics describe the available practice for BOC Certification Exam. Review the examination outline and its sources for scope and allocation details.

  • Domain I: Risk Reduction, Wellness and Health Literacy — Promoting healthy lifestyle behaviors with effective education and communication to enhance wellness and minimize the risk of injury and illness (20.0% of the exam; 25 items in the PA8 Weighting of Domains table)
    • Task 0101: Identify risk factors by administering assessment, pre-participation examination and other screening instruments, and reviewing individual and group history and surveillance data. Knowledge of: 1. Disqualifying health-related factors; 2. General health conditions; 3. Risk factors within activities, wellness, and environment; 4. Policies, procedures, and guidelines; 5. Behavioral risks (e.g., nutritional, sexual, substance abuse, sedentary lifestyle, overtraining); 6. Catastrophic risks (e.g., cardiorespiratory, neurological, thermoregulatory, immunological); 7. Biomechanical risks; 8. Indications for referral; 9. Physiological adaptation to exercise; 10. Ergonomic, epidemiological, and etiological factors; 11. Evidence-based principles and practices; 12. Implications of culture for practice; 13. Injury surveillance data and trends; 14. Systematic approach; 15. Applicable screening instruments; 16. Federal, state, and local laws, regulations, rules, and requirements, and professional standards; 17. Mental health risks (e.g., personality, psychosocial, depression, suicide, anxiety, grief, eating disorder); 18. Age-related and lifespans considerations that pertain to conditioning, wellness, and baseline measurement. Skill in: 1. Communicating with appropriate chain of command; 2. Interpreting injury surveillance data; 3. Analyzing examination/screening data; 4. Identifying conditions that may affect participation; 5. Communicating available health resources to patients and/or stakeholders; 6. Administering screenings and examinations; 7. Identifying clinical indications for referral; 8. Communicating with appropriate stakeholders and other healthcare providers; 9. Reviewing information systematically; 10. Exercising clinical judgment consistent with evidence-based principles and practices.
    • Task 0102: Implement plans to aid in risk reduction in accordance with evidence-based practice and applicable guidelines. Knowledge of: 1. Policies, procedures, and guidelines; 2. Principles of strength development, cardiovascular fitness, and functional movement; 3. Health conditions; 4. Proper hygiene practices; 5. Facility cleaning and maintenance; 6. Evidence-based principles and practices; 7. Ergonomics and preventive measures; 8. Risk factors within activities, wellness, and environment; 9. Federal, state, and local laws, regulations, rules, and requirements, and professional standards. Skill in: 1. Communicating inherent risks; 2. Identifying health conditions; 3. Managing health conditions; 4. Interpreting and applying policies and procedures, position statements, and consensus statements; 5. Applying federal, state, and local laws, regulations, rules, and requirements, and professional standards; 6. Educating patients and/or stakeholders on available health resources; 7. Applying preventive measures (e.g., safety rules, accepted biomechanical techniques, ergonomics, nutrition guidelines, injury and disease prevention equipment); 8. Implementing risk-reduction plans.
    • Task 0103: Promote health literacy by educating patients and other stakeholders in order to improve their capacity to obtain, process, and understand basic health information needed to make appropriate health decisions. Knowledge of: 1. Policies, procedures, and guidelines; 2. Federal, state, and local laws, regulations, rules, and requirements, and professional standards; 3. Operation of healthcare systems; 4. Indications for referral; 5. Available resources; 6. Social determinants of health; 7. Cultural diversity and implications for health literacy. Skill in: 1. Communicating effectively; 2. Educating stakeholders on available resources and healthcare procedures; 3. Identifying barriers to optimal health and wellness; 4. Coordinating inter-professional communication; 5. Teaching stakeholders to communicate and advocate effectively with healthcare providers.
