1. Demonstrate a systematic understanding of the scope of practice for a Sports Therapy and Rehabilitation practitioner, including the limits of personal knowledge and competence1.

Knowledge and Understanding
Learning
Problem Solving Communication

2. Critically evaluate the application of the biopsychosocial model in sports therapy and rehabilitation, demonstrating the ability to integrate biological, psychological, and social factors into patient-centred care plans.

Knowledge and Understanding
Problem Solving
Enquiry

3. Demonstrate an understanding of the use of medical imaging, psychological interventions, nutritional strategies and ethical consideration in injury assessment, management and return to play/activities of daily living

Knowledge and Understanding

Assessment One: Based on a pre-allocated simulated case study, demonstrate the role of a Sports Therapy and Rehabilitation practitioner in the injury assessment, management and return to play/activities of daily living of the patient. You should consider the following aspects:

The scope of practice

The application of the biopsychosocial model

The use of medical imaging, psychological interventions, and nutritional strategies

Ethical considerations in decision-making processes.

This module aims to equip students with comprehensive knowledge and understanding of the role of a Sports Therapy and Rehabilitation practitioner, emphasising their scope of practice within the broader multidisciplinary healthcare team. Students will explore the diverse responsibilities and skills required to deliver effective treatment and rehabilitation for athletes and individuals recovering from injury.

Key topics covered include, but are not limited to:

The Biopsychosocial model: Understanding the interconnected biological, psychological, and social factors that influence health and recovery, with a focus on patient-centred care.

Psychological considerations and interventions: Identifying psychological challenges individuals may face, including stress, motivation, and the mental aspects of injury recovery. Students will also learn about psychological and behavioural change interventions that can enhance rehabilitation outcomes.

Nutrition: Examining the role of nutrition in supporting recovery, improving performance, and preventing injury

Performance-enhancing substances: Investigating the ethical, legal, and health implications of substances used to enhance athletic performance, including the practitioner’s role in education and prevention.

Medical imaging: Exploring how medical imaging technologies (such as MRI, X-ray, and ultrasound) are used in diagnosing sports injuries and informing treatment plans.

Professionalism and ethics: Developing a strong ethical framework and professionalism essential for practice

Travel and environmental factors: Understanding how different environments, such as travel and extreme climates, affect rehabilitation and performance, and how to manage these challenges effectively.

This module prepares students for the role of a Sports Therapy and Rehabilitation practitioner, focusing on their scope of practice within a multidisciplinary healthcare team. It covers the biopsychosocial model, highlighting the interplay of biological, psychological, and social factors in recovery, along with psychological interventions, nutrition, and performance-enhancing substances. Students will explore medical imaging techniques used in injury diagnosis, while also developing professionalism and ethical standards essential to practice. Additionally, the module addresses travel and environmental factors that affect rehabilitation, providing a comprehensive foundation for delivering high-quality, patient-centred care.

In order to provide the best learning experience to our students, the sport therapy and rehabilitation team is committed to providing an environment that supports and encourages students to develop their knowledge, understanding and technical skills. To achieve this, we use a variety of teaching and learning techniques to meet the diverse needs of our students. These techniques include, but are not limited to, problem-based learning, context-based learning, simulation, and peer to peer learning. This approach ensures that students are able to contextualise their knowledge and understanding and best prepares them for employment.

This module will be taught predominantly face to face in the Staffordshire Sport Therapy and Rehabilitation clinics. Sessions will include the necessary theoretical understanding to ensure that an evidence based approached is being adhered to by students. However, the majority of lessons will be taught practically to provide students an opportunity to gain hands on experience and to allow time for students to refine their handling and technical skills. A number of demonstrations will be provided to enable students to practice unsupervised with guidance. Students will also use the telehealth facilities to create their own digital content for revision purposes.

Alver, B. A., Sell, K., & Deuster, P. A. (Eds.). (2017). NSCA's essentials of tactical strength and conditioning. Human Kinetics.

Bolton, D., & Gillett, G. (2019). The biopsychosocial model of health and disease: New philosophical and scientific developments (p. 149). Springer Nature.

Guermazi, A., Roemer, F. W., & Crema, M. D. (Eds.). (2015). Imaging in sports-specific musculoskeletal injuries. Springer.

Haff, G. G., & Triplett, N. T. (Eds.). (2015). Essentials of strength training and conditioning 4th edition. Human kinetics.

Lanham-New, S. A., Stear, S. J., Shirreffs, S. M., & Collins, A. L. (2011). Sport and exercise nutrition (pp. xii+-385).

McNamee, M. (2014). Sport, medicine, ethics. Routledge.

Moran, A., & Toner, J. (2017). A critical introduction to sport psychology: A critical introduction. Routledge.

Teaching Clinic

Telehealth Hub

Virtual Reality Studio

Office 365 & Microsoft Teams

Rehabilitation Zone

Physiology lab