1. PROPERTY OF PIMA COUNTY JTED, 2010
Sports Medicine
INJURY EVALUATION
For Foot,
Ankle,
Lower leg, part 1 1
PROPERTY OF PIMA COUNTY JTED, 2010

2. Bellwork Think-Pair-Share your responses to the following questions:
What do you remember about SOAP?
What do you remember about HOPS?
Why is it important to gather accurate data from an injured person?

3. OBJECTIVES: 2. Demonstrate active listening skills.
1. Define and recall key evaluation terminology.
2. Demonstrate active listening skills.
3. Use effective questioning techniques to gather pertinent information.
4. Justify appropriate evaluation techniques using organizational tools.
5. Accurately record data to evaluate injury.

4. HOPS Injury Evaluation
History—a series of questions asked to determine nature and location of injury
Observation—A visual examination of the injury
Palpation—A hands-on approach where examiner feels for deformity or other abnormal findings
Stress tests—A series of tests to check range of motion and degree of function of tissues at a joint
History - this section is used to establish the injury background
How did it happen? (mechanism)
When did it happen? (acute vs. chronic)
Has it happened before? (previous injury)
Where does it hurt? (pain – location, type)
What did you hear / feel when it happened? (sounds heard)
Any other relevant signs or symptoms

5. SOAP NOTES
Subjective—detailed information about the history of injury and athlete; chief complaints, sign, and symptoms
Objective—information that is record of test measurements; data gained from inspection
Assessment---Identification of problem; determine injury; severity of injury
Plan of Action--Treatment

6. ACTIVE LISTENING SKILLS
FILL IN THE BLANKS
ON YOUR
ACTIVE LISTENING
SKILLS HANDOUT
ACTIVE LISTENING SKILLS

7. Active Listening Skills—Side 1
1. Face the speaker—lean slightly forward
2. Maintain eye contact
3. Minimize external/internal distractions
4. Respond appropriately
5. Focus solely on what the speaker is saying
6. Keep an open mind
7. Avoid giving advice until you have completely evaluated injury
8. Don’t interrupt
9. Stay engaged in the interview
Handout 6A side 1
Nod and/or murmur “uh-huh” to show agreement. (4)
Say words such as “really” and “interesting.”
Ask questions based on what the speaker is saying.
Try not to think about what you are going to say next. (5)
The conversation will follow a logical flow after the speaker is finished speaking.
Ask questions for clarification. (9)
Paraphrase the speaker’s point of view. Start with “So you’re saying…”

8. Questioning Prompt/Inspection Prompt
Subjective
Was there a previous injury?
How did it happen?
When did it happen?
What did you feel?
How do you feel?
What is the type of pain?
Where does it hurt?
Did it make a sound?
* Ask for a witness if the person is incapable of answering
Objective
Look for the following:
Swelling
Deformity-protrusions
Eccymosis-Discoloration
Symmetry
Gait-Walk
Scars
Facial expressions
Bleeding
Depressions
ROM
Handout 6b side 2

9. INJURY SCENARIO 1
A baseball player steals second base and when sliding into the bag, catches his cleat and rolls his ankle. He is in a lot of pain and you can already see some swelling.
Other information:
He sprained this ankle 3 years ago
This time his ankle hurts much worse and higher up on the bone
He heard a pop
He doesn’t want to move or walk on it

10. Ask probing questions and record accurately!
TIP!
The athlete’s well-being WILL depend on the accuracy and thoroughness of your Soap!
Ask probing questions and record accurately!
Review your notes with the athlete after you have completed your evaluation!

11. SOAP Name of Athlete: Date of Examination: Date of Injury:
SOAP Note Writing Practice: Using the information on Sample Scenario, write a SOAP note.
Name of Athlete:
Date of Examination:
Date of Injury:
Place of Injury: S: O: A: P:
(Leave 6-7 lines between each letter on your paper to allow for notetaking)
SOAP

12. INJURY SCENARIO 2
An 800m track runner is complaining of pain on the bottom of his left foot. He has no previous foot injuries and is in good condition.
He has increased his training distance
He runs in track spikes
His foot hurts the most in the morning
It hurts to touch the bottom of his foot
There is no obvious swelling or ecchymosis of his foot

13. On Your Own! Directions:
With your partner, break down Injury Scenario 3 (handout).
Each partner complete an individual SOAP note for the scenario.
Check your SOAP note for accuracy and readability.
Turn your SOAP note in for assessment and feedback from your teacher.

14. Numbered Heads Together
CLOSURE
Numbered Heads Together
Create a summary of the section that matches your group number: 1—Subjective 2—Objective 3—Action 4—Plan
4. Numbered Heads
students number off in a group from 1 to 4
teacher poses a question
group discusses the answer
teacher selects a number from 1 to 4 and asks all students who represent that number to raise their hand
teacher calls on a non-volunteer or uses a random method to generate a number such as rolling die
teacher provides feedback
PROPERTY OF PIMA COUNTY JTED, 2010 4

15. PROPERTY OF PIMA COUNTY JTED, 2010
Section S O A P
Circle one
SUMMARY:
Exit Ticket
25. Exit Ticket or Evidence Bag
teacher passes out a printed exit ticket to each student
teacher poses a closure question or asks students to write down two additional questions about the learning
teacher collects as students leave and assesses after class 15
PROPERTY OF PIMA COUNTY JTED, 2010