    • Task 0104: Optimize wellness (e.g., social, emotional, spiritual, environmental, occupational, intellectual, physical) for individuals and groups. Knowledge of: 1. Risk factors associated with activities, wellness, and environment; 2. Policies, procedures, and guidelines; 3. Principles of strength development, cardiovascular fitness, and functional movement; 4. Screening and baseline assessment tools and their use; 5. Professional resources for stress management, behavior modification, comorbidities, and nutritional conditions; 6. Nutrition and supplements; 7. Human physiology; 8. Considerations for referral; 9. Wellness examinations; 10. Signs and symptoms of social, emotional, mental, and stress-related conditions; 11. Federal, state, and local laws, regulations, rules, and requirements, and professional standards; 12. Pharmacology; 13. Substance use and abuse; 14. Social determinants of health; 15. Cultural diversity and implications for wellness. Skill in: 1. Developing a comprehensive program for optimizing function; 2. Assessing appropriateness of participation in conditioning programs; 3. Correcting or modifying inappropriate, unsafe, or dangerous activities; 4. Accessing information concerning accepted guidelines; 5. Educating individuals and groups on the concepts of wellness; 6. Addressing signs and symptoms of social, emotional, mental, and stress-related conditions; 7. Educating individuals and groups on available wellness resources; 8. Administering and interpreting baseline screening tools; 9. Communicating effectively; 10. Making appropriate referrals.
    • Task 0105: Facilitate individual and group safety by monitoring and responding to environmental conditions (e.g., weather, surfaces, and work setting). Knowledge of: 1. Health conditions; 2. Environmental conditions that create risk; 3. Signs and symptoms of health conditions that result from exposure to environmental conditions; 4. Risk factors associated with activities, wellness, and environments; 5. Methods for reducing risk pertaining to environmental conditions (e.g., activity scheduling, clothing selection, fluid replacement); 6. Policies and procedures for removing participants from environmental risk situations (e.g., heat index, lightning, activity scheduling); 7. Federal, state, and local laws, regulations, rules, and requirements, and professional standards; 8. Ergonomic assessments; 9. Pharmacology; 10. Biomechanics. Skill in: 1. Conducting inspections and recognizing hazards; 2. Using monitoring techniques (e.g., weight charts, fluid intake, body composition); 3. Utilizing weather/environmental monitoring devices; 4. Managing predisposing factors (e.g., environmental conditions, health conditions, ergonomic risks, biomechanical risks); 5. Responding to signs and symptoms of health conditions that result from exposure to environmental conditions; 6. Recommending and implementing appropriate methods for addressing hazards; 7. Communicating risk mitigation procedures and guidelines effectively.
  • Domain II: Assessment, Evaluation and Diagnosis — Implementing systematic, evidence-based assessments and evaluations to formulate valid clinical diagnoses and differential diagnoses to determine a patient’s plan of care (25.6% of the exam; 32 items in the PA8 Weighting of Domains table)
    • Task 0201: Obtain a thorough and individualized history using observation and appropriate interview techniques to identify information relevant to the patient’s current condition. Knowledge of: 1. Psychosocial factors; 2. Evidence-based medicine; 3. Human anatomy and physiology; 4. Neuroscience; 5. Mechanisms of injury and nature of illness; 6. Pathophysiology and pathological conditions; 7. Biomechanical and postural factors and abnormalities; 8. Environmental risk factors; 9. Verbal and non-verbal communication techniques; 10. Epidemiology and etiology of health conditions; 11. Nutrition; 12. Pharmacology; 13. Standard medical terminology; 14. Visual inspection techniques; 15. Health conditions; 16. Health factors (e.g., age and lifespan, sex and gender, race and ethnicity); 17. Cultural diversity and implications for health and assessment; 18. Disablement models; 19. Patient-reported outcome measures. Skill in: 1. Communicating effectively; 2. Asking open-ended questions; 3. Interpreting/using prior medical history and medical records; 4. Documenting observations and history; 5. Identifying anatomical structures; 6. Reviewing and evaluating test results; 7. Recognizing signs and symptoms of health conditions; 8. Recognizing effects of substances; 9. Interpreting results of patient-reported outcome measure; 10. Identifying severity of health condition; 11. Interpreting critical information gathered.
