Sports Physiotherapy Competencies and Standards

Authors:
Bulley, C., Donaghy, M., Coppoolse, R., Bizzini, M., van Cingel, R., DeCarlo,
Dekker, L., M., Grant, M., Meeusen, R., Phillips, N., & Risberg, M.
Supported by Advisors:
Advisors:de Bie, R., Ganchev, K., Goudswaard, J., Hullegie, W., Oliveira Marreiros
Rolf, D., Myers, B., Sole, G., Testa, M., op het Veld, R, & Zito, G..
the SPA Project Core Group:
van Barneveld, B., Cabri, J., Tasheva, R., & Vercelli, G.
and the SPA Website Developers:Cano, V. & Rasdale, C.

Reference as:
Bulley, C., Donaghy, M., Coppoolse, R., Bizzini, M., van Cingel, R.,
DeCarlo, M., Dekker, L., Grant, M., Meeusen, R., Phillips, N., & Risberg, M.
(2004) Sports Physiotherapy Competencies and Standards. Sports
Physiotherapy
For
All
Project.
[online]Available
at:www.SportsPhysiotherapyForAll.org/publications/

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Sports Physiotherapy Competencies and Standards

Executive Summary: Sports Physiotherapy
Competencies and Standards 2005
Sports physiotherapy is a growing specialisation in cultures that strive to promote an
active lifestyle and athletic excellence. This document presents competencies andstandards that describe the professional behaviours of sports physiotherapists in
Europe and explains the background to their development.
The development of competencies and standards represents the first stage of theSports Physiotherapy for All (SPA) Project. This Leonardo da Vinci funded project
aims to promote the mobility and recognition of sports physiotherapists in Europe andbeyond, while enhancing safe participation in physical activity and sport.
Competency statements describe effective professional behaviours that integrate
specific knowledge, skills and attitudes in a particular context (Ministry for Education,
Culture and Science, The Netherlands, 2002). Standards are criteria for performance,
describing the level at which competencies should be demonstrated.
The
competencies and standards were developed in several stages:
1. collection and content analysis of international documentation relating to theattributes and education of sports physiotherapists, where available.
2. discussion of an expert panel leading to cross-validation of themes derived fromdocumentation, leading to the identification of sports physiotherapy roles andbehaviours, described in the form of competencies by the researcher
3. internal and external review and revision of the competencies through the SPA
Project website
4. acceptance of the competencies at the General Meeting of the International
Federation of Sports Physiotherapy, 2004.
5. development of standards relating to each competency, using the themes derived
from international documentation and discussion by the expert panel
6. a rigorous process of internal and external review and revision of the standards
7. acceptance of the merged competencies and standards at the General Meeting of
the International Federation of Sports Physiotherapy, 2005.
This process led to the development of eleven competencies, designed todemonstrate behaviours expected at a master’s level. Standards have been written todescribe the specific abilities and behaviours of the sports physiotherapist in adefined context. An audit toolkit will be designed to enable the evaluation ofcompetencies and standards. These will enable sports physiotherapists to provide
evidence of their competencies and identify further learning needs.
Sports physiotherapy competencies and standards inform stakeholders, fromprofessional regulators, sports organisations and committees, to employers andeducators, and athletes of all levels and abilities. They provide a basis for policy
development, enable quality assurance activities, and facilitate individual professional
development.

A Leonardo Da Vinci Funded Project

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Contents
Executive Summary ……………………………………………………………. 2
Section 1:

Introduction ……………………………………………………… 6

1.1

Sports and Physical Activity Participation in Europe …..……… 6

1.2

Injuries From Sports and Physical Activity Participation ……… 6

1.3

Preventing Injuries From Sports and Physical Activity ………… 7
Participation

1.4

Physiotherapy in Europe ………………………………………… 7

1.5

Physiotherapy and Specialisation ……………………………….. 8

1.6

Specialisation in Sports Physiotherapy …………………………. 8

1.7

Professional Mobility in Europe ………………………………….. 9

1.8

Higher Education in Europe ……………………………………… 9

1.9

The Sports Physiotherapy for All Project ……………………… 10

Section 2:

The Benchmarking Process ………………………………….. 12

2.1

What is Benchmarking? …………………………………………. 12

2.2

Competencies and Standards ………………………………….. 12

2.3

Competencies and Standards for Physiotherapy ……………...14

2.4

Competencies and Standards for Sports Physiotherapy ……. 14

2.5

Uses and Influences of the Benchmark Statement …………... 15

2.6

Development of the Benchmark Statement …………………… 15

2.7

Development of Competencies in Sports Physiotherapy ……. 16
2.7.1
2.7.2
2.7.3
2.7.4
2.7.5

Dr Cathy BulleyCompetency Areas ……………………………………………………… 16Competency Construction ……………………………………………… 18
Collection and Analysis of International Documentation ……………. 18
Selection of Specific Competencies …………………………………... 19
Review and Revision …………………………………………………… 21

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2.8

Sports Physiotherapy Standards: Development ……………… 22
2.8.1
2.8.2

Framework for the Sports Physiotherapy Standards………………… 22
Sports Physiotherapy Standards: Content ……………………….…... 24

2.9

Evolution of the Competencies and Standards ……………..… 25

Section 3:

Definition and Description of the Sports Physiotherapist. 26

3.1

Sports Physiotherapist: A Definition …………………………… 26

3.2

Sports Physiotherapist: A Description …………………………. 26

Section 4:

Sports Physiotherapy Competencies and Standards ……. 27

4.1

Management of the Patient/Client …...…………………………. 28
1
2
3
4

Injury Prevention ………………………………………………………… 29
Acute Intervention ………………………………………………………. 32
Rehabilitation …………………………………………………………… 36
Performance Enhancement ……………………………………………. 40

4.2

Advisor / Manager of the Patient/Client ………...……………… 42
5

Promotion of a Safe, Active Lifestyle …………………………………. 43

4.3

Professional Leader / Manager of the Patient/Client ……….... 4567Life-Long Learning …………………….…………………………………46
Professionalism and Management ….…………………………………48

8

Research Involvement …………………………………………………... 51

4.4

Innovator / Manager of the Patient/Client ………...………….... 50

4.5

Innovator / Professional Leader ………………………………… 53
9Dissemination of Best Practice ……..………………………………… 54

4.6

Innovator / Advisor ………………………………………………. 56
10

Extending Practice Through Innovation ……….……………………... 57

11

Promotion of Fair Play and Anti-Doping Practices ……………………. 60

4.7

Professional Leader / Advisor …………………………………... 59

Section 5:

Future Directions in the Benchmarking Process …………. 62

References ………………………………………………………………………. 63
Glossary …………………………………………………………………………. 66

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Appendices ……………………………………………………………………… 48
Appendix 1:

A Summary of the Institutions and Individuals Who ………………... 70
Participated in the Sports Physiotherapy for All Projectand Their Roles

Appendix 2:

A Description of Master’s Level: Extract From …………………….… 72“An Introduction to the Scottish Credit and Qualifications
Framework: 2nd Edition”: SCQF Level 11 (p. 36)

Appendix 3:

Summary of Documentation Analysed to Inform the ………………... 73
Selection of Competencies

Appendix 4:

Summary of Themes Contributing to Each Competency …………... 75
and Their Location in the Competency Model

Acknowledgements ……………………………………………………………. 78

List of Figures
Figure 1:

Flow Chart Illustrating the Inter-Connections Relating ……………… 13
to Benchmark Statements, Educational Programmes
and Stakeholders

Figure 2:

Master’s Level Physiotherapy Competency Model ………………….. 17

Figure 3:

Sports Physiotherapy Competency Areas Within the ……………….. 20
Master’s Level Physiotherapy Competency Model

Figure 4:

Framework for the Sports Physiotherapy Standards. ……………….. 22

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Section 1:
1.1

Introduction
Sports and Physical Activity Participation in Europe

It is well known that an active lifestyle can protect against a variety ofhealth risks, such as heart disease, diabetes, depression and cancer.
Regular participation in physical activity also results in positive effects on
psychological wellbeing (Department of Health, 2004; National Institute forClinical Excellence, 2004; World Health Organisation (WHO), 2003a;
United States Department of Health and Human Services, 1996). As well
as benefiting the individual, there is growing evidence for the economic
advantages of an active lifestyle, including reduced absenteeism andincreased work productivity (WHO, 2003b)
Despite the benefits, many people are not regularly active, leading to aninternational drive to encourage greater participation in sport and exercise(WHO, 2004; WHO, 2003c). This document refers to athletes1 of all levels,and includes those participating in sports1, exercise1 and regular physicalactivity1.
However, with the hoped-for increases in physical activity participation,
health and productivity come some unwanted side effects, including sports
injuries1 (Petridou, 2001).
1: see glossary for definition
1.2

Injuries From Sports and Physical Activity Participation

Sports and recreational physical activity are becoming more popular andassociated injuries and illnesses are increasing in frequency. On analysisof the US National Health Interview Survey, an estimated seven million
Americans receive medical treatment for sports injuries annually (Conn et.
al, 2003).
A recent survey of sports injuries occurring in countries within theEuropean Union (EU) estimated that approximately 60 per 1000 sports
participants require medical attention for a sports injury every year; further,more than 700 athletes die and approximately 700.000 are hospitalised asa result of sporting injuries. The related cost within the EU is estimated atmore than ten billion euros per year (Petridou, 2001).
As sporting and physical activity participation increase, the incidence ofrelated injuries and illnesses is likely to increase as a result. Therefore,
greater priority is being placed on injury prevention and evidence-based
treatment (Petridou, 2001).

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1.3

Preventing Injuries
Participation

From

SportsandPhysical

Activity

Prevention of sports injuries involves primary, secondary and tertiary
strategies. Primary prevention aims to avoid an injury occurring, secondary
prevention focuses on optimal treatment of the injury to prevent lastingdamage, and tertiary strategies attempt to prevent repetition of the injury(Petridou, 2001).
Physiotherapists can contribute to all three preventive stages.
1.4

Physiotherapy in Europe

A description of Physiotherapy1 is outlined within the European
Physiotherapy Benchmark Statement, adopted by the European Region of
the World Confederation for Physical Therapy in 2003 (ER-WCPT, 2003).
This document explains that physiotherapists are independent,
autonomous professionals who may be the first point of contact for apatient or client and often work within a multidisciplinary team. They use
clinical reasoning and knowledge of current research evidence to diagnose“existing or potential impairments, functional limitations and abilities ordisabilities that that will direct physiotherapy interventions” (ER-WCPT,
2003: p. 10). Physiotherapists also educate and advise the general public,
as well as specific groups.
Physiotherapists have a broad scope of practice in relation to clientgroups, contexts for practice, and types of intervention. The very diversityof practice in this developing profession has led many practitioners toconcentrate on a particular clinical area.
1: see glossary for definition

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1.5

Physiotherapy and Specialisation1

The “complexity and breadth” of the physiotherapy profession has grownbeyond the scope of general practice (Bennett & Grant, 2004, p. 4).
Continuing professional development is now essential to ensure service
quality and has become a professional responsibility (Donaghy & Gosling,1999).
As the breadth and depth of knowledge and skills within the profession has
increased, so have the opportunities for clinical and academic study postqualification. One physiotherapist cannot reach a great depth of knowledge
and skill in the full breadth of clinical areas, so a graduate must be
selective as their career progresses. Gradually, higher levels of skill anddepth of knowledge are developed in a particular area. Sports
physiotherapy is one such area.
1: see glossary for definition
1.6

Specialisation in Sports Physiotherapy

Sports physiotherapy is now recognised as a specialism in many
countries. Professional groups and associations have developed torepresent their members, facilitate education and training, and ensure
good practice (Donaghy & Gosling, 1999).
In 2000 the International Federation of Sports Physiotherapy wasestablished to link the different national sports physiotherapy organisations(IFSP, 2000). Their mission statement is as follows:“IFSP is a world-wide Federation, recognized as a subgroup of the World
Confederation for Physical Therapy (WCPT), representing national organisationsof Sports Physiotherapy. The efforts of the IFSP are directed towards Member
Organisations and their individual members in serving athletes of all ages andabilities through excellence in education, research, practice, and clinicalspecialisation. The intention of the IFSP is to be the International resource forSports Physiotherapists, to promote Sports Physiotherapy through theInternational Olympic Committee (IOC); International Sports Federations (ISF’s)and other professional organisations.”

Participation in sport often occurs within an international context,
especially where athletes compete at high levels. For this reason, sports
physiotherapy has an international dimension and their practice frequently
requires them to travel with individual athletes and groups or teams. Thismeans that being able to practice in different countries is important.

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1.7

Professional Mobility in Europe

The Bologna declaration aims to ensure that all Europeans have the rightto work in any member state. They actively encourage international
mobility, as they state that “learning, training and working in othercountries make a major contribution to cross-cultural understanding”(Learning, Teaching and Support Network: LTSN, 2004; Europa, 2004a, b)
Work that requires undergraduate and postgraduate training relies on
education processes; these aim to ‘build’ the type of professional required
for the task. The work carried out by physiotherapists across Europe issimilar in nature but reflects some culture-specific approaches andrequirements of employers (European Physiotherapy Benchmark
Statement: ER-WCPT, 2003a).
Physiotherapy is a profession that requires national regulation, to ensure
safe and effective practice in each cultural context. National organisations
are responsible for ensuring that physiotherapists wishing to practice intheir country are trained to the required standards. This can be a timeconsuming process, both for the organisation and for physiotherapists.
Increasing professional mobility of sports physiotherapists in Europe canbe facilitated through some changes in postgraduate education.
1.8

Higher Education in Europe

European governments have started to guide changes in higher education
institutions to create a European Higher Education Area. This will meanthat undergraduate and postgraduate qualifications are more comparable,
while maintaining the wealth of cultural diversity (LTSN, 2004).
In time, it is hoped that the promotion of convergence in higher education
will enable more professionals to move throughout Europe during theirworking lives. This goal led to the development of the Sports
Physiotherapy for All Project.

