The Competencies provide educational program personnel with the knowledge and skills to be mastered by students in an entry-level athletic training educational program. The National Athletic Trainers’ Association has identified the Athletic Training Educational Competencies and Clinical Proficiencies (Competencies) as necessary for effective performance as an entry-level certified athletic trainer (ATC). The Competencies provide the entry-level certified athletic trainer with the essential knowledge and skills needed to provide athletic training services to patients of differing ages and genders and work, and lifestyle circumstances and needs.

The Commission on Accreditation of Athletic Training Education (CAATE), requires that the Competencies be used for curriculum development and education of the student enrolled in an accredited entry-level education program. The Competencies are a companion document to the Standards for the Accreditation of Entry-Level Educational Programs for the Athletic Trainer (Standards). After July 1, 2006, these Competencies will continue to assist the new accrediting agency, the Commission on Accreditation of Athletic Training Education (CAATE), as a companion document. Also, the Competencies serve as a guide for the development of educational programs and learning experiences leading to a student’s eligibility to challenge the Board of Certification, Inc. examination.

The Competencies are categorized into Foundational Behaviors of Professional Practice and twelve content areas (see below) comprising the knowledge and skill set of the entry-level athletic trainer. Further, the Competencies are sub-categorized according to the following behavioral classification:

(1) Cognitive Domain (knowledge and intellectual skills)
(2) Psychomotor Domain (manipulative and motor skills)
(3) Clinical Proficiencies (decision-making and skill application

The Cognitive and Psychomotor Competencies are behavioral objectives classified predominantly at the recall and application level of Bloom’s Taxonomy. As students become competent with this level of knowledge and skill, program personnel are encouraged to challenge students at the highest level of Bloom’s Taxonomy; synthesis and evaluation for Cognitive Competencies or adaptation and origination for Psychomotor Competencies. The Clinical Proficiencies integrate decision-making, critical thinking and skill application to provide students with the additional means to demonstrate knowledge and skill at the highest levels of Bloom’s Taxonomy.

The Foundational Behaviors of Professional Practice (Behaviors) represent the common values of the profession of athletic training. These Behaviors permeate every aspect of professional practice and should be incorporated in every part of the students’ educational program. The competencies previously associated with the Affective Domain have been distilled and synthesized to create the Behaviors.

The Behaviors should be presented and discussed in didactic courses, modeled by classroom and clinical instructors, and emulated by the athletic training student. While educators may be able to measure a student’s understanding of behavioral concepts, it is most likely the true measure of a student’s emulation of the Behaviors will occur in the clinical setting with a student’s patient interactions. Some behaviors will be demonstrated by classroom and clinical educators to expose the students to the desired behavior; however, some behaviors may not be practiced by a professional-in-training (student) because of the nature of a student’s limited roles and responsibilities.