    • Task 0202: Perform a physical examination using appropriate diagnostic techniques. Knowledge of: 1. Normal and abnormal human anatomy and physiology; 2. Mechanics, principles, and techniques of special, specific, and selective tissue tests (e.g., ROM, MMT, orthopedic, neurocognitive, neurological); 3. Normal and pathological clinical findings and physiological measurements; 4. Human biometrics; 5. Palpation techniques and related principles; 6. Mechanism of injury and nature of illness; 7. Immediate and delayed functional and physiological response to health conditions; 8. Signs and symptoms; 9. Standard medical terminology and nomenclature; 10. Clinical trajectories of concussion and traumatic brain injuries; 11. Testing techniques and diagnostic imaging; 12. Exercise physiology and its effects on the healing process; 13. Characteristics of pain; 14. Evidence-based principles and practices; 15. Vital signs; 16. Cultural diversity and implications for health and assessment; 17. General health conditions; 18. Validity and reliability of diagnostic testing and assessment techniques. Skill in: 1. Assessing neurocognitive function; 2. Assessing neurological function and response; 3. Assessing neuromuscular control (e.g., postural control and balance); 4. Identifying anatomical structures; 5. Understanding the severity of signs of health conditions; 6. Palpating appropriate structures to assess the integrity of human anatomical and physiological systems; 7. Interpreting the relationships among signs of pathological health conditions; 8. Assessing range of motion (e.g., AROM, PROM, RROM); 9. Assessing functional movement (e.g., biomechanics, gait analysis); 10. Assessing immediate and delayed physiological responses health conditions; 11. Interpreting the relationships between pre-existing functional/structural abnormalities and health conditions.; 12. Identifying appropriate selective tissue tests; 13. Performing visual inspections; 14. Performing selective tissue tests; 15. Interpreting results of selective tissue tests; 16. Exercising clinical judgement consistent with evidence-based principles and practices; 17. Interpreting diagnostic imaging and testing; 18. Performing manual muscle testing; 19. Obtaining informed consent; 20. Assessing general medical conditions.
    • Task 0203: Formulate a clinical diagnosis by interpreting the information obtained during the history and physical examination. Knowledge of: 1. Health conditions; 2. Clinical indications for referral; 3. Pharmacology; 4. Standard medical terminology and nomenclature; 5. Psychosocial dysfunction and implications associated with health conditions; 6. Evidence-based principles and practices; 7. Normal and abnormal neurocognitive and neurological function; 8. Differential diagnoses. Skill in: 1. Interpreting and integrating evaluation findings; 2. Formulating differential diagnoses; 3. Synthesizing applicable information from the examination and assessment; 4. Using valid and reliable information to assist in decision-making.
    • Task 0204: Establish a plan of care based on the clinical diagnosis and evidence-based practice. Knowledge of: 1. Health conditions and prognosis; 2. Scope of practice of healthcare providers; 3. Guidelines for return to activity or participation; 4. Pharmacology; 5. Therapeutic intervention; 6. Standard medical terminology and nomenclature; 7. Psychosocial factors; 8. Human anatomy and physiology; 9. Cultural diversity and implications for health and assessment; 10. Concepts of healing; 11. Verbal and non-verbal communication; 12. Diagnoses and differential diagnoses; 13. Policies, procedures, and guidelines; 14. Federal, state, and local laws, regulations, rules, and requirements, and professional standards; 15. Clinical trajectories of concussion and traumatic brain injuries; 16. Standard medical documentation procedures. Skill in: 1. Synthesizing information; 2. Identifying appropriates courses of action; 3. Incorporating federal, state, and local laws, regulations, rules, and requirements, and professional standards; 4. Setting appropriate goals; 5. Considering factors that influence level of activity; 6. Collaborating with interdisciplinary healthcare providers; 7. Directing referrals to the appropriate professionals; 8. Using standard medical terminology and nomenclature; 9. Using standard medical documentation procedures.
    • Task 0205: Educate the patient and stakeholders on the clinical diagnosis, prognosis, and plan of care. Knowledge of: 1. Best practices regarding the care and treatment of health conditions; 2. Effective verbal and non-verbal communication techniques; 3. Patient confidentiality guidelines, laws, and regulations; 4. Health conditions prognosis and complications; 5. Standard medical terminology and nomenclature; 6. Motivational techniques; 7. Concepts of healing progression; 8. Psychosocial factors; 9. Cultural diversity and implications for health and assessment. Skill in: 1. Communicating effectively; 2. Maintaining patient confidentiality; 3. Motivating to promote optimal outcomes; 4. Using standard medical terminology and nomenclature; 5. Differentiating between normal and abnormal recovery progression; 6. Using appropriate counseling techniques.