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1.9

The Sports Physiotherapy for All Project

The Sports Physiotherapy for All (SPA) Project developed in the climate ofincreasing need for the promotion of:• mobility and recognition of Sports Physiotherapists in Europe andbeyond and• safe participation in physical activity and sport for Europeansby the development of:• European competencies1 and standards1 for Sports Physiotherapists• an audit tool1, evaluated in a European context• a code of conduct regarding ethical behaviour in relation to doping1• a website interface between research, practice, education andemployment• an interactive website for continuing professional education and• an information resource for public access to Sports Physiotherapy
Professional mobility requires that employers and regulatory bodies
throughout the EU know what to expect of a sports physiotherapist. Thisrequires the description of their capabilities and the level at which they canwork (competencies and standards).
Explicit guidelines relating to these issues will enable a training route to be
developed and a clear pathway for physiotherapists in their ongoingprofessional development. The audit tool will enable the quality
assessment of these processes; this tool will be tested during the projectto ensure that it is effective.
Guidelines relating to the skills and attributes of sports physiotherapists,
including anti-doping behaviours, and the website information resource willserve two important purposes: advising stakeholders about the capabilities
of a sports physiotherapist, and facilitating the development of sports
physiotherapists in a European context.
The SPA Project is the result of collaborations between the IFSP and fivehigher education institutions from different European regions.
Representatives from these six organisations form the core group1 of the
SPA project. The project has a variety of international partners: the World
Confederation of Physical Therapy, 11 member organisations of the IFSP,
the Bulgarian and Dutch National Olympic Committees, the BulgarianSports for All Association, and the Portugese National Sports Institute, andboth Basketball and Rugby Federations.
The project is supported by researchers, consultants1, experts1 andadvisors1 in the fields of sports physiotherapy and education. World-wide
input has been sought from sports physiotherapists, organisations, experts
and advisors, in the hope that this document will have an international
impact. A full list of participants can be seen in appendix 1 and definitionsof their different roles are included in the glossary.

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This document is the first stage in the process and introduces sports
physiotherapy competencies and standards. The development process is
explained, competencies and standards are outlined, and finally, the nextstages in the project are introduced.
1: see glossary for definition

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Section 2:
2.1

The Benchmarking Process
What is Benchmarking?

Benchmark statements describe the attributes1 you can expect of a personwith a certain qualification or title. These descriptions are frequently usedby professional organisations that have been required to benchmark theircapabilities in association with the education sector. This increases
accountability between students, educators, professionals and employers(Quality Assurance Agency for Higher Education: QAA, 2004a).
1: see glossary for definition
2.2

Competencies and Standards

The abilities required of a professional are further defined as competencies
and standards.
Competency statements describe effective professional behaviours that
integrate specific knowledge, skills and attitudes in a particular context(Ministry for Education, Culture and Science; Netherlands, 2002).
Standards are criteria for performance; they describe the minimum level ofcapability at which you would expect the professional to work (ER-WCPT,
2003a; LTSN, 2004; QAA, 2004a).
The benchmark structure is illustrated in figure 1 showing the central box
that contains competencies and standards. Definitions can be found in theglossary.

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2.3

Competencies and Standards for Physiotherapy

In the context of physiotherapy, much work has already been done in thebenchmarking process. The European Region of the World Confederationof Physical Therapy responded to the international goals of international
mobility and employability by developing the European Physiotherapy
Benchmark Statement, service standards, and audit tool (ER-WCPT,
2003a, b, c).
These documents detail the competencies and standards expected ofindividuals using the professional title of physiotherapy in Europe.
2.4

Competencies and Standards for Sports Physiotherapy

The SPA Project aims to build on the existing physiotherapy-specificcompetencies and standards. Sports Physiotherapists operate under the
professional title of ‘physiotherapist,’ or ‘physical therapist,’ therefore are
expected to be competent at the levels described by the European Regionof the WCPT (2003a & b).
An individual calling him or her self a sports physiotherapist should aspire
to develop more specific competencies at a higher level of functioning.
This document explains the process of selecting and defining thesecompetencies and the associated minimum threshold level of professional
behaviour.

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2.5

Uses and Influences of the Benchmark Statement

The function of a benchmark statement is illustrated in figure 1.
Firstly, an individual wishing to develop as a sports physiotherapist
requires a description of what they are aiming to achieve and how. As
explained in the introduction, specialisation in physiotherapy requires
further learning to develop professional behaviours that integrate specificknowledge, skills and attitudes.
Competencies represent the aims of professional education, to a leveldescribed in the standards. Together, they enable the development ofappropriate learning outcomes, the foundations on which educational
programmes are developed. By mapping learning outcomes tocompetencies and standards, educators can ensure that content andassessment of programmes are appropriate. Flexibility and innovation areencouraged in educational developments, within an overall framework of
expectations (QAA 2004b).
It must be possible to measure the extent to which learning outcomes aredemonstrated in trained individuals, allowing ongoing audit and quality
assurance. Competent authorities such as professional and regulatory
bodies will require this information.
A variety of stakeholders may then be confident that a sports
physiotherapist is competent at the specified level, with defined expertise.
A variety of individuals and agencies have an interest in this, including
employers, competitive sports organisations and committees, and perhaps
most importantly, the public, including athletes.
2.6

Development of the Benchmark Statement

Different agencies are often involved in the development of professional
standards and competencies. For example, in the United Kingdom, theQuality Assurance Agency for Higher Education and the HealthProfessions Council have developed professional competencies, while thenational Physiotherapy organisation have produced standards for practice(QAA, 2004b; Health Professions Council: HPC, 2003; Chartered Societyof Physiotherapy: CSP, 2000 a, b, c).
However, the SPA Project provides a unique opportunity for thedevelopment of all components of the Benchmark Statement in one linear
process. This document provides details of the competencies andstandards and their development.
The process of competency development requires a framework to facilitatecommunication and transparency in decision-making. This is described in
the next section.

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2.7

Development of Competencies in Sports Physiotherapy

The competencies of sports physiotherapists were designed to describe
attributes of a Master’s level. This has been thoroughly described by the
Scottish Credit and Qualifications Framework (SCQF, 2003) and therelevant extract is included as Appendix 2.
A framework for the development of competencies was developed throughdiscussion between the core group of project partners and experts in thefields of sports physiotherapy and competency design. This framework
enabled the selection of competency areas and the construction of thecompetency descriptions.
2.7.1

Competency Areas

There are several models that have been designed to assist in theprocess of competency design. One model has been specificallydesigned for the context of Master’s-level physiotherapy education(Coppoolse & Van den Heuvel, 2004). It emphasises professional roles
and is useful when thinking about sports physiotherapy (figure 2).
This ‘Master’s Level Physiotherapy Competency Model’ places allareas of function against a background role, labelled: Manager of thePatient/Client. The physiotherapist is seen as having several otherroles, which overlap both with managing the patient/client, and witheach other. These are: Innovator, Professional Leader and Advisor.
Definitions of each role are included in figure 2.
Selection of this model was based on its client-centred philosophy. The
overarching role of the physiotherapist places the client at the centre ofdecision-making processes. Further roles demonstrate the extension of
the physiotherapist’s competencies into leadership, advising andinnovation. While the model illustrates the integration of roles, it
provides a structure for the articulation of complex and specialisedcompetencies.
Competencies were designed within each of the roles and in the areas
where roles interlink.

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2.7.2

Competency Construction

Competencies were constructed within each area of sports
physiotherapy function, based on the principle that a professional
competency statement must be:Æ Durable (will not become rapidly outdated)( Specific (clear and unambiguous)( Inter-connective (integrating knowledge, skills & attitudes)(Ministry for Education, Culture and Science; Netherlands, 2002),
To summarise, competencies relate to different professional roles that are
specific to specialisation in sports physiotherapy and build on theEuropean Physiotherapy Benchmark Statement (ER-WCPT, 2003a).
Each competency demonstrates an effective behaviour that integrates
knowledge, skills and attitudes in a specific professional role or context.
The next section explains the process of selecting competencies withineach of the roles.
2.7.3

Collection and Analysis of International Documentation

The process of selecting specific competencies was rigorous and incorporated
international contributions. Relevant international documentation was sought
via the IFSP membership, and analysed by one of the SPA Project researchers.
This process is briefly described.
Member organisations of the International Federation of Sports Physiotherapy
agreed to participate in the SPA Project by assisting in the collection of
information. They were sent a letter in February 2004, requesting copies inEnglish of all available information or documentation regarding the following:• Guidelines that describe the practice of sports physiotherapists –statements that inform sports physiotherapists in relation to specific areasof assessment / treatment in different sport and clinical contexts.
• Documentation that describes the attributes and competencies required ofsports physiotherapists – statements relating to their expected skills,
advanced / specialist knowledge, scope of activities and attitudes.
• Standards for sports physiotherapists – descriptions of minimum levels of
quality that are acceptable in relation to different core activities
carried out by the sports physiotherapist.
• Information from postgraduate programmes of sports physiotherapy– aims, objectives and learning outcomes of sports physiotherapy
education, the status of the program in relation to accreditation or
non-accreditation, and the program level, for example, bachelors or
masters (basic or post-basic).

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Further information was sought using the internet to search foreducational materials, such as module descriptors and information fromestablished courses of study. A list of documentation received andanalysed is provided in appendix 3.
All information that was collected by the 15th of May, 2004, underwent
content analysis for use in a two-day meeting with the Expert Group.
Themes were defined as describing areas of professional knowledge,
understanding, skills and attitudes described as necessary to sports
physiotherapy training and practice. International similarities, as well as
differences, were explored.
2.7.4

Selection of Specific Competencies

The Expert Group members were involved in the initial selection ofareas for competency design. Information received after this meeting
was analysed for the degree of agreement with existing themes. This
ensured that no areas of sports physiotherapy and internationalvariation were neglected.
Themes were cross-checked by the expert sports physiotherapists toensure that they were comprehensive. A cut-and-paste technique wasused to allocate individual themes to roles within the competencymodel (figure 2).
Related themes within each model area were then grouped to allow
distinct competencies to be designed. Once consensus was reached,
the competency statements were written. Figure 3 summarises thethemes within each competency and their location in the model.
Extensive discussion within the Expert Group also enabled definition of
the unique aspects of Sports Physiotherapy that make it distinct fromgeneral physiotherapy practice. This was a further development of thepreviously accepted IFSP definition (2001). A more detailed description
was devised to supplement the description.
This process allowed the design of competency statements based on
the content of international documentation and the views of experts inthe field.

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2.7.5

Review and Revision

The competency document was subjected to a rigorous process ofinternal and external review and revision:1) the first draft document provided a basis for a thorough process ofinternal review and revision through the SPA Project website: coregroup members, experts, advisors and consultants were all invited tocomment on the competencies.
2) the second draft document provided a basis for a thorough process
of external review and revision through the SPA Project website: all
SPA Project participants and all individuals and agencies interested
in sports physiotherapy were invited to comment on thecompetencies.
3) the third and final draft document was presented for acceptance by
the 2004 General Meeting of the International Federation of Sports
Physiotherapy in Estoril, Portugal

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2.8

Sports Physiotherapy Standards: Development

While competencies describe behaviours that integrate specific knowledge,
skills and attitudes, standards indicate the level at which these should bedemonstrated. They describe specific abilities and behaviours of the sports
physiotherapist in a defined context.
2.8.1 Framework for the Sports Physiotherapy Standards
The standards are described as components of a process, illustrated in
Figure 4. Foundational knowledge is subjected to critique at a Master’slevel. A synthesis of this knowledge is used to inform appropriate
information collection. Findings are integrated with specific knowledge
to inform the clinical reasoning process. As a result the mostappropriate and evidence-based intervention is selected, implemented,
evaluated, and modified as required. The standards are structured toreflect this process in relation to each of the eleven competencies.

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The standards were developed by using themes derived frominternational documentation and through discussion with experts.
Understanding of the specific behaviours of the sports physiotherapist
was developed during a second meeting of the expert panel thatparticipated in competency development:
1) members of the expert group were each allocated a competency.
They spent thirty minutes reflecting on the specific knowledge, skills
and attitudes required to fulfil the competency at the minimum
threshold level.
2) in pairs, the experts shared and further developed their thoughts for
feedback to the whole group. This allowed all experts to contribute.
3) ideas were further refined and written for use by the researcher4) the researcher triangulated the experts’ ideas with themes frominternational documentation
5) the researcher wrote the standards, ensuring that the language
included context and level where appropriate6) the first draft document provided a basis for a thorough process ofinternal review and revision
7) the second draft document provided a basis for a thorough process
of external review and revision
8) the third and final draft document was presented for acceptance by
the 2005 General Meeting of the International Federation of Sports
Physiotherapy in Oslo, Norway
It is important to note that all specific national information received at
the time of publication has been included. National sports physiotherapy
organisations are responsible for ensuring that specific national
differences are included an updated as appropriate.

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2.8.2 Sports Physiotherapy Standards: Content
Standards must describe level of achievement in a measurable way.
Master’s level includes complexity of cognitive processes, for example,
critical reasoning and creative thought. It also requires the ability towork in various contexts. Cognitive level and context are discussed
briefly:
Master’s level is described in relation to the Scottish Credit andQualifications Framework: Level 11 (included in appendix 3). This
describes Master’s level as involving extensive knowledge and skills
that demonstrate critical reasoning, flexibility, creativity, independence
and leadership.
A conclusive list of assessment and intervention techniques is notprovided for the standards. Rapid development of the profession andchanging technologies would soon lead to a need to update any list.
The standards emphasise clinical problem-solving: using thetechniques available in an evidence-based and clinically-reasonedmanner. The techniques selected may be entry-level or advanced; thecomplex thought processes demonstrated in their selection andapplication raise practice to Master’s level. A continually-updated
database of current assessment and intervention techniques would bea useful supplementary resource for future development.
Critical analysis of published research is included in standards relating
to different competency areas (for example, rehabilitation), to ensurethat evidence-based practice is demonstrated for each professional
behaviour.
Where a standard describes a behaviour as occurring “in different
sporting contexts,” the behaviour should be demonstrated in relation tosports, exercise or physical activities that have different requirements.
A sports physiotherapist would be expected to demonstrate theachievement of the standard in more than one context. Differences
could include:•

more upper or more lower limb activity,•

contact or non-contact sports,•

different types of skill, for example, open or closed chain, different
environmental contexts, such as recreation or competition level,•

team or individual sports, and•involvement of individuals with differing levels of ability and function.

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Knowledge is foundational to the development of professional
behaviours. Standards that relate to foundational knowledge do notnecessarily describe the context of application. The inclusion of
specialist knowledge in decision-making ensures that the sports
physiotherapist is distinct from general physiotherapists and otherspecialists.
Standards describe continuous professional behaviours and there isinevitable overlap. For example, in order to achieve the standards
included in Section B of each competency area, a sports
physiotherapist must be able to critically analyse published research.
This is more thoroughly detailed in the standards for Competency 8:
Research Involvement. Once developed, the audit toolkit will indicate
where evidence can allow you to demonstrate competence in morethan one standard.
It is important to note that the sports physiotherapist operates within amultidisciplinary team. The standards aim to describe thephysiotherapy-specific contribution of knowledge, skills and attitudes.
The standards also emphasise the importance of recognising scope ofpractice, and appropriate referral to other professionals in the team.
2.9

Evolution of the Competencies and Standards

The competencies and standards are based on a synthesis of the evidence
and expert consensus at the time of their development. Understanding in thefield will continue to develop and it is anticipated that the knowledge and skillsof the sports physiotherapist will do so as a result. Responsibility for
consultation and review of the competencies and standards lies with the IFSP
and its members.
The definition and description of Sports Physiotherapy are presented first,
after which the competencies are outlined with their associated standards.

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Section 3:
3.1

Definition and Description of the Sports Physiotherapist

Sports Physiotherapist: A Definition

A sports physiotherapist is a recognised professional who demonstrates
advanced competencies in the promotion of safe physical activity
participation, provision of advice, and adaptation of rehabilitation and training
interventions, for the purposes of preventing injury, restoring optimal function,and contributing to the enhancement of sports performance, in athletes of allages and abilities1, while ensuring a high standard of professional and ethicalpractice.
3.2

Sports Physiotherapist: A Description

Sports physiotherapists are professionals who aspire to work at master’slevel2. Sports physiotherapists work with athletes of all ages and abilities, atindividual and group levels, to prevent injury, restore optimal function andcontribute to the enhancement of sports performance, using sports-specificknowledge, skills and attitudes to achieve best clinical practice.
Sports physiotherapists are pioneers in their field, critically challenging andevaluating practice, developing new knowledge through research, anddisseminating this understanding to initiate changes in practice.
In their role as a professional leader, sports physiotherapists influence theirprofessional and multidisciplinary cultures by keeping up to date with new
innovations, incorporating them into education, and creating a professional
environment that enables the implementation of best practice. They aim topromote safe participation in physical activity, and the sports physiotherapy
profession, to the wider community and facilitate international mobility oftherapists through education and practice.
Sports Physiotherapists incorporate knowledge and understanding ofinnovations into the roles they play as advisors at several levels – as casemanagers (micro level), in service delivery (meso level), and in theirinfluences on policy change (macro level).
At the heart of sports physiotherapists’ thinking and behaviour lies
understanding of and sensitivity towards the implications of injury for theathlete and the impact on others around them. They maintain independence
in their decision-making, ensuring their duty of care to the athlete in a context
of many potential conflicts of interest.
1: the description “all ages and abilities” includes specific population groups, for example,
children, adolescents, and older people, as well as individuals with impairments that limit their
participation. It also describes the difference in sporting ability, from recreational tocompetitive at different levels.
2: See appendix 2 for a description of master’s level. It should be noted that sports
physiotherapists have the foundational competencies developed through an undergraduate
physiotherapy degree. Work at a master’s level is viewed as the threshold level for
specialisation in sports physiotherapy. It is recognised that some professionals will progress
to PhD and clinical doctorate levels.

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Section 4:

Sports Physiotherapy Competencies and Standards

The process of developing the competencies and standards has been
described in section 2. Competencies have been written for sub-roles within
the different roles illustrated in figure 3. This has led to the development of
eleven statements regarding the competencies expected of sports
physiotherapists. Standards have been developed to supplement eachcompetency description. These are specific behaviours that indicate theminimum level of achievement for each competency.
The first competencies and standards presented are those relating specificallyto the overarching role: Manager of the Patient/Client. This role interlinks withthe sports physiotherapist’s activities as Advisor, Professional Leader, andInnovator; competencies falling into these three categories are presented
next. Finally, competencies and standards are presented that relate to theoverlaps between broad roles as Innovator, Professional Leader and Advisor.
Both competencies and standards incorporate flexibility for internationalvariation. A space is provided within each competency and its related
standards to allow any relevant statements regarding specific national
interpretations.

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4.1 Manager of the Patient/ClientSports physiotherapists are involved in the day-to-day management of theirclients, involving a continuum of behaviours.
For the purposes of description, these behaviours are separated into four
competencies. The first two are injury prevention and acute intervention. The
third addresses the period between a physical activity or sport-related injury
and the safe return to function, participation, and optimal performance inphysical activity, exercise and sport. Lastly, performance enhancement
describes a sports physiotherapist’s contribution to the multidisciplinary teamin relation to enhancing conditions for maximal performance.
12
3
4

Injury Prevention
Acute Intervention
Rehabilitation
Performance Enhancement

All these competencies involve evidence-based practice: the location, criticalanalysis, and synthesis of new information to allow judgements regarding theappropriate application of findings to practice.

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1

Injury Prevention

Sports physiotherapists assess the risks of injury associated withan athlete’s participation in a specific sport or physical activity
context; they inform and train athletes and other professionals in a
way that reduces the occurrence and recurrence of injuries.
Context:••

preventive activities may occur in clinical practice, training and competition
contexts.
most frequently the sports physiotherapist works within a multidisciplinary
context, where their assessments contribute to the development of a complete
profile of the athlete.

Behaviours:
•

•
•
•
•

assessment of injury risk - integrating evaluations of:Æ the athlete’s physical and psychological performance capacity1,
Æ the influence of factors such as age, coexisting conditions, and previous injury,
including associated biomechanical and patho-physiological limitations,Æ requirements of the specific sport or exercise,Æ potential impacts of environments and equipment.
formation of professional judgements that inform training regimens with the aim ofsafely increasing the athlete’s performance capacity1, specifically related to thesports or activity context.
facilitating the development of greater efficiency in movementadvising and educating athletes and other professionals regarding the risks
associated with particular environments and equipment.
continual updating of knowledge in the field, appropriate integration of new
information into decision-making processes.

Specific National Interpretations –1: The physical capacity of the athlete to perform a sport or physical activity, relating to
specific physiological, biomechanical, kinesiological and psychological demands

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Standards Relating to Competency 1:
Injury Prevention
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
1A: 1
1A: 2
1A: 3
1A: 4
1A: 5
1A: 6
1A: 7
1A: 8
1A: 9
1A: 10
1A: 11
1A: 12analyse the effects of sport-specific exercise and training on human anatomy, exercise
physiology, biomechanics, and movement science in different sporting contexts
integrate sport-specific and scientific knowledge to underpin descriptions of themechanisms of injury development and the likely severity in different sporting contexts
discuss different intrinsic and extrinsic sport-specific injury risks associated with different
population and gender groups
discuss the epidemiology of sports-specific injuries in relation to different population andgender groups in different sporting contexts
analyse the potential impact of sport-specific regulations and equipment on injury risk indifferent sporting contexts
describe the likely effects of pharmacological agents and nutritional status on injury risk
maintain current awareness of the pharmacological and nutritional agents used in theprevention of injury and return to play, including their effects, risks and status in relation
to anti-doping regulations
identify specific assessment techniques and protocols used to establish performance
profiles and potential injury risks, for example, functional and performance-related tests
identify available intervention strategies to minimise sport-specific injury risks in different
sporting contexts, for example, safety equipment, taping, specific advice such as pacing
discuss the social significance of sports and exercise participation, and the impact of
injury, in relation to the athlete and other individuals
discuss issues relating to compliance with advice and intervention strategies, including
factors affecting motivation and adherence, and different coping strategies
identify risks for exercise addiction and overtraining and their effects on health andperformance

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
1B: 1
1B: 2
1B: 3

analyse the specific sports skills and sequences required by an athlete and develop
appropriate field tests to estimate the athlete’s response in different sporting contexts
critically analyse published research relating to principles of injury prevention,assessment techniques to evaluate an athlete’s risk of injury, and intervention strategies
used to minimise risk of injury
continually integrate new information and established principles of injury prevention

C information collection
The sports physiotherapist demonstrates the ability to:
1C: 1
1C: 2
1C: 3
1C: 4
1C: 5

elicit a subjective client history to identify any physical and psychological factors thatsuggest increased risk of injury
obtain and interpret information relating to the athlete’s previous and current experiencesof acute and chronic pain
conduct sport specific pre-participation evaluation using validated instruments to assess
factors such as range of movement and control of sport specific movements, in different
sporting contexts
develop and perform sport-specific functional tests to assess the athlete’s potential riskof injury in different sporting contexts
communicate within a multidisciplinary context, obtaining further information from otherprofessionals in relation to injury prevention

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D information processing
The sports physiotherapist demonstrates the ability to:
1D: 1
1D: 2

use advanced knowledge of normal movement patterns and typical injury mechanisms tointerpret the additional demands placed on the body in different sporting contexts
make individual and sport-specific professional judgments regarding injury risks indifferent sporting contexts – integrating the following information:• physical and psychological performance capacity1,• the difference between load and ‘loadability’1,• the influence of other factors such as pain and injury history, age, preexisting or co-existing conditions, and functional limitations,• requirements of the specific sport or exercise, including the potential forovertraining injuries,• potential impacts of environments and equipment, and• ethical issues and awareness of a duty of care to the athlete

E action / intervention
The sports physiotherapist demonstrates the ability to:
1E: 1
1E: 2

1E: 3
1E: 4
1E: 5

use effective and respectful communication to provide education regarding injury risks
and enhance motivation to comply with preventative strategies
develop appropriate intervention strategies to reduce the athlete’s risk of injury in
different sporting contexts, such as:• physical conditioning, strengthening and endurance training,• factors affecting muscle control,• appropriate muscle stretching,• protective taping, bracing, or strapping,• thermal modalities, and• training to facilitate the development of greater efficiency in movement
provide effective training and education in injury-prevention strategies for athletes of alllevels and abilities, other professionals and individuals
recognise scope of practice and the expertise of other professionals, leading toappropriate referral and communication of informationrefer or advise athletes and other professionals appropriately in relation to the use ofpharmacological and nutritional agents in the prevention of injury or in return to playF evaluation and modification
The sports physiotherapist demonstrates the ability to:
1F: 1
1F: 2

G

evaluate the effectiveness of interventions to reduce the likelihood of injury, using
appropriate assessment tools
accurately interpret measurement and evaluation findings, with awareness of theirlimitations, leading to a reasoned response (for example, modification of the intervention
strategy)

specific national standards

1G: 1
1: The physical capacity of the athlete to perform a sport or physical activity, relating to
specific physiological, biomechanical, kinesiological and psychological demands

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2

Acute Intervention

Sports physiotherapists respond appropriately to acute injury orillness in both training and competition contexts, using priorcommunication with other professionals to identify and establishroles and responsibilities
Context:•

acute intervention takes place at training and competition or event sites.

Behaviours:
•
•
•
•

•

•

communication with all other medical and site personnel in order to identify and establish
the different responsibilities and lines of communication in case of injury or illness.
recognition of the signs and symptoms of acute injury or illness.
observation and examination skills, selection of appropriate assessment techniques.
diagnosis of the site and severity of injury and formation of rapid clinical judgements
regarding:Æ the need for further immediate intervention (i.e. triage) and appropriate referral, orÆ the safety of continued participation in the activity under observation.
appropriate evidence-based intervention where required, including:Æ basic life support and cardiopulmonary resuscitation,
Æ appropriate immobilisation of the athlete to protect them from further injury or
deterioration during transfer to the necessary medical facility, andÆ communication of relevant information to all members of the healthcare team.
strategies are used to ensure that the athlete’s right to privacy and confidentiality isprotected in a variety of contexts, including intervention during a competition and in allcommunications with the media.

Specific National Interpretations –Different countries or organisations may require specific qualifications relating tocardiopulmonary resuscitation and first responder skills; they may also have different
regulations on the location of ultimate responsibility

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Standards Relating to Competency 2:
Acute Intervention
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
2A: 1
2A: 2
2A: 3
2A: 4

2A: 5
2A: 6
2A: 7
2A: 8
2A: 9

predict the effects of different types of acute injury and illness on normal bodycomposition and functions, requiring knowledge of: anatomy, physiology, biomechanics,
neurophysiology, pathophysiology and pathokinesiology
discuss the impact of environmental conditions on normal body functions andperformance, for example, temperature and altitude changes
accurately describe signs and symptoms of acute injuries or illness and relevant
examination strategies
apply systems for classifying the severity of different acute injuries and illness, forexample:• the concussion injury classification scheme,• classification of heat and hydration conditions, and• classification of musculoskeletal injury
describe the specific qualifications relating to cardiopulmonary resuscitation and first
responder skills relevant in countries and organisations relevant to the sports
physiotherapist’s practiceidentify current best practice in response to specific acute injuries or illnesses andexplain the scientific rationales for different strategies
describe current good practice in relation to blood hygiene, blood-borne pathogens, andhealth and safety practices and regulations
define individual and sport-specific return-to-play criteria following an illness or injury
differentiate between roles and responsibilities of other professionals, both nationally andinternationally

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
2B: 1

evaluate the research evidence for current best practice in responding to acute injury andillness in different sport and exercise contexts, including both assessment andintervention

C information collection
The sports physiotherapist demonstrates the ability to:
2C: 1
2C: 2
2C: 3

2C: 4
2C: 5

analyse normal and abnormal movement patterns associated with specific sports prior toa sport or exercise event in different sporting contexts
collect relevant information regarding the athlete’s physical status, including physicalcondition and any co-existing conditions, prior to a sport or exercise event
rapidly recognise signs and symptoms of different forms of acute sports pathology,
differentiating between:• musculoskeletal injuries,• neurological injuries,• internal injuries, and• acute illnesses
demonstrate a high level of acute evaluation and assessment of the athlete, including
rapid identification and application of the most appropriate tests or evaluation techniques
apply strategies to rapidly assess the severity of acute pain or exacerbation of chronicpain

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D information processing
The sports physiotherapist demonstrates the ability to:
2D: 1

2D: 2

rapidly synthesise information to formulate an initial diagnosis of the type and severity of
injury or illness in different sporting contexts, based on:• assessment of signs and symptoms,• results of specific tests and evaluations, and• the athlete’s previous physical status,
as applied to:• musculoskeletal injuries (from sprains and strains to large joint dislocations
and long bone fractures),• neurological trauma (from concussion to spine and peripheral nerve injury) ,• acute systemic trauma (such as spleen rupture and kidney contusion), and• acute systemic illnesses (such as heat illness and dehydration)
rapidly integrate information to formulate an appropriate individualised action plan, basedon the assessment, initial diagnosis, and likely prognosis; further action may involve• continuation of participation,• immobilisation and transportation to a medical facility, or• referral to other professionals

E action / intervention
The sports physiotherapist demonstrates the ability to:
2E: 1
2E: 2
2E: 3
2E: 4

2E: 5

2E: 6
2E: 7
2A: 8
2E: 9
2E: 102E: 11
2E: 12

regularly demonstrate competency in the ability to start life support in response tosudden death [see 2G: 1]
regularly achieve relevant qualifications in relation to competency in first aid andemergency sports response, safe spinal immobilisation, and secure transfer using a
spinal board [see 2G: 1]
prepare for different contexts by ensuring that all equipment or supplies that may berequired are available for use in the event of acute injury or illness in the clinic and at thetraining or competition site.
participate in a multidisciplinary approach to planning, coordination and intervention,
involving:• prior communication with the athlete, other professionals and personnel,• negotiation of roles and responsibilities in training and competitive or
demonstration contexts, and• recognition of unique emergency situations that require the ability to carryout autonomous decision making
efficiently coordinate care in the acute sports emergency situation, to establish local
processes and procedures for potential transfer of injured or ill athletes to medical
facilities, including appropriate communication with:• ambulance personnel,• emergency department personnel and sports physicians, and• site personnel and other professionals
act appropriately and safely on entry to the field in the event of injury or illness, observing
any regulations or procedures
appropriately apply immobilisation and support techniques, using current evidence based
techniques and equipment, for example, splinting, wrapping, taping, bandaging
locate information relating to specific regulations regarding the location of ultimate
responsibility for first response in the event of injury or illness, whenever this isappropriate
incorporate health and safety recommendations into all actions, ensuring appropriate
protection against blood-borne pathogens
adapt strategies to protect the athlete’s right to privacy and confidentiality, for use in avariety of unpredictable settingssensitively and appropriately communicate with the athlete, other professionals,
personnel and significant others regarding further participation or clinical findings and theneed for further medical attention
educate and advise the athlete and other individuals regarding signs and symptoms thatindicate risk of deterioration if further medical attention is not immediately recommended

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F evaluation and modification
The sports physiotherapist demonstrates the ability to:
2F: 1

G

recognise signs and perform tests necessary for continued monitoring of the athlete’s
condition, whether in transfer for further medical attention, recuperation, or return to playspecific national standards

2G: 1

achieve the appropriate qualifications relating to acute response and care, renewed as
regularly as required:
Australia: strongly recommend that sports physiotherapists complete Sports Medicine
Australia Sports First Aid course and recertify every three years;
Holland: according to the Dutch re-registration criteria for sports physiotherapists;
Italy: first aid/emergency training is not mandatory for sports physiotherapists
Portugal: sports physiotherapists are not responsible for first aid;
Switzerland: first aid/emergency training are provided in general physiotherapy
education;
United Kingdom: basic level - Basic life support and first aid certificate as required by the
Association of Chartered Physiotherapists in Sports Medicine (recertification every two
years); advanced level – sports trauma management or first responder certificate(recertification every year);
United States: American Heart Associate Healthcare Provider Basic Life Support(renewed every two years); American Red Cross First Responder Course (recertification
every three years);
note: for international professional practice, organisational and international
requirements must be fulfilled.

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3

Rehabilitation

Sports physiotherapists use clinical reasoning and therapeutic skills
to assess and diagnose sports-related injuries, and to design,
implement, evaluate and modify evidence-based interventions that
aim for a safe return to the athlete’s optimal level of performance intheir specific sport or physical activity
Context:••

rehabilitation occurs from the point of physical activity or sports-related injury until theathlete returns to their optimal level of performance.
rehabilitation occurs in individual or team contexts, within a multidisciplinary team and in avariety of locations, including private practice and training sites.

Behaviours:
•

•
•
•
•
•
•
•

•

analysis of the injury and underlying processes, requiring specific knowledge of:Æ specific sports: frequently associated injuries, specific physical andpsychological demands,
Æ physical and psychological processes that occur during healing,Æ psychosocial influences in different athletic contexts,
Æ influences of age and co-existing conditions or impairments
Æ any concurrent interventions or investigations
selection and implementation of appropriate assessments of the athlete’s performancecapacity1, and efficiency of movement
interpretation of information relating to any other previous, or concurrent, injury, illness orintervention.
design and implementation of individual rehabilitation programs incorporating researchbased, sport-specific rehabilitation strategies.
measurement of intervention outcomes and appropriate modifications to practice.
provision of advice regarding progress and appropriate timing of return to sporting andexercise activities.
multidisciplinary communication to ensure the appropriate sharing of information andteam approach, including referral where appropriate, and ensuring client confidentiality.
estimation of risks involved in the independent use of equipment or strategies by theathlete or other individuals:
Æ provision of guidance regarding situations where the knowledge and skills of the sports
physiotherapist are required, andÆ where appropriate, education regarding the appropriate application of the equipment or
strategies.
communication with the athlete that reflects understanding of psychosocial influences on
the rehabilitation process.

Specific National Interpretations –1: The physical capacity of the athlete to perform a sport or physical activity, relating to
specific physiological, biomechanical, kinesiological and psychological demands

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Standards Relating to Competency 3:
Rehabilitation
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
3A: 1
3A: 2
3A: 3

3A: 3
3A: 5
3A: 6
3A: 7

recognise sport-specific demands and their potential effects on healing and pain
processes, in different sporting contexts
discuss the impact of co-existing and pre-existing pathologies on the rate and quality oftissue healing
identify the potential impacts of various factors on recovery, including:• co-existing and pre-existing conditions,• the experience of acute or chronic pain,• the effects of other medical interventions on different body systems, and• the impact of complications on recovery• psychological, social and cultural influences
show insight into the biopsychosocial impact of injury on athletes and other professionals
in different sporting contexts
identify clinical and performance-related assessment techniques and protocols that are
most appropriate in different sporting contexts
recognise the relevance of medical investigations and of information collected by otherprofessionals in the multidisciplinary team
identify current intervention strategies used to promote early safe return to activity andprogression to optimal function, including risks associated with their use

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
3B: 1

critically analyse current research into measurement and intervention strategies used inrehabilitation and appropriately integrate new information into practice

C information collection
The sports physiotherapist demonstrates the ability to:
3C: 1
3C: 2

3C: 3
3C: 4

3C: 5

collect existing information relating to the athlete’s condition, its severity, and implications
for their daily life and sport or exercise participation
obtain a client history using reasoned selection of questions and sensitive
communication in different sporting contexts; the history should incorporate information
relating to:• the client’s priorities and goals• the specific sport or exercise activity and context,• psychosocial influences• co-existing and pre-existing conditions or treatments that might impact on
diagnosis or intervention, and• other influences on performance, such as equipment and hydration or
nutritionassess the severity and duration of acute and chronic pain
observe and analyse specific sporting movements required by the athlete on return toparticipation in different sporting contexts, including• activities associated with the original injury, and• movements specific to a team role or position
select and apply the most appropriate clinical and performance-related tests to theindividual, the injury, and the sport, in different sporting contexts(for example, tests of strength, functional performance, range of motion and flexibility)

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D information processing
The sports physiotherapist demonstrates the ability to:
3D: 1
3D: 2
3D: 3

3D: 4
3D: 5
3D: 6

analyse the results of clinical and performance-related tests relative to sport-specificexpectations
interpret assessment results to make a clinical diagnosis of developing or existing
pathologies that are unrelated to the sport
reach a clinical diagnosis and devise a problem list that integrates information from avariety of sources:• a critical analysis of best practice,• the results of therapeutic evaluations,• information relating to any previous, or concurrent, injury, illnesses orinterventions,• awareness of the psychosocial influences on the athlete, and• sport-, athlete-, and team-specific rehabilitation goals
integrate rehabilitation goals with foundational knowledge to devise an individual,
research-based, sport-specific programme of intervention strategies
consider co-existing and pre-existing pathologies in rehabilitation planning, ensuring thatstrategies have a positive impact on the problems identified
make professional judgements regarding the appropriate times for progression ofparticipation following illness or injury in different sporting contexts

E action / intervention
The sports physiotherapist demonstrates the ability to:
3E: 1
3E: 2
3E: 3
3E: 4
3E: 5
3E: 6
3E: 7
3E: 8
3E: 9

3E: 103E: 11
3E: 12
3E: 13

recognise and act on indications for urgent or non-urgent referral of an athlete for further
investigations or intervention by other members of the multidisciplinary team(for example, MRI, ultrasound imaging, X-ray, surgery)design and implement evidence-based conditioning, strengthening and stretching
exercise programmes, specifically related to a specific individual, injury, and sporting role
design and implement individualised and evidence-based programmes to increaseneuromuscular control, incorporating skill acquisition principles (for example, static,
dynamic, reactive or preparatory techniques)
skilfully and appropriately carry out massage and manual therapy techniques in different
sporting contexts, for example, for warm-up, recovery, and rehabilitation
use taping in an evidence-based strategy targeted at different treatment aims in different
sporting contexts, for example, to promote rest, protection and facilitation of healing
use intervention strategies or appropriate referral to facilitate an athlete’s coping with
pain, and reduce its severity and duration where possible
sensitively communicate with the athlete to promote compliance with advice andrehabilitation, incorporating exercise psychology principles such as goal-setting, pacing
and feedback
design training methods to maintain fitness and function of uninjured parts of the bodyduring the recovery period, e.g. metabolic training, visual imaging techniques
estimate risks involved in the independent use of equipment or strategies by the athlete
or other individuals:• provide guidance regarding situations where the knowledge and skills of the
sports physiotherapist are required• educate individuals regarding the appropriate application of the equipment or
strategies
sensitively advise the athlete and other professionals regarding progress and appropriate
timing of return to sporting and exercise activities
sensitively educate the athlete and other individuals regarding principles of post-injury
rehabilitation and prevention of re-injury to the athlete and other individuals
communicate effectively and respectfully in the multidisciplinary team, to ensure acoordinated and effective multidisciplinary approach in collaboration with the athlete
integrate strategies to ensure privacy and confidentiality for the athlete and sports team,in all communications

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F evaluation and modification
The sports physiotherapist demonstrates the ability to:
3F: 1

3F: 2
3F: 3

G

modify the use of clinical and performance-related testing to provide the mostappropriate information at different stages in the rehabilitation process (for example,
progressing from tests of functional movements to complex field testing that relates
directly to the sporting demands)
incorporate awareness of the principles of measurement reliability and validity into
judgements relating to the interpretation of assessment data
make appropriate use of intervention outcomes:• as biofeedback for the athlete and other professionals• to encourage compliance• to inform advice regarding participation and progression of training, and• to influence team decisions

specific national standards

3G: 1

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4

Performance Enhancement

Sports physiotherapists contribute to the enhancement of an
athlete’s performance by evaluating their physical and performancerelated profile and advising or intervening to optimise conditions for
maximal performance in a specific sport, within a multidisciplinary
team approach
Context:••

provision of advice or intervention to individuals who request assistance to enhance theirperformance, rather than requiring rehabilitation following injury – supplementing theexpertise of other members of the multidisciplinary teamthis varies in emphasis: internationally, at different competitive levels, and depending on
the multidisciplinary context.

Behaviours:
•

•
•
•
•

collection of information using questioning, observation and measurement, regarding
different influences on performance, for example:
Æ nutrition and hydration,
Æ equipment and environment, andÆ the athlete’s efficiency of movement and other physical functions in relation to
demands of the sport or physical activity.
critical evaluation and synthesis of information to form a profile of the athlete’s current
and potential performance.
development of evidence-based strategies to influence factors with potential to safely andethically increase performance, including therapeutic interventions where appropriate.
sensitive communication of evidence-based recommendations to the athlete and others in
the multidisciplinary team, upholding the athlete’s right to privacy and confidentiality.
use of outcome measures to evaluate the degree to which objectives have beenachieved.

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Standards Relating to Competency 4:
Performance Enhancement
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
4A: 1
4A: 2
4A: 3
4A: 4
4A: 5

analyse the anatomical, physiological, biomechanical requirements for optimal
performance in different sporting contexts
interpret the influences of factors such as nutrition, supplements, hydration, equipment,
ergogenic aids, and environmental conditions on the individual’s capacity for optimal
performanceshow insight into psychosocial factors that might affect optimal performance
discuss intervention strategies and advice for safe optimisation of performance, based on
current principles of exercise science, training and motor learning
identify the roles and responsibilities of all members of the multidisciplinary team in
relation to performance enhancement, enabling a physiotherapy-specific contribution ofknowledge and skills

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
4B: 1

critically evaluate current research relating to maximal performance and strategies for its
optimisation

C information collection
The sports physiotherapist demonstrates the ability to:
4C: 1
4C: 2

collect information from the athlete and other professionals in relation to different
influences on performance, using questioning, observation and measurement
apply physiotherapeutic assessment techniques and performance-related tests to obtain
information relating to the athlete’s function and movement efficiency

D information processing
The sports physiotherapist demonstrates the ability to:
4D: 1
4D: 2

identify factors that are limiting the athlete in achieving optimal performance, byintegrating the assessment findings with sport specific requirements in different sporting
contexts
devise appropriate strategies for maximising performance while minimising injury risk,
integrating sport-specific theoretical knowledge with evidence-based physiotherapeutic
reasoning and skills

E action / intervention
The sports physiotherapist demonstrates the ability to:
4E: 1
4E: 2
4E: 3
4E: 4

provide physiotherapy-specific advice or intervention to individuals where assistance isrequested to optimise performance in collaboration with the multidisciplinary teamsafely and appropriately apply evidence-based strategies to improve performance,
including therapeutic interventions
advise the athlete and other professionals regarding safe and evidence-based use of
equipment and training strategies
Refer the athlete to appropriate members of the multidisciplinary team while maintaining
their right to privacy and confidentiality

F evaluation and modification
The sports physiotherapist demonstrates the ability to:
4F: 1

continuously evaluate outcomes of performance enhancement programmes andimplement appropriate modification, continuation, or discontinuation of the intervention

G specific national standards
The sports physiotherapist demonstrates the ability to:
4G: 1

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4.2 Advisor / Manager of the Patient/Client
The sports physiotherapist’s role as Advisor is linked with their role as aManager of the Patient/Client and relates to the provision of professional
guidance, advice, and encouragement. This may occur in direct interactions
with clients, or may be used to educate and influence practices or policy
development at organisational, national and even international levels. The
following competency has been designed to outline requirements of a sports
physiotherapist in their advisory role:5

Promotion of a Safe, Active LifestyleNote:advice specific to the application or use of interventions and equipment is describedas contributing to Competency 3: Rehabilitation.

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Sports Physiotherapy Competencies and Standards

5

Promotion of a Safe, Active Lifestyle

Sports physiotherapists collaborate with other professionals to
promote safe participation in sports and activity for individuals of allabilities; they provide evidence-based advice regarding the optimal
activity or sport for specific individuals and the ways in which they
can minimise risk of injury and promote healthContext:••

advice and encouragement are given in direct interactions with individuals in any situation
where the promotion of safe participation in physical activity is appropriate, and where
guidance is sought directly.
Influence is exerted at service delivery and policy development levels to advocate
strategies and policies that promote safe participation in physical activity.

Behaviours:
•
•

•
•

•

encouragement to live more actively is provided in any relevant context, where it is ethicalto do so.
specific advice is provided:
Æ in relation to optimal activities for specific individuals and groups, requiring analysis of
their current level of participation and any factors that might influence their enjoyment
and safety,
Æ to facilitate safe, enjoyable progression of participation, andÆ regarding the availability of relevant organisations and facilities.
continual revision of advice to incorporate up-to-date research evidence and innovations.
Integration of knowledge from several fields into advice given and communications
strategies used, including:Æ optimal activities for different individuals and population groups,
Æ health promotion principles,Æ understanding of behaviour change, andÆ physical, psychological and social influences on activity participation.
promotion of adherence to sports-related laws, regulations, and principles of fair play

Specific National Interpretations –This competency is strongly emphasised in Norway.

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Standards Relating to Competency 5:
Promotion of a Safe, Active Lifestyle
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
5A: 1
5A: 2
5A: 3
5A: 4
5A: 5

explore health promotion principles, including awareness of epidemiological trends inphysical activity and exercise behaviours, guidelines for optimal participation, influenceson participation, and behaviour change strategies.
analyse the physical and psychological benefits of different types of physical activity andexercise in specific individuals with varying needs, for example, of different genders,ages, and abilities
specify contraindications to specific types of movement and exercise that relate tospecific individuals and population groups, such as individuals with chronic conditions
identify organisations and facilities which encourage and cater for specific types of sportand exercise for individuals of all ages and abilities
identify individuals and agencies that develop and influence policies and guidelines that
affect the promotion of physical activity, exercise and sport

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
5B: 1
5B: 2
5B: 3

critically analyse different types of physical activity and exercise measurement, enabling
judgements of the credibility of epidemiological research
critically synthesise current research into physical activity and exercise behaviour change
theories and intervention strategies
continually critique and synthesise research into the effects of movement and exercise
on the physical and psychological health of specific population groups

C information collection
The sports physiotherapist demonstrates the ability to:
5C: 3
5C: 1
5C: 2

ask questions that relate to preference and personality, allowing suggestions about themost enjoyable types of activity for different individuals
collect relevant subjective and physical data to assess the individual’s ability toparticipate in physical activity and exercise, identifying potential risks
determine an appropriate level of participation in physical activity or exercise, and identify
any contraindication, using appropriate tests or referral to another professional

D information processing
The sports physiotherapist demonstrates the ability to:
5D: 1
5D: 2

analyse and estimate an individual’s strengths, weaknesses, and preferences in relation
to movement and physical activity
estimate safe and optimal progression of participation in different types of activity,
integrating knowledge about the individual with consideration of exercise training
principles

E action / intervention
The sports physiotherapist demonstrates the ability to:
5E: 1
5E: 2

provide effective advice and encouragement to promote safe and healthy participation inphysical activity, exercise and sporttake actions that aim to influence the promotion of safe and healthy participation inphysical activity, exercise and sport, at service delivery and policy development levels

F evaluation and modification
The sports physiotherapist demonstrates the ability to:
5F: 1

G

monitor an individual’s participation, obtain feedback on motivation and adherence, andmodify advice if required

specific national standards

5G: 1

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4.3 Professional Leader / Manager of the Patient/Client
In their role as Professional Leaders, sports physiotherapists are responsible
for promoting excellence within their profession. Sports physiotherapists are
responsible for shaping their own development as autonomous professionals,
and developing the quality of their services. They are also in a position to
influence the attitudes of athletes, the multidisciplinary team and other sports
physiotherapists in relation to ethical and optimal interactions. Competencies
6 and 7 describe this role:67Life-Long Learning
Professionalism and Management

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6Life-Long Learning

Sports physiotherapists maintain and improve clinical standards by
their critical, reflective and evidence-based approach to practice,and through a continual process of learning and teaching incollaboration with other professionals
Context:•

life-long learning is relevant to the individual practitioner in all their roles, and to theirfunction within a multidisciplinary team, with the aim of ensuring quality of service
provision.

Behaviours:
•
•
•
•

•

ongoing development of knowledge and skills.
critical analysis of practice and research evidence.
ongoing reflection on practice, learning experiences, and communications with clients
identification of learning needs, and the development of plans to address these needs
that include:Æ independent and experiential learning,Æ mentoring, andÆ participation in accredited and non-accredited courses,
Æ with critical reflection regarding the application of new learning to practice –demonstrating a master’s level of thinking in relation to all continuing professional
development (see appendix 2).
Involvement in the provision of opportunities for continuing professional development in a
multidisciplinary context, including teaching and mentoring in structured and nonstructured environments.

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Standards Relating to Competency 6:
Life-Long Learning
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
6A: 1

discuss the importance of ongoing learning to ensure quality of service provision

6A: 2

differentiate the level to which learning should be developed and demonstrated at basic(undergraduate) and post-basic (Master’s1) levels
identify a variety of mechanisms for professional development from different information
media and networks

6A: 3

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
6B: 1

critically analyse and synthesise new information gained through different learning
environments and media

C information collection
The sports physiotherapist demonstrates the ability to:
6C: 1

collect information that allows ongoing evaluation of practice and evidence for knowledge
and skill development, for example, peer evaluations, client views, audit and outcomes
research

D information processing
The sports physiotherapist demonstrates the ability to:
6D: 1
6D: 2
6D: 3
6D: 4

appropriately integrate new information into decision-making processes, emphasisingevidence-based practice
critically reflect on personal experiences and information collected in relation to practice,identifying strengths and areas for further development
formulate a learning action plan that identifies opportunities and strategies that willaddress professional learning needs
reflect on ways in which a contribution can be made to the learning of others, while
contributing to personal professional development

E action / intervention
The sports physiotherapist demonstrates the ability to:
6E: 1

6E: 2

regularly respond to identified learning needs, for example, through:• the collection and analysis of information that fills gaps in professional
knowledge,• locating opportunities for skill development,• independent and experiential learning,• mentoring, and• participation in accredited and non-accredited courses,
participate in the provision of opportunities for continuing professional development in a
multidisciplinary context, including teaching and mentoring in structured and nonstructured environments.

F evaluation and modification
The sports physiotherapist demonstrates the ability to:
6F: 1

G

critically reflect on the extent to which learning needs have been met, and the applicationof new learning to practice;specific national standards

6G: 1
1: Master’s level: See appendix 2

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7

Professionalism and Management

Sports physiotherapists manage time, resources and personnel in a
professional, legal and ethical manner, and facilitate professional
development and excellenceContext:••

sports physiotherapists work in a variety of settings, including private or governmentfunded practices, training and competition contexts, and in centres providing recreational
exercise and sporting facilities.
sports physiotherapists work with other professionals in their own and other fields, andfrequently manage other personnel.

Behaviours:•••

specific behaviours vary between service contexts and countries, but require knowledge
and skills in:Æ time management,Æ the management of financial and other resources, including insurance procedures,Æ personnel management,Æ administration,
Æ service organisation, monitoring, and strategic planningÆ legal issues relevant to different sports, physiotherapy, and service delivery
prioritisation of ethical practices, equal opportunities, confidentiality and respect in theworkplace.
development of a working environment that encourages others to strive for excellence,
providing and supporting opportunities for learning.

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Standards Relating to Competency 7:
Professionalism and Management
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
7A: 1
7A: 2
7A: 3
7A: 4
7A: 5

identify legal issues, national and international professional standards relevant to sports
physiotherapy and service delivery, including risk assessment procedures and healthand safety regulations
outline the organisation of sports health care on national and international levels,
including sport-specific legal and ethical regulations
specify general principles of resource management, demonstrating awareness ofnational and international insurance regulations and financial management
analyse the impact of human resource management principles and regulations on
physiotherapy practice, including equal opportunities, data protection, confidentiality andrespect in the workplaceshow strategic awareness, including awareness of service organisation, monitoring andaudit procedures, and marketing strategies

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
7B: 1

synthesise current evidence for best practice in service delivery and resource
management

C information collection
The sports physiotherapist demonstrates the ability to:
7C: 1

implement measures for the evaluation of service delivery and standards, including client
satisfaction and treatment efficacy

D information processing
The sports physiotherapist demonstrates the ability to:
7D: 1

use monitoring and audit results to identify development needs, which may relate topersonnel, environment, equipment, or strategic service delivery

E action / intervention
The sports physiotherapist demonstrates the ability to:
7E: 1

7E: 2
7E: 3
7E: 4
7E: 5
7E: 6
7E: 7

practice in a variety of unpredictable situations, for example:• transporting necessary equipment when travelling with the athlete(s), and• adapting measurement and intervention strategies for use in different environments(clinic, tour transportation, home, training, and competition)
develop a business plan that justifies the need for sports physiotherapy in a specificcontext, demonstrates financial planning, and includes marketing strategies
deliver safe services that operate within all national and professional rules andregulations and recognise the client’s rights
write concise and informed reports for relevant competent authorities, such as insurancecompanies
demonstrate interpersonal skills that provide positive interactions with clients and coworkers
demonstrate professional leadership in the working environment by encouraging others
to strive for excellence, and by providing and supporting opportunities for their learning
work effectively with other members of the multidisciplinary team with full awareness of
their roles and responsibilities

F evaluation and modification
The sports physiotherapist demonstrates the ability to:
7F: 1

G

implement audit and monitoring systems that include regular reflection on the results,
and mechanisms to ensure modification of practice as a result

specific national standards

7G: 1

ensure that relevant national and international recertification or registration requirements
are fulfilled

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4.4 Innovator / Manager of the Patient/Client
The sports physiotherapist is responsible for continuing to strive towards bestpractice. Continuing innovation is required in the pursuit of evidence based
practice and the development of sports physiotherapy.
The sports
physiotherapist operates at a master’s level and beyond, with the ability tosource and critically review research findings, and to subsequently use newunderstanding to modify their practice. Sports physiotherapists progress
further into involvement with the research process, individually or incollaborations. These activities are described in Competency 8:
8Research Involvement

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8

Research Involvement

Sports physiotherapists critically evaluate their practice in relation
to new information, identifying questions for further study; they are
involved in research that addresses these questions at different
levelsContext:•

critical evaluation of practice and identification of questions for further study are relevantto the case manager and advisory roles of the sports physiotherapist in all working
contexts.

Behaviours:••

continuous evaluation and development of measurement techniques, therapeuticinterventions, optimal training practices, epidemiology of injury risk, and both
environments and equipment associated with sports.
level of research involvement will vary considerably, depending on context and careeremphasis, from:Æ influencing the direction of research by the development and communication ofresearch questions,
Æ data collection,
Æ participation in research collaborations working towards development of grantapplications, and participation in multi-centre trials,
Æ dissemination of findings through different media.

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Standards Relating to Competency 8:
Research Involvement
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
8A: 1
8A: 2
8A: 3
8A: 4

discuss principles of quantitative and qualitative research design, including thecharacteristics of a rigorous and relevant research study
discuss the ethical and data protection issues involved in research and the analysis ofclient data
identify different methods for the analysis of quantitative and qualitative data andappropriate contexts for their use
identify opportunities for communicating potential study questions and new findings,
including conferences, special interest groups, and research networks

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
8B: 1
8B: 2

critique the design of previous research and explore solutions and developments that
could improve the credibility of studies
critically analyse existing sports policies and relevant clinical guidelines

C information collection
The sports physiotherapist demonstrates the ability to:
8C: 1
8C: 2

participate in data collection at a variety of levels: this will vary from the evaluation ofindividual clinical practice to the collection of clinical data within a collaborative research
project, or involvement as the principal investigator in a research study
develop and use appropriate systematic search strategies that incorporate a variety ofelectronic databases and other information sources

D information processing
The sports physiotherapist demonstrates the ability to:
8D: 1
8D: 2

analyse data relating to measurement and intervention efficacy at varying levels,
including the evaluation of innovative practices to ensure ethical and effective practiceidentify gaps in the evidence for practice following review of the quality and quantity of
research studies and systematic reviews

E action / intervention
The sports physiotherapist demonstrates the ability to:
8E: 1

participate in the process of developing knowledge relating to assessment andmeasurement, interventions, and injury prevention; this will vary from the development
and communication of research questions, to involvement in collaborations andleadership of research studies

F evaluation and modification
The sports physiotherapist demonstrates the ability to:
8F: 1

G

identify opportunities for progressing involvement in the research process

specific national standards

8G: 1

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4.5 Innovator / Professional Leader
The sports physiotherapist is involved in activities that aim to disseminate new
information relating to best practice and innovative ways of working
throughout their profession and beyond. This requires a dynamic attitude
towards the promotion and development of sports physiotherapy and is
described by Competency 9:9Dissemination of Best Practice

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Sports Physiotherapy Competencies and Standards

9Dissemination of Best PracticeSports physiotherapists disseminate new information andinnovations to other professionals and decision-makers throughdifferent media
Context:••

relevant information is appropriately disseminated to other professionals – sports
physiotherapists and others in the multidisciplinary team – at case management, service
delivery, and policy development levels.
dissemination occurs in team communications, special interest groups and networks,
research collaborations, meetings, conferences, and through published material such asreports, promotional documents, newsletters, journals and the internet.

Behaviours:••••

critical evaluation of new knowledge and innovations.
written communication and information management skills to allow dissemination anddiscussion of information in formats suitable for a variety of media, such as the internet
and journals.
verbal communication skills applied during interactions with individuals and groups ofdifferent sizes.
appropriate communication of new developments to decision-makers at different levels in
related fields.

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Standards Relating to Competency 9:
Dissemination of Best Practice
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
9A: 1

define evidence-based practice and best practice

9A: 3

discuss the potential of change management principles to ensure positive participation inprocesses of change, such as communication strategies
identify a wide variety of opportunities for dissemination and discussion of new
information, and demonstrate awareness of the advantages and disadvantages of eachtype of forum

9A: 2

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
9B: 1
9B: 2

critically evaluate the credibility of different media and sources used to obtain informationthat may influence practiceassess the value of new information in the context of sports physiotherapy practice andcritically synthesise information from different sources, allowing decisions to be made in
relation to practice

C information collection
The sports physiotherapist demonstrates the ability to:
9C: 1

access relevant sources of information including identification of a variety of sources of
information that can inform the sports physiotherapist in relation to their practice, forexample, literature databases

D information processing
The sports physiotherapist demonstrates the ability to:
9D: 1

develop a logically reasoned case relating to an element of practice or research, both for
written and verbal presentation

E action / intervention
The sports physiotherapist demonstrates the ability to:
9E: 1

9E: 2
9E: 3
9E: 4

regularly participate in discussion of new information at local, national and international
levels, which may include:• team communications,• special interest groups and networks,• participation in the development of sport-specific clinical guidelines• research collaborations and meetings, and• conferences
apply principles of change management to facilitate the development and implementationof best practice in sports physiotherapy
disseminate relevant information to professionals within sports physiotherapy, to othersin the multidisciplinary team, and to decision-makers – at individual, service delivery, andpolicy development levels
communicate a reasoned and critical argument relating to principles of practice or
research, using various media, such as:• verbal presentations to different audiences, and• written presentations (such as newsletters, websites and journals)

F evaluation and modification
The sports physiotherapist demonstrates the ability to:
9F: 1
9F: 2

G

reflect regularly on the experience of communicating information in a variety of contexts,
resulting in continuous learning
modify written and spoken arguments (content, structure, language) for communication
to audiences of different sizes and composition

specific national standards

9G: 1

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4.6 Innovator / Advisor
The sports physiotherapist advises athletes, other professionals, and thegeneral public, as well as decision-makers in a variety of contexts. They are
responsible for integrating new knowledge relating to sports physiotherapy
into the advice given, thereby ensuring evidence-based-practice. This is
described by Competency 10:
10

Extending Practice Through Innovation

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Sports Physiotherapy Competencies and Standards

10

Extending Practice Through Innovation

Sports physiotherapists promote the appropriate application of new
knowledge and innovations in multidisciplinary practice anddecision-making processes, and influence the directions of further
research and innovation
Context:••

new knowledge and innovations are applied and integrated in the different patient/client
management and advisory roles of the sports physiotherapist in multidisciplinary contexts.
the promotion and influence of development occur at case manager, service delivery, andpolicy development levels.

Behaviours:
•
•
•
•
•
•

ongoing access of continually updated sources of information relating to research andinnovations in sports physiotherapy and related fields.
promotion of recent and ongoing research and innovation, to ensure that awareness ofdevelopments extends within and beyond sports physiotherapy.
critical evaluation and discussion relating to the potential for incorporating new
developments into practice.
incorporation of new knowledge and innovations into education in formal and informal
learning experiences.
Introduction of new knowledge and innovations into decision-making process, by
informing individuals who are involved in the development of policies and guidelines that
affect sports physiotherapy, sports issues, and the promotion of a safe, active lifestyle.
influence of future directions for research and innovation through the generation of ideas
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Standards Relating to Competency 10:
Extending Practice Through Innovation
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
10A: 1

identify ethical and safety issues involved in developing new practice, including
theoretical grounding, risk assessment, informed consent, and rigorous evaluation of
new equipment and techniques

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
10B: 2stay up to date in relation to new innovations and evidence for their effectiveness, byaccessing, critiquing and synthesising information from different sources

C information collection
The sports physiotherapist demonstrates the ability to:
10C: 1

implement measures to evaluate established and novel measurement techniques andinterventions by carrying out appropriate:• calibration,• validity and reliability testing,• outcome studies of intervention strategies, and• audit of service delivery

D information processing
The sports physiotherapist demonstrates the ability to:
10D: 1

10D: 2

creatively identify problems and questions relating to practice through synthesis of• high quality research evidence,• local analysis of data collected to evaluate current practice, and• observations of practiceanalyse scientific and clinical knowledge to provide a basis for the design potential
solutions to problems or questions

E action / intervention
The sports physiotherapist demonstrates the ability to:
10E: 1
10E: 2
10D: 3
10E: 4
10E: 5

participate regularly and dynamically in networks or discussions that allow theopportunities for discussing clinical questions or needs, and searching for and sharing
potential solutions
influence others in decisions relating to priority areas for research and development
devise or modify assessment techniques to address specific testing requirements of the
sport and its context
design and deliver creative interventions, based on scientific rationales and clinicalreasoning, where traditional approaches have not been sufficient for the purpose
use sensitive and persuasive communication skills to motivate, encourage, inspire andlead others in the appropriate implementation of new practices, in a variety of contexts,
including:• individual management of the patient/client within a multidisciplinary team,• service delivery,• education, and• policy development.

F evaluation and modification
The sports physiotherapist demonstrates the ability to:
10F: 1G

make ethical decisions regarding the appropriate integration of new innovations into
practice, requiring the analysis of clinical research evidence, ensuring that research
evidence supports changes in clinical practicespecific national standards

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4.7 Professional Leader / Advisor
The sports physiotherapist influences the processes by which guidelines,
policies and regulations are developed in the field of sports and physicalactivity. They communicate new regulations and guidelines to theircolleagues, other professionals and athletes, using their influence toencourage adherence. Competency 11 describes this role:11

Promotion of Fair Play and Anti-Doping Practices

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11

Promotion of Fair Play and Anti-Doping Practices

Sports physiotherapists participate in and promote professional andethical sporting practices, emphasising both fair play and their dutyof care to the athlete; they adhere to the ‘International Sports
Physiotherapy Code of Conduct on Doping’Context:•

fair play and anti-doping practices are relevant in all interactions with individuals who
have an personal investment in optimal sporting performance, including athletes at alllevels, other professionals, and relevant organisations.

Behaviours:
•
•
•
•
•
•
•

awareness of all current legal and ethical policies and regulations that relate to sports
activities and sports physiotherapy, including those associated with a particular sport orcompetition.
promotion of ethical sporting practices in all their interactions, using knowledge andcommunication abilities to encourage adherence to policies and regulations, in theinterests of safety and fair play.
adherence to, and promotion of, anti-doping practices, as documented in the World Anti1
2
Doping Code and the ‘International Code of Conduct On Doping’ .
awareness and regular consultation of the up-to-date Prohibited List of the World AntiDoping Agency3.
awareness of and adherence to anti-doping rules specific to any other sporting or
professional authorities and organisations.
cooperation with the processes of athlete drug testing programs.
demonstration of a duty of care to the athlete: while the athlete is ultimately responsible
for all substances entering their body1, the sports physiotherapist has an attitude of
responsibility to the athlete for not administering or recommending any prohibited
substance, either intentionally or naively.

Specific National Interpretations –1 World Anti-Doping Agency: WADA (2003a); 2 Frima, Dekker & Mitchell (2004); 3 World
Anti-Doping Agency: WADA (2003b).

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Standards Relating to Competency 11:
Promotion of Fair Play and Anti-Doping Practices
A foundational knowledge
The sports physiotherapist demonstrates the ability to:
11A: 1
11A: 2

11A: 3differentiate between the rules and regulations of specific sports, organisations andcompetitions
specify pharmacological and nutritional agents used in injury prevention, rehabilitationand performance enhancement, including:• their physiological impacts,• potential adverse health effects and their signs and symptoms
specify current laws and regulations relating to doping, including:• the rights and responsibilities of the athlete and sports physiotherapist, and• doping control procedures,
through consultation of the relevant documentation1, 2, 3

B critique and synthesis
The sports physiotherapist demonstrates the ability to:
11B: 1synthesise foundational knowledge into a coherent work ethic that emphasises thepromotion of healthy, ethical and legal sporting practices, and zero tolerance of the useof prohibited substances or violation of related rules and regulations

C information collection
The sports physiotherapist demonstrates the ability to:
11C: 1

11C: 2
11C: 3

regularly update knowledge in relation to sporting and anti-doping rules and regulations:• regular consultation of the up-to-date Prohibited List of the World AntiDoping Agency3,• awareness of any planned testing procedures, and possible random testingcollect information relating to an athlete’s use of medications for medical reasons, andconsult the relevant authorities to ensure that this is not subject to penalty
regularly observe for physical and psychological changes in an athlete that might indicate
use of banned substances

D information processing
The sports physiotherapist demonstrates the ability to:
11D: 1

11D: 2maintain a duty of care to the athlete that incorporates:• awareness and evaluation of the pressures on an athlete and otherprofessionals, and• an attitude of responsibility to the athlete for not administering or
recommending any prohibited substance, either intentionally or naively
decide on appropriate referral where an issue is outside the sports physiotherapist’s
scope of practice

E action / intervention
The sports physiotherapist demonstrates the ability to:
11E: 1
11E: 2effectively advise and educate athletes and other professionals in relation to safe andethical sporting participation, including the promotion of, national and local anti-doping
practices1, 2, 3
be a competent partner for the athlete in the anti-doping process, for example, throughparticipation in testing, chaperoning, and administrative procedures

F evaluation and modification
The sports physiotherapist demonstrates the ability to:
11F: 1

G

reflect on the effects of advice and education provided in relation to safe and ethicalsporting practices, and modify communication strategies where appropriate

specific national standards

11G: 1
1 World Anti-Doping Agency: WADA (2003a); 2 Frima, Dekker & Mitchell (2004); 3 World
Anti-Doping Agency: WADA (2003b).

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Sports Physiotherapy Competencies and Standards

Section 5:

Future Directions in the Benchmarking Process

Together, the competencies and standards provide a description of theprofessional behaviours of a sports physiotherapist. They will be evaluatedusing an audit toolkit. Together, these form the framework for educational
learning outcomes and a portfolio that serves several purposes:•••

increasing the transparency of communication between sports
physiotherapists and all individuals and agencies requiring their skills,
guiding the design of professional development opportunities, andenabling sports physiotherapists to provide evidence of their competencies
and identify their learning needs.

The Sports Physiotherapy for All website provides a public interface tofacilitate communication between physiotherapists, employers, researchers,
educators, and anyone with an interest in sports physiotherapy. It provides upto-date sporting and professional information, a discussion forum, an
educational portal, and literature resources.
Greater transparency in the description and demonstration of competencies
allows promotion of sports physiotherapy, greater professional mobility, andguidance in career development, in Europe and beyond.

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Sports Physiotherapy Competencies and Standards

References
Bennett, C. & Grant, M. (2004) Specialisation in physiotherapy: a mark of maturity.
Australian Journal of Physiotherapy 50: 3-5.
Bulley, C, & Donaghy, M. (2004) Sports Physiotherapy for All: Development of Sports
Physiotherapy Competencies. Presentation at the Leonardo da Vinci Open Day,
Maastricht, 16/12/04. [online] Available at:
http://www.sportsphysiotherapyforall.org/events/past_events/2004_12_16-CB.ppt
Caspersen, C., Powell, K., Christenson, G. (1985) Physical activity, exercise andphysical fitness: definitions and distinctions for health-related research. Public HealthReports 100: 126-130.
Chambers (2003) The Chambers Dictionary. Chambers Harrap Publishers Ltd.,
Edinburgh
Chartered Society of Physiotherapy (2000a). Core Standards [online]. Chartered
Society of Physiotherapy. Available at:
http://www.csp.org.uk/libraryandinformation/publications/view.cfm?id=208[accessed 30/7/2004].
Chartered Society of Physiotherapy (2000b). Service Standards [online]. Chartered
Society of Physiotherapy. Available at:
http://www.csp.org.uk/libraryandinformation/publications/view.cfm?id=209[accessed 30/7/2004].
Chartered Society of Physiotherapy (2000c). Clinical Audit Tools [online]. Chartered
Society of Physiotherapy. Available at:
http://www.csp.org.uk/libraryandinformation/publications/view.cfm?id=210[accessed 30/7/2004].
Conn, J., Annest, J., Gilchrist, J. (2003) Sports and recreation related injury episodes
in the US population, 1997-1999. Injury Prevention 9:117-123.
Coppoolse, R., Van den Heuvel, C. (2004) Opleidingsprofiel Professional Masters
Physiotherapie. Utrecht, Hogeschool van Utrecht.
Department of Health: Physical Activity, Health Improvement and Prevention (2004)
At least 5 a week: Evidence on the impact of physical activity and its relationship tohealth: a report from the Chief Medical Officer. Crown Copyright, London.
Donaghy, M. E, Gosling, S (1999). Specialization in physiotherapy: musings oncurrent concepts and possibilities for harmonization across the European Union.
Physical Therapy Reviews 4: 51-60.
Donaghy, M. E. & Lopes, A. (2003) Education Policy Statement: Draft 2, European
Region of the WCPTEuropa (2004a) Activities of the European Union: Education, Training, Youth [online].
Europa: EU. Available at: http://europa.eu.int/pol/educ/overview_en.htm[accessed 28/7/2004].

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Europa (2004b) Activities of the European Union: Employment and Social Affairs[online]. Europa: EU. Available at: http://europa.eu.int/pol/socio/overview_en.htm[accessed: 27/7/2004].
European Region of the World Confederation for Physical Therapy ER-WCPT(2003a) European Physiotherapy Benchmark Statement [online]. ER-WCPT.
Available at: http://www.physio-europe.org/pdf/Benchmark.pdf[accessed 20/3/2004].
Frima, H., Dekker, L., Mitchell, L. (2004) International Sports Physiotherapy Code of
Conduct On Doping [online]. Available at www.SportsPhysiotherapyForAll.org
Health Professions Council (2003). Health Professions Council: Standards ofProficiency [online]. HPC. Available at: http://www.hpcuk.org/publications/standards_of_proficiency_ph.htm [accessed 30/7/2004].
International Federation of Sports Physiotherapy: IFSP (2001) Definition of sports
physiotherapy, accepted at the General Meeting: 6/12/2001. in Dekker Bakker, L.
(laetitia.dekkerbakker@quicknet.nl) (2004) 31 August. Email to: Bulley, C.
(cbulley@qmuc.ac.uk).
International Federation of Sports Physiotherapy: IFSP (2000) Mission Statement[online]. International Federation of Sports Physiotherapy. Available at:
http://www.ifsp.nl/show-article.php?iRubrikID=2296&iArticleID=2083[accessed 28/7/2004].
Learning and Teaching Support Network: Engineering: LTSN (2004) Bologna
Declaration: Background [online]. LTSN Engineering. Available at:
http://www.ltsneng.ac.uk/er/features/bologna.asp [accessed 23/3/2004].
Ministry for Education, Culture and Science [Minister Van Onderwijs, Cultuur en
Wetenschappen] (2002) Competenties: van complicaties tot compromis. Uitgave vande Onderwijsraad, Den Haag, Netherlands
National Institute for Clinical Excellence (2004) Clinical Guideline 23 Depression:
management of depression in primary and secondary care. Available at:
http://www.nice.org.uk/CG023NICEguideline [accessed 25/5/2005].
Petridou, E. (2001) Sports injuries in the EU countries in view of the 2004 Olympics:
harvesting the information from existing databases (Phase 1) [online]. Europa.
Available at: http://europa.eu.int/comm/health/ph_projects/ 1999_frep_20_en.pdf[accessed 7/7/2004].
Quality Assurance Agency for Higher Education: QAA (2004a) Benchmarking[online]. QAA. Available at: http://www.swap.ac.uk/quality/benchmarking.asp[accessed 8/3/2004].
Quality Assurance Agency for Higher Education: QAA (2004b) Benchmark
Statement: Health Care Programmes. Gloucester, The Quality Assurance Agency forHigher Education.
The Scottish Credit and Qualifications Framework: SCQF (2003) An Introduction to
The Scottish Credit and Qualifications Framework: 2nd Edition. Publication Code:AE1243/2.
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Sports Physiotherapy Competencies and Standards

United States Department of Health and Human Services: USDHHS (1996) Physical
Activity and Health: A Report of the Surgeon General. Atlanta, Georgia, Centers for
Disease Control and Prevention / National Center for Chronic Disease Preventionand Health Promotion.
World Anti-Doping Agency: WADA (2003a). The World Anti-Doping Code: Version
3.0, World Anti-Doping Agency.
World Anti-Doping Agency: WADA (2003b). World Anti-Doping Code: The 2004
Prohibited List International Standard [online]. World Anti-Doping Agency. Available
at: http://www.bipha.co.uk/01plist_standard_2004.pdf [accessed: 30/7/2004].
World Health Organisation (2004) Global strategy on diet, physical activity and health[online]. WHO: 57th World Health Assembly, WHA57.17. Available at:
http://www.who.int/gb/ebwha/pdf_files/WHA57/A57_R17-en.pdf [accessed
26/10/2004].
World Health Organisation: Non-communicable Disease Prevention and Health
Promotion (2003a) Physical activity: direct and indirect health benefits [online]. WHO.
Available at: http://www.who.int/hpr/physactiv/health.benefits.shtml [accessed
26/10/2004].
World Health Organisation: Non-communicable Disease Prevention and Health
Promotion (2003b) Economic benefits of physical activity [online]. WHO. Available at:
http://www.who.int/hpr/physactiv/economic.benefits.shtml [accessed 26/10/2004].
World Health Organisation: Non-communicable Disease Prevention and Health
Promotion (2003c) Physical activity for various population groups [online]. WHO.
Available at: http://www.who.int/hpr/physactiv/population.groups.shtml [accessed
26/10/2004].

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Glossary
Accreditation

A system used to acknowledge that professionals havemet specified criteria for the achievement of definedcompetencies above described levels or standards; insome countries this involves registration1– theInternational Federation of Sports Physiotherapists
aims to achieve registration of all Sports
Physiotherapists.

Advisors

International Sports Physiotherapy representatives who
provide a global perspective in their review of draft
documentation produced during the SPA Project.

AthleteThis document refers to athletes of all levels andabilities, so including those who participate incompetitive and recreational sports, exercise andphysical activity.

Attributes

A quality or property (Chambers Dictionary, 2003)

Audit Tool

A tool designed to enable the evaluation of sports
physiotherapy standards.

Benchmark Statement

A description of the nature and characteristics of sports
physiotherapy, defining the attributes and capabilities
that an accredited sports physiotherapist should be
able to demonstrate and representing the thresholdstandards to be achieved in each of thesedemonstrated competencies (Based on the definitionof the QAA, 2001, in EU-WCPT, 2003a)

Competencies

Competency statements describe effective professional
behaviours that integrate specific knowledge, skills andattitudes in a particular context (Dutch Ministry for
Education, Culture and Science; Netherlands, 2002)

Consultant

An individual who delivers a specific piece of work thatis necessary to a work package and cannot bedelivered by either the work package team or the expert
group.

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Core GroupThe core group are responsible for delivering on all
outputs of the SPA-Project, including the results anddissemination of results to the wider Physiotherapy
community, ensuring that the project has the intended
impact described in the project proposal. This grouprepresents countries with well-developed systems andless well-developed systems, and is led by a ProjectManager with overall responsibility for the process.
Note: Supporters of the Core Group facilitate thedelivery of outputs of the SPA-Project, including theresults and dissemination of results to the wider
Physiotherapy community, ensuring that the project has
the intended impact described in the project proposal.
Employees of the SPA Project are involved in workrequired for the delivery of work packages.

DopingDoping is defined as the occurrence of one or more of
the anti-doping rule violations set forth in the World
Anti-Doping Code (Frima et. al, 2004; World AntiDoping Agency: WADA, 2003a)

Exercise

Exercise is a physical activity that is planned,
structured, repetitive and purposive in the sense that
improvement or maintenance of one or morecomponents of physical fitness is an objective.”(Caspersen et. al, 1985: p. 128)

Expert GroupThe expert group is composed of representatives ofSports Physiotherapy employers and employees in thecontexts of sports, leisure, recreation and education,from different European regions. Experts will provide
guidance in the development of the Benchmark
Statement, professional competencies and standards,
their evaluation, and related educational portals.
Note: Representatives from countries outside Europe
may be invited to contribute as ‘External Experts,’
where the expert group can be enhanced by the input
of individuals with international expertise who
participate on a self-funding basis.

Learning Outcomes

Explicit statements of learning intent that can beevaluated for the degree to which they have beenachieved (based on description from Quality Assurance
Agency: Jackson, 2001)

Loadability

The physical capacity of the athlete to bear load,
integrating
anatomical,
physiological,
andbiomechanical capacity

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Performance Capacity

Physical Activity
Physiotherapy

The physical capacity of the athlete to perform a sportor physical activity, relating to specific physiological,
biomechanical, kinesiological and psychologicaldemands“Any bodily movement produced by skeletal muscles
that results in energy expenditure” (Caspersen et. al,
1985: p. 126)
“Nature and extent of physiotherapy:
Physiotherapists operate as independent practitioners
as well as members of health care teams, and are
subject to ethical principles of the World Confederation
for Physical Therapy. They are able to act as firstcontact practitioners, and patients may seek direct carewithout referral from another health care professional.
Professional education prepares physiotherapists to beautonomous practitioners. Clinical diagnosis inphysiotherapy is the result of a process of clinicalreasoning which results in the identification of existingor potential impairments, functional limitations, andabilities/disabilities that will direct physiotherapy
interventions. Legislation in each European country will
determine the finite rules of practice, and theauthority/insurance financing the physiotherapy service
may require specific procedures of referral.
Physiotherapists provide a substantial teaching andadvisory role to the public and many patient and clientgroups. The qualified physiotherapist also provides
mentorship for students and colleagues and therefore
utilises a range of communication and teaching skills.
A challenging aspect of physiotherapy is the broad
scope of practice in terms of patient and client groups,
health care delivery settings, and intervention forproblems concerning body functions and structures,
activity and participation. The World Confederation for
Physical Therapy recognises the diverse social, politicaland economic environments in which physiotherapy ispractised throughout the world. The European Regionof WCPT has adopted European Core Standards ofPhysiotherapy Practice, but specific national standards
for physiotherapy practice will reflect the situation ineach country.
Physiotherapy practice makes direct reference topublished research evidence, as well as indicators ofeffective intervention in the form of professional andclinical standards and clinical guidelines. Practice isinformed by physiotherapy-specific research as well as
the general scientific literature, and in this way engages
in evidence-based practice.” (ER-WCPT, 2003)

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Sports Physiotherapy Competencies and Standards

Registration

A system used to register all professionals who havemet specified criteria for the achievement of definedcompetencies above described levels or standards –the International Federation of Sports Physiotherapists
aims to achieve registration of all Sports
Physiotherapists.

Specialisation

Concentration of work or interest on a particular subject
or clinical area, associated with the development ofspecific knowledge, skills and attitudes (Adapted from:The Chambers Dictionary, 1993)

SportsRecreation, pastimes, play, games or activities
involving physical exercise (Adapted from: The
Chambers Dictionary, 1993)

Sports Injury

Sports injuries are “a series of undesired eventsoccurring in the interplay between individuals andenvironment during physical activity, competitive or
recreational, resulting in physical impairment or ailment,
because the human body or part of it was subjected toforce(s) exceeding the threshold of physical endurance.
The result of an injury is the alteration, limitation or
termination of participation of an athlete in therespective activity for at least one day. Notable severityof an injury is considered one that shall have a physicaleffect lasting at least one week.” (Petridou, 2001)

Standards

Minimum threshold levels of performance in relation tocompetencies that will ensure a professional has
achieved the expected level of ability to meet thedescription of sports physiotherapist (based on
Donaghy & Lopes, 2003)

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Appendices
Appendix 1: A Summary of the Institutions and Individuals Who Participatedin the Sports Physiotherapy for All Project and Their Roles

Individual

Institution

Core Group:
The core group are responsible for delivering on all outputs of the SPA-Project,including the results and dissemination of results to the wider Physiotherapy
community, ensuring that the project has the intended impact described in the
project proposal. This group represents countries with well-developed systems
and less well-developed systems, and is led by a Project Manager with overall
responsibility for the process.
Hogeschool van Utrecht, The Netherlands
Ms Brigitte vanBarneveld
Dr Jan Cabri
Ms Laetitia Dekker
Dr Marie Donaghy

The Faculdade de Motricidade Humana, Technical
University of Lisbon; Portugal
International Federation of Sports Physiotherapy, The
Netherlands
Queen Margaret University College, UK

Ms Rumyana Tasheva National Sports Academy, ‘Vassil Levski,’ Sofia, Bulgaria
Mr Gianni Viardo
Vercelli

Facolta di Scienze della Formazione, Universita degliStudi di Genova; Italy

Core Group Supporters:
Supporters of the Core Group facilitate the delivery of outputs of the SPAProject, including the results and dissemination of results to the wider
Physiotherapy community, ensuring that the project has the intended impact
described in the project proposal.
Facolta di Scienze della Formazione, Universita degli
Dr Giovanni Adorni
Studi di Genova; Italy
Facolta di Scienze della Formazione, Universita degli
Mr Marco Barbero
Studi di Genova; Italy
Queen Margaret University College, UK
Dr Virginia Cano
National Sports Academy, ‘Vassil Levski,’ Sofia, Bulgaria
Dr Daniela Dasheva
Queen Margaret University College, UK
Ms Diane McGill

SPA Project Staff:
Employees of the SPA Project, involved in work required for the delivery ofwork packages.
Queen Margaret University College; UK
Ms Margaret Brown
Queen Margaret University College; UK
Dr Cathy Bulley
The Faculdade de Motricidade Humana, Technical
Mr José Esteves
University of Lisbon; Portugal
Queen Margaret University College; UK
Ms Catriona Rasdale
Hogeschool van Utrecht, The Netherlands
Mr Adriaan Mellema

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Expert Group:
The expert group is composed of representatives of Sports Physiotherapy
employers and employees in the contexts of sports, leisure, recreation andeducation, from different European regions. Experts will provide guidance inthe development of the Benchmark Statement, professional competencies andstandards, their evaluation, and related educational portals. Note:
Representatives from countries outside Europe may be invited to contribute as‘External Experts,’ where the expert group can be enhanced by the input ofindividuals with international expertise who participate on a self-funding basis.
Sports physiotherapist, researcher; Switzerland
Mr Mario Bizzini
Dutch Olympic Committee & Dutch Sports Confederation
Mr Robert van Cingel
Methodist Sports Medicine Center, Indianapolis, USA
Mr Mark DeCarlo
Australian Council of Physiotherapy Regulating
Mr Margaret Grant
Authorities; Australia
Vrije Universiteit Brussel, Brussels; Belgium
Dr Romain Meeusen
Cardiff University; UK
Dr Nicola Phillips
Ms May Arna Risberg Sports physiotherapist and academic; Norway

Advisors:
International Sports Physiotherapy representatives who provide a global
perspective in their review of draft documentation produced during the SPA
Project.
Maastricht University, the Netherlands
Dr Rob de Bie
World Confederation for Physical Therapy (WCPT)
Ms Tracy Bury
Bulgarian Organization of Sports Physiotherapy
Mr Kosio Ganchev
Huisartsenpratijk Wernaar (Physiotherapy, Sports
Ms Jetske
Physiotherapy and Manual Therapy Practice, Netherlands
Goudswaard
Executive Board Member, NVFS, Netherlands
Dr Wim Hullegie
World Confederation for Physical Therapy (WCPT)
Ms Brenda Myers
Nederlandse Vereniging voor Fysiotherapie in de
Ms Daniela deOliveira Marreiros Rolf Sportgezondheidszorg, (NVFS), the Netherlands
School of Physiotherapy, University of Otago,
Ms Gisela Sole
New Zealand
Faculty of Medicine and Surgery, University of Genoa,
Mr Marco Testa
Italy
Mr Roger op het Veld NVFS, Netherlands
School of Physiotherapy, University of Melbourne,
Mr Guy Zito
Australia

Consultants:
An individual who delivers a specific piece of work that is necessary to a work package
and cannot be delivered by either the work package team or the expert group.
Note: only the consultant who contributed to the development of sports physiotherapy
competencies and standards is listed here

Mr Remco Coppoolse

Hogeschool van Utrecht, The Netherlands

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Sports Physiotherapy Competencies and Standards

Appendix 2: A Description of Master’s Level:
Extract From “An Introduction to the Scottish Credit andQualifications Framework: 2nd Edition:” SCQF Level 11 (p. 36)
NB These descriptors set out the characteristic generic outcomes of each level. They are intended toprovide a general, shared understanding of each level and to allow broad comparisons to be madebetween qualifications and learning at different levels. They are not intended to give precise orcomprehensive statements, and there is not expectation that every qualification or programme shouldhave all the characteristics. The descriptors have been developed through a series of consultations andare offered as a first working guide which will be revised in the light of feedback on their use.
Knowledge andunderstanding

Practice: Applied GenericCommunication,knowledge andcognitive skills
ICT andunderstanding
numeracy skills
Characteristic outcomes of learning at each level include the ability to:
Use a range of
Apply critical
Use a significant
Demonstrateadvanced andanalysis,range of theand/or work with:specialised skills
evaluation and• knowledge that principal skills,
as appropriate tosynthesis totechniques,
covers anda subject/issues which arepractices and/or
integrates most,discipline - forat the forefront ormaterials that are
if not all, of theexample:informed byassociated with amain areas of adevelopments at
subject/discipline subject/discipline.
the forefront of a
• communicate,– including theirsubject/discipline.
Use a range ofusing
features,specialised skills,
appropriate
boundaries,
Identify,
techniques,
methods, to aterminology andconceptualise andpractices and/or
range ofconventions
define new andmaterials whichaudiences with• a criticaldifferent levels of
understanding of are at the forefront abstract problems
and issues.
or informed byknowledge/
the principal
forefront
expertise
theories,
Develop original
developments.
principles andand creative• communicate
concepts
responses to
Apply a range ofwith peers, more
• a criticalproblems andseniorunderstanding of standard andissues.
specialised
colleagues anda range of
research or
specialists
specialised
Critically review,equivalent
theories,
consolidate andinstruments and• use a wideprinciples andextendtechniques ofrange ofconcepts
knowledge, skills
inquiry.
software to• extensive,
practices andsupport anddetailed andthinking inPlan and executeenhance work at
criticalsubject/discipline.
a significant
this level andknowledge andspecify new
understanding in project ofDeal with complex
research,
software or
one or moreissues and makeinvestigation or
refinements/
specialisms,
informed
improvements tomuch of which is development.
judgements inexisting softwareat or informed bysituations in the
Demonstrate
to increasedevelopments at
absence oforiginality oreffectivenessthe forefront
complete or
creativity in the• criticalconsistent
application of• undertake
awareness ofdata/information.
knowledge,
criticalcurrent issues inunderstanding
evaluations of aa subject/
and/or practices.
wide range of
discipline andnumerical andone or more
Practise in a wide
graphical data
specialisms
and often
unpredictablevariety ofprofessional level
contexts.

Dr Cathy Bulleywww.SportsPhysiotherapyForAll.org

Autonomy,
accountability andworking with others
Exercise substantial
autonomy andinitiative in
professional andequivalent activities.
Take responsibility
for own work and/or
significant
responsibility for thework of others.
Take responsibility
for a significant
range of resources.
Demonstrateleadership and/or
initiative and makean identifiable
contribution tochange anddevelopment.
Practise in ways
which draw on criticalreflection on own andothers’ roles andresponsibilities.
Deal with complex
ethical andprofessional issues
and make informed
judgements on
issues not addressedby current
professional and/or
ethical codes orpractices.

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Appendix 3: Summary of Documentation Analysed to Inform the Selection of Competencies
CountrySports Physiotherapy
Organisation

Documents Received

Australia

Sports Physiotherapy Australia

Austria

Sportphysiotherapie Team Austria

Bulgaria

Bulgarian Organization of Sports
Physiotherapy (BOSP)

Denmark

Faggruppen for IdrætsFysioterapi(Danish Society of Sports
Physiotherapy)
Arbeitgemeinschaft Sportmedizin
im Deutschen Verband für
Physiotherapie
Hungarian Sports Physiotherapy
Group
Chartered Physiotherapists in
Sports Medicine (CPSM)

Signed memorandum of understanding relating to the following documents developed by theAustralian Physiotherapy Association:
The APA Sports Physiotherapy Professional Practice Standards; The APA Charter of Educational
Standards; The APA Professional Development Scheme; The APA Specialisation.
Course documents and module descriptors have been obtained from all Sports Physiotherapy
courses which make them available on the internet
Guidelines of the Austrian Sports Physiotherapy group: working fields in sports physiotherapy, aimsof education, minimum standard Curriculum requirements;
Masters program in Physiotherapy/Kinesitherapy outline; Masters program in Sports Physiotherapy
outline; requirements for acquiring the position of Physiotherapist; requirements for the post of
Physiotherapist in Rehabilitation and Sports Medicine (Hospital-based); requirements for the postof Rehabilitation-Masseur in Rehabilitation and Sports Medicine (Hospital Based)
No documentation currently available

Germany
Hungary
Ireland
Italy
Netherlands
New
Zealand

Dr Cathy Bulley

Gruppo Interesse Specialistico
Sport A.I.FI. (GIS SPORT A.I.FI.)
Nederlandse Vereniging voor
Fysiotherapie in deSportgezondheidszorg (NVFS)
New Zealand Sports andOrthopaedic

Program of further training in physiotherapy: Sports Physiotherapist of the ZFKNo documentation currently available
Guidelines that describe the practice of sports physiotherapists; Documentation that describes theattributes and competencies required of sports physiotherapists; Standards for sports
physiotherapists; Information from postgraduate programmes of sports physiotherapy
No documentation currently available
Dutch Occupational Competencies Profile of Sports Physiotherapists; learning outcomes of the
Dutch Sports Physiotherapy educational programme, Hogeschool van Utrecht; general learning
outcomes at undergraduate and master’s level
Learning outcomes for papers in the postgraduate program relevant to sports physiotherapy

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NorwaySpain
Switzerland

TurkeyUnitedKingdom
UnitedStates ofAmerica

Dr Cathy Bulley

Norwegian Sports Physical
Therapy Association
Seccion National de Fisioterapia
Deportiva
Swiss Sports Physiotherapy
Association (SSPA)
Association of Turkish Sports
Physiotherapists
Association of Chartered
Physiotherapists in Sports
Medicine (ACPSM)
Sports Physical Therapy Section(SPTS)

Guidelines for practice, details of 2 educational programmes
Documentation sent, but lost in transit
A list of 3 non-accredited sports physiotherapy educational programmes in Switzerland wasprovided: all were contacted to request more information, one replied: European Education to
Excellence: Postgraduate Sports Physiotherapy Programme – philosophy, objectives, resources,
partners, syllabus
Guidelines describing practice; Educational programme outlines: BSc, 2 MSc programmes and 2
PhD programmes
ACPSM: A Proposal for Continuous Professional Development; sports physiotherapy-specificcomments for inclusion in the Chartered Society of Physiotherapy standards of practice; Cardiff
University Master’s in Sports Physiotherapy – course-related documentation obtained through theweb
Minimum eligibility requirements for Physical Therapy Specialist Certification; Sports Description of
Physical Therapy Practice – DRAFT (not for distribution)

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Appendix 4: Summary of Themes Contributing to Each Competency and
Their Location in the Competency Model

Competency

Contributing Themes

Model Area: Manager of the Patient/Client
Four competencies •with overlap in thethemes:1
2
3
4

Injuryprevention
Acuteintervention
Rehabilitation
Performanceenhancement

Dr Cathy Bulleyknowledge and understanding of physiology, anatomy,
biomechanics, neuroanatomy and neurophysiology in relation tosports and exercise• knowledge and understanding of sports, exercise and traumarelated aetiologies, pathologies, epidemiology• sports-science knowledge: training principles, applications relating
to different sports• assessment in the emergency/acute setting,• communication relating to the delineation of multidisciplinary roles
and procedures in the emergency/acute setting• collection and analysis of a patient history and data relating tophysical function and movement: specific performance, functional
and anthropometric testing• ability to interpret imaging and diagnostic tests in consultation withother multidisciplinary team members• clinical reasoning and treatment planning• early responder and basic life support skills• knowledge of treatment indications; contraindications associatedwith trauma and with medical and surgical interventions• understanding of the current research evidence relating tomechanisms, applications, limitations and contraindications ofdifferent techniques for data collection and for treatment• application of techniques, for example, stretching, strapping,
taping, bracing, manual therapy, sports massage, electrotherapy,
exercise prescription/program design, neuromuscular control,
emergency care
• knowledge and ability to advise the athlete or otherprofessionals/carers about continuing a treatment and/or training
programme on an independent basis where appropriate; includes
knowledge relevant to the evaluation of sports equipment andaids, ability to train other individuals in the use of prostheses andcorrection devices, and - ability to advise other individuals in theapplication and use of taping, bandaging, bracing andimmobilisation techniques, heat/electrical modalities, etc.
• relevant knowledge and ability to advise the athlete and otherprofessionals about nutrition• knowledge and understanding of psychological theories,
awareness of sports psychology and psychological approaches,indications and possibilities for referral and ability to advise theathlete and other professionals accordingly• treatment evaluation and modification• knowledge and understanding of health and injury status, healing
processes and timescales; ability to advise regarding phases ofreturn to sport, limits for participation in an activity while injured• recognition of scope of practice, referral where appropriate• strategies to ensure privacy and confidentiality in a variety ofsporting and athletic contexts• cultural awareness and sensitivity• understanding of the significance of participation
N.B. in relation to distinct groups, e.g. age, gender, abilities

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Sports Physiotherapy Competencies and Standards

Competency

Contributing Themes

Model Area: Advisor/Manager of the Patient/Client
5

Promotion ofa safe,activelifestyle•advice to the general public and other professionals aboutdeveloping a safe and healthy active lifestyle and about sportsrelated activities. Requiring:- knowledge about the benefits of activity- knowledge about disease epidemiology- knowledge about health promotion- knowledge about the relative advantages and disadvantages ofdifferent sports and activities for different individuals and populationgroups• knowledge of national and international policies and organisations
relating to specific population sub-groups• awareness of health and safety-related policies and legislation

Model Area: Professional Leader/Manager of the Patient/Client
6

Life longlearning•••

7 Professionalism
andmanagement

•
•

•
•
•
•

education, mentoring and training of other professionals – sports
physiotherapists and the multidisciplinary team
involvement in personal Continuing Professional Development ina variety of formats and environments, e.g. structured, nonstructured, university- and non-university-based
theory and methods relating to educational and interpersonalcommunication and learningawareness of national and global Sports Physiotherapy issues
awareness of legal aspects of Sports Physiotherapy practice:
related policies and legislation and scope of practice, including
professional standards and regulations at local, national andinternational levels
ability to manage other professionals where applicable and toensure optimal working within the multidisciplinary teamability to manage the financial and marketing aspects of Sports
Physiotherapy practiceknowledge and management of insurance-related aspects ofSports Physiotherapy practiceensuring the implementation of infection control and risk
assessment procedures

Model Area: Innovator/Manager of the Patient/Client
8

Research
Involvement

•
•
•
•
•
•

•

Dr Cathy Bulley

Use of information resources, literature searching
Critical evaluation of literature: application of knowledge andunderstanding of research methods
Development of research questions
Study design and implementation: knowledge and understandingof research methods
Assessment of client satisfaction and needs analysis for groups
Application of research to practice: ongoing modification ofpractice based on current evidence
Ongoing evaluation of intervention as a Case Manager

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Sports Physiotherapy Competencies and Standards

Competency

Contributing Themes

Model Area: Innovator/Professional Leader/Manager of the Patient/Client
9

Disseminationof bestpractice••

Evidence of participation in conferences and meetings
Dissemination of current research – e.g. presentation at meetingsand conferences, publication of articles

Model Area: Innovator/Advisor/Manager of the Patient/Client
10

Extendingpracticethroughinnovation•••

Critical analysis and synthesis of current evidence anddissemination in advice given to other professionals and toathletes
Knowledge of current developments in equipment and materials
and integration into advice given to other professionals and toathletes
Involvement in networks and collaborations for the purposes ofdeveloping knowledge and good practice

Model Area: Professional Leader/Advisor/Manager of the Patient/Client
11 Promotion offair play andanti-doping
practices

•
•
•
•
•
•

Dr Cathy Bulleyawareness of sports-related regulations, policies and legislation
knowledge and ability to advise the athlete and otherprofessionals in relation to the rules of the
sport/competition/agency
knowledge of the sport-specific ethical issues, including doping
and adherence to regulations; encouraging fair playknowledge of international doping policies and ensuring theirimplementation in the multidisciplinary team through education
relevant knowledge and ability to advise the athlete and otherprofessionals about doping and drug testing procedures
knowledge and understanding of the psychosocial issues relatingto sports participation, including the tensions between sportinginterests and the duty of care of the health professional

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Sports Physiotherapy Competencies and Standards

Acknowledgements:
We would like to thank the National Agency Leonardo da Vinci Netherlands,
for funding the SPA Project, as well as Core Group Supporters and Staff:
Core Group Supporters
Giovanni Adorni
Marco Barbero
Virginia Cano
Daniela Dasheva
Diane McGill

Facolta di Scienze della Formazione, Universita degli Studi di
Genova; Italy
Facolta di Scienze della Formazione, Universita degli Studi di
Genova; Italy
Queen Margaret University College; UK
National Sports Academy, ‘Vassil Levski,’ Sofia
Bulgaria
Queen Margaret University College; UKCore Group Staff
Margaret Brown

Queen Margaret University College; UK

Cathy Bulley

Queen Margaret University College; UK

Jose Esteves
Catriona Rasdale

The Faculdade de Motricidade Humana, Technical University of
Lisbon; Portugal
Queen Margaret University College; UK

Adriaan Mellema

Hogeschool van Utrecht; The Netherlands

Thank you to all contributors during the consultation period and to allindividuals who contributed information from the following organisations:
Sources of International Documentation
Sports Physiotherapy Australia
Sportphysiotherapie Team Austria
Bulgarian Organization of Sports Physiotherapy (BOSP)
Faggruppen for IdrætsFysioterapi (Danish Society of Sports Physiotherapy)
Arbeitgemeinschaft Sportmedizin im Deutschen Verband für Physiotherapie
Hungarian Sports Physiotherapy Group
Chartered Physiotherapists in Sports Medicine (CPSM)
Gruppo Interesse Specialistico Sport A.I.FI. (GIS SPORT A.I.FI.)
Nederlandse Vereniging voor Fysiotherapie in de Sportgezondheidszorg (NVFS)
New Zealand Sports and Orthopaedic
Norwegian Sports Physical Therapy Association
Seccion National de Fisioterapia Deportiva
Swiss Sports Physiotherapy Association (SSPA)
Association of Turkish Sports Physiotherapists
Association of Chartered Physiotherapists in Sports Medicine (ACPSM)
Sports Physical Therapy Section (SPTS)

Dr Cathy Bulleywww.SportsPhysiotherapyForAll.