  • Domain III: Critical Incident Management — Integrating best practices in immediate and emergency care for optimal outcomes (20.8% of the exam; 26 items in the PA8 Weighting of Domains table)
    • Task 0301: Implement Emergency Action (Response) Plans for all venues and events to guide appropriate and unified response in order to optimize outcomes. Knowledge of: 1. Components of emergency action plans; 2. Effective communication techniques (e.g., multimedia videos, pamphlets, posters, models, handouts and oral communication); 3. Roles of individual members of the medical management team and appropriate stakeholders; 4. National and state occupational, safety, and health guidelines; 5. Standard protective equipment, removal devices, and procedures; 6. Standard and emergency medical equipment; 7. Pharmacological agents and interventions for immediate and emergent conditions; 8. Personal protective equipment; 9. Organizational and institutional policies and procedures; 10. Legal considerations. Skill in: 1. Communicating effectively; 2. Educating individuals (e.g., facilities, healthcare professionals, patients, guardians, organizational personnel) regarding standard emergency care procedures; 3. Developing, documenting, organizing, and rehearsing emergency action plans.
    • Task 0302: Triage the severity of health conditions. Knowledge of: 1. Epidemiology of catastrophic conditions; 2. Life-threatening medical situations (e.g., respiratory, central nervous, and cardiovascular); 3. Human anatomy and physiology; 4. National and state occupational, safety, and health guidelines; 5. Pharmacological and therapeutic intervention for immediate and emergent conditions; 6. Roles and scopes of practice of relevant healthcare providers; 7. Standard and emergency medical equipment; 8. Triage systems. Skill in: 1. Implementing emergency action plans; 2. Implementing national and state occupational, safety and health guidelines; 3. Using standard and emergency medical equipment; 4. Measuring, interpreting, and monitoring vital signs; 5. Using a primary survey for life-threatening medical situations (e.g., respiratory, central nervous, cardiovascular); 6. Applying pharmacological and therapeutic intervention usage for immediate and emergent conditions; 7. Managing patients in triage systems.
    • Task 0303: Implement appropriate evidence-based emergent care procedures to reduce the risk of morbidity and mortality (e.g., c-spine, airway management, heat illness, pandemics, suicides, other emergent conditions). Knowledge of: 1. Appropriate management techniques for life-threatening conditions and conditions that are not life-threatening; 2. Appropriate use of emergency equipment and techniques (e.g., automated external defibrillator, airway management devices, suction, oxygen); 3. Human anatomy and physiology; 4. Therapeutic intervention for immediate and emergent conditions; 5. National and state occupational, safety, and health guidelines; 6. Roles and scopes of practice of relevant healthcare providers. Skill in: 1. Performing cardiopulmonary resuscitation techniques and procedures; 2. Implementing emergency action plans; 3. Implementing national and state occupational, safety, and health guidelines; 4. Implementing immobilization and transfer techniques; 5. Measuring, interpreting, and monitoring vital signs and patient status; 6. Managing emergency situations and life-threatening conditions; 7. Managing non-life-threatening conditions; 8. Removing protective equipment using appropriate removal devices and/or manual techniques; 9. Using standard and emergency medical equipment; 10. Applying therapeutic interventions for immediate and emergent conditions; 11. Debriefing stakeholders.
    • Task 0304: Assess the scene to identify appropriate courses of action. Knowledge of: 1. Components of emergency action plans; 2. National and state occupational, safety, and health guidelines; 3. Referral strategies for life-threatening conditions and conditions that are not life-threatening; 4. Effective communication; 5. Pertinent administrative practices; 6. Roles and responsibilities of relevant healthcare providers; 7. Triage systems. Skill in: 1. Implementing emergency action plan(s); 2. Measuring, interpreting, and monitoring vital signs and patient status; 3. Documenting and communicating referrals; 4. Directing referrals to appropriate stakeholders.
  • Domain IV: Therapeutic Intervention — Rehabilitating individuals with a health condition (i.e., injury, illness, general medical condition) with the goal of achieving optimal activity and participation levels based on core concepts (i.e., fundamental knowledge and skillsets) using the applications of therapeutic exercise, modality devices, and manual techniques (25.6% of the exam; 32 items in the PA8 Weighting of Domains table)
    • Task 0401: Optimize patient outcomes by developing, evaluating, and updating the plan of care. Knowledge of: 1. Evidence-based principles and practices; 2. Inflammation and healing process; 3. Health conditions; 4. Theories of pain and motor system adaptation (e.g., biopsychosocial model, endogenous descending pain inhibition); 5. Roles and scopes of practice of relevant health care providers; 6. Rehabilitation and/or treatment plan modification; 7. Rehabilitation methods (e.g., therapeutic exercise, manual therapies, modalities and devices); 8. Health factors (e.g., age and lifespan, sex and gender, race and ethnicity, co-morbidities); 9. Indications, contraindications, and precautions; 10. Safety (e.g., patient, environment, equipment, clinician); 11. Pharmacology; 12. Cultural diversity and responses to treatment and rehabilitation; 13. Surgical procedures and precautions; 14. Legal risks and ramifications; 15. Psychosocial implications associated with injuries, illnesses, and conditions; 16. Outcome measurement tools (e.g., patient-centered, clinician-centered); 17. Evaluation findings (e.g., diagnosis, impairments, activity limitations, participation restrictions); 18. Referral sources and procedures; 19. Implications and limitations of provider referrals and standing orders; 20. Periodization. Skill in: 1. Interpreting examinations and assessments; 2. Clinical reasoning; 3. Assessing outcomes; 4. Managing patient care; 5. Communicating effectively; 6. Establishing patient goals; 7. Examining and re-examining health conditions; 8. Assessing and reassessing patient response to therapeutic interventions; 9. Preparing patients for therapeutic intervention; 10. Modifying treatment plans.
    • Task 0402: Educate patients and appropriate stakeholders using pertinent information to optimize patient-centered care and patient engagement throughout the therapeutic intervention process. Knowledge of: 1. Evidence-based principles and practices; 2. Appropriate referral considerations; 3. Anatomy, physiology and kinesiology (e.g., vestibular, pulmonary, visual, cardiovascular, musculoskeletal); 4. Health factors (e.g., age and lifespan, sex and gender, race and ethnicity, co-morbidities; 5. Indications, contraindications, and precautions; 6. Safety (e.g., patient, environment, equipment, clinician); 7. Cultural diversity and responses to treatment and rehabilitation; 8. Surgical procedures and precautions; 9. Legal risks and ramifications (e.g., Scope of practice); 10. Nutrition; 11. Homecare program components; 12. Educational material and methods; 13. Supplemental resources (e.g., psychosocial, community, family, and health care); 14. Psychological aspects related to the therapeutic intervention process; 15. Health conditions; 16. Inflammation and healing processes; 17. Theories of pain, pain control, and motor system adaptation; 18. Principles of rehabilitation process and modification; 19. Pharmacology. Skill in: 1. Communicating effectively (e.g., recovery timeline, expectations, outcomes); 2. Providing guidance for the stakeholders throughout the therapeutic intervention process; 3. Developing homecare programs; 4. Providing appropriate referral; 5. Applying clinical reasoning.
    • Task 0403: Prescribe therapeutic exercises following evidence-based practices to address impairments and enhance activity and participation levels. Knowledge of: 1. Evidence-based principles and practices; 2. Inflammation and healing processes; 3. Health conditions; 4. Theories of pain and motor system adaptation (e.g., biopsychosocial model, endogenous descending pain inhibition); 5. Anatomy, physiology and kinesiology (e.g., vestibular, pulmonary, visual, cardiovascular, musculoskeletal); 6. Health factors (e.g., age and lifespan, sex and gender, race and ethnicity, comorbidities); 7. Indications, contraindications, and precautions; 8. Safety (e.g., patient, environment, equipment, clinician); 9. Pharmacology; 10. Cultural diversity and responses to treatment and rehabilitation; 11. Surgical procedures and precautions; 12. Legal risks and ramifications (e.g., Scope of practice); 13. Equipment and tools; 14. Exercise prescription and modification (e.g., Progression and Regression); 15. Neurological factors; 16. Tissue responses to stimulus; 17. Local and systemic physiologic responses; 18. Principles of resistance training; 19. Principles of functional training; 20. Principles of cardiovascular training; 21. Principles of postural control; 22. Principles of dynamic joint stability; 23. Principles of mobility; 24. Principles of pain control; 25. Principles of swelling management; 26. Principles of return to activity programs; 27. Principles of motor learning; 28. Psychosocial influences; 29. Structure, growth, development, and regeneration of tissue; 30. Physiologic responses to exercise-related modalities and devices; 31. Gait training techniques; 32. Periodization. Skill in: 1. Interpreting examination results; 2. Applying clinical reasoning; 3. Assessing outcomes; 4. Managing patient care (e.g., progressions, regressions, discontinuation); 5. Communicating effectively; 6. Establishing patient goals; 7. Examining and re-examining health conditions; 8. Assessing and reassessing patient’s response to therapeutic interventions; 9. Developing therapeutic exercise programs; 10. Implementing therapeutic exercise programs; 11. Progressing patients through therapeutic exercise programs; 12. Educating patients on proper biomechanics.
    • Task 0404: Administer therapeutic modalities and devices using evidence-based procedures and parameters to address impairments and enhance activity and participation levels. Knowledge of: 1. Evidence-based principles and practices; 2. Inflammation and healing processes; 3. Health conditions; 4. Theories of pain, pain control, and motor system adaptation; 5. Scope of practice and appropriate referral; 6. Principles of rehabilitation process and modification; 7. Health factors (e.g., age and lifespan, sex and gender, race and ethnicity, co-morbidities; 8. Indications, contraindications, and precautions; 9. Safety (e.g., patient, environment, equipment, clinician); 10. Pharmacology; 11. Cultural diversity and responses to treatment and rehabilitation; 12. Surgical procedures and precautions; 13. Legal risks and ramifications; 14. Equipment and tool maintenance; 15. Physiologic responses; 16. Principles of electromagnetic, mechanical, thermal, and acoustical energy; 17. Anatomy, physiology and kinesiology (e.g., vestibular, pulmonary, visual, cardiovascular, musculoskeletal); 18. Principles of taping, bracing and orthotics; 19. Psychosocial influences. Skill in: 1. Interpreting examinations; 2. Applying clinical reasoning; 3. Assessing outcomes; 4. Managing patient care; 5. Communicating effectively; 6. Establishing patient goals; 7. Applying therapeutic devices and modalities; 8. Fabricating orthotic devices appropriately; 9. Using taping techniques and orthotic devices appropriately; 10. Assessing and reassessing patient’s response to therapeutic devices and modalities; 11. Assessing physiological responses related to the application of therapeutic devices and modalities.
    • Task 0405: Administer manual therapy techniques using evidence-based methods to address impairments and enhance activity and participation levels. Knowledge of: 1. Evidence-based principles and practices; 2. Inflammation and healing processes; 3. Health conditions; 4. Theories of pain, pain control, and motor system adaptation; 5. Scope of practice and appropriate referral; 6. Principles of rehabilitation process and modification; 7. Health factors (e.g., age and lifespan, sex and gender, race and ethnicity, co-morbidities; 8. Indications, contraindications, and precautions; 9. Safety (e.g., patient, environment, equipment, clinician); 10. Pharmacology; 11. Cultural diversity and responses to treatment and rehabilitation; 12. Surgical procedures and precautions; 13. Legal risks and ramifications; 14. Adaptations of the cutaneous, nervous, and musculoskeletal systems related to manual techniques; 15. Psychosocial influences; 16. Manual therapy techniques (e.g., joint mobilization, neural mobilization, soft tissue mobilization, positional release); 17. Physiologic responses; 18. Anatomy, physiology and kinesiology (e.g., vestibular, visual, cardiorespiratory, musculoskeletal). Skill in: 1. Interpreting examinations and assessments; 2. Applying clinical reasoning; 3. Assessing outcomes; 4. Managing patient care; 5. Communicating effectively; 6. Establishing patient goals; 7. Examining and re-examining health conditions; 8. Assessing and reassessing patient’s response to therapeutic interventions; 9. Performing manual therapy techniques appropriately.
    • Task 0406: Determine patients’ functional status using appropriate techniques and standards to inform decisions about returning to optimal activity and participation levels. Knowledge of: 1. Evidence-based principles and practices; 2. Inflammation and healing processes; 3. Health conditions; 4. Scope of practice and appropriate referral; 5. Principles of rehabilitation process and plan modification; 6. Health factors (e.g., age and lifespan, sex and gender, race and ethnicity, co-morbidities, nutrition); 7. Indications, contraindications, and precautions; 8. Safety (e.g., patient, environment, equipment, clinician); 9. Cultural diversity and responses to treatment and rehabilitation; 10. Surgical procedures and precautions; 11. Legal risks and ramifications; 12. Anatomy, physiology and kinesiology (e.g., vestibular, pulmonary, visual, cardiovascular, musculoskeletal); 13. Principles of and criteria for functional progression; 14. Gait analysis; 15. Biomechanical and functional assessments; 16. Theories of pain, pain control, and motor system adaptation; 17. Pharmacology; 18. Outcome measurement tools (e.g., patient-centered, clinician-centered); 19. Psychosocial influences; 20. Activity and participation requirements. Skill in: 1. Interpreting examination results; 2. Applying clinical reasoning; 3. Assessing outcomes; 4. Managing patient care; 5. Communicating effectively; 6. Establishing patient goals; 7. Examining and re-examining health conditions; 8. Assessing and reassessing patient’s response to therapeutic interventions; 9. Performing biomechanical and functional analyses; 10. Interpreting biomechanical and functional analyses; 11. Making decisions about functional progressions; 12. Making decisions about return to optimal activity and participation level.
    • Task 0407: Manage general medical conditions to optimize activity and participation levels. Knowledge of: 1. Evidence-based principles and practices; 2. Anatomy, physiology and kinesiology (e.g., vestibular, pulmonary, visual, cardiovascular, musculoskeletal); 3. Health conditions; 4. Inflammation and healing processes; 5. Theories of pain, pain control, and motor system adaptation; 6. Scope of practice and appropriate referral; 7. Principles of rehabilitation process and plan modification; 8. Health factors (e.g., age and lifespan, sex and gender, race and ethnicity, co-morbidities); 9. Indications, contraindications, and precautions; 10. Safety (e.g., patient, environment, equipment, clinician); 11. Pharmacology; 12. Cultural diversity and responses to treatment and rehabilitation; 13. Surgical procedures and precautions; 14. Legal risks and ramifications; 15. Equipment and tools; 16. Neurological factors; 17. Psychosocial influences; 18. Concussion and other traumatic brain injuries; 19. Wound (e.g., chronic, open) management; 20. Pathophysiology of systemic illnesses, communicable diseases, and infections. Skill in: 1. Interpreting examination results; 2. Applying clinical reasoning; 3. Assessing outcomes; 4. Managing patient care; 5. Communicating effectively; 6. Establishing patient goals; 7. Examining and re-examining health conditions; 8. Assessing and reassessing patient’s response to therapeutic interventions; 9. Performing neurocognitive assessments; 10. Incorporating neurocognitive assessments in plans of care; 11. Using personal protective equipment appropriately.
  • Domain V: Healthcare Administration and Professional Responsibility — Integrating best practices in policy construction and implementation, documentation and basic business practices to promote optimal patient care and employee well-being (8.0% of the exam; 10 items in the PA8 Weighting of Domains table, where the domain is listed as 'Health Administration and Professional Responsibility')
    • Task 0501: Assess organizational and individual outcomes using quality improvement analyses. Knowledge of: 1. Methods of gathering, analyzing, and interpreting qualitative and quantitative data; 2. Benchmarking; 3. Project and program management; 4. Resources available for adapting policies and procedure; 5. Job expectations, personal goals, and priorities (e.g., work-life balance, job satisfaction); 6. Organizational resources available for professional development and personal support; 7. Role of professional collaboration; 8. Leadership and management styles and theories; 9. Evidence-based principles and practices; 10. Post-event assessment techniques; 11. Goal-setting principles and practices; 12. Appropriate software and technologies available. Skill in: 1. Gathering, analyzing, and interpreting data; 2. Conducting a post-event assessment; 3. Formatting and presenting data; 4. Providing data to support the advancement of organizational or personal goals; 5. Synthesizing study results to implement change; 6. Implementing quality improvement (e.g., needs assessment, PDSA cycle, SWOT analysis); 7. Collaborating with stakeholders and other healthcare providers; 8. Educating stakeholders; 9. Applying concepts of evidence-based medicine; 10. Communicating effectively; 11. Providing leadership appropriate to situations and people; 12. Educating the public and stakeholders on the profession of athletic training to ensure patient protection and care across all job settings.
    • Task 0502: Develop policies, procedures, and plans to address organizational needs. Knowledge of: 1. Components of emergency action (response) plans; 2. Human resources; 3. Federal, state, and local laws, regulations, rules, and requirements, and professional standards; 4. Organizational and management styles; 5. Scheduling systems and techniques; 6. Drug testing; 7. Inventory and purchasing; 8. Applicable resource allocation; 9. Legislative and regulatory updates and changes; 10. Basic business principles; 11. Pre-participation examination; 12. Policies, procedures, and guidelines; 13. Budgeting; 14. Equipment and supplies; 15. Insurance and reimbursement; 16. Standard operating procedures; 17. Risk management; 18. Best practices (e.g., position statements); 19. Facility management; 20. Organizational mission and goals. Skill in: 1. Formulating policies and procedures; 2. Collaborating with stakeholders and local first responders; 3. Incorporating technology where appropriate (e.g., computer software, weather monitoring); 4. Implementing human resources policies; 5. Communicating with stakeholders; 6. Implementing policies and procedures; 7. Developing a budget; 8. Interpreting regulatory documents; 9. Understanding job descriptions; 10. Tracking inventory and purchasing; 11. Interpreting applicable and appropriate data (e.g., injury surveillance, usages trends, and risks).
    • Task 0503: Practice within federal, state, and local laws, regulations, rules, requirements, and professional standards. Knowledge of: 1. Standards of professional practice for Athletic Trainers and other healthcare professionals; 2. Professional organization position and consensus statements (NATA, Centers for Disease Control and Prevention); 3. Documentation requirements and procedures; 4. Consent-to-treat requirements and documentation; 5. Standard medical terminology and nomenclature; 6. Federal, state, and local laws, regulations, rules, and requirements, and professional standards; 7. Professional codes of ethics; 8. Process for reporting violations of professional standards and practice acts; 9. Policies, procedures, and guidelines; 10. Requirements for third-party reimbursement; 11. Telehealth and electronic communication restrictions. Skill in: 1. Creating and completing medical documentation; 2. Making ethical decisions that are consistent with professional practice and guidelines; 3. Implementing current position statements, regulatory changes, and legislated requirements; 4. Using standard medical terminology and nomenclature; 5. Accessing professional practice acts and requirements; 6. Communicating effectively; 7. Understanding procedural and diagnostic coding; 8. Protecting the public through the safe and ethical practice of athletic training; 9. Understanding administrative reporting pathways for ethical violations; 10. Applying telehealth and electronic technology.
    • Task 0504: Use standardized documentation procedures to ensure best practices. Knowledge of: 1. Documentation procedures (e.g., SOAP, progress notes, screenings, assessments, examinations); 2. Standard medical terminology and nomenclature; 3. Appropriate documentation requirements (e.g., electronic health record, Centers for Medicare and Medicaid Services, consent); 4. Documentation systems (e.g., software, paper); 5. Appropriate computer software applications; 6. Healthcare coding; 7. Legal considerations and ramifications; 8. Telehealth and electronic communication restrictions. Skill in: 1. Reviewing prescreening participation guidelines; 2. Creating and completing the documentation process; 3. Obtaining, interpreting, evaluating, and applying relevant data; 4. Using computer software applications (e.g., word processing, database spreadsheet, and Internet applications); 5. Reviewing documentation; 6. Interpreting documentation; 7. Updating documentation; 8. Applying telehealth and electronic technology; 9. Communicating effectively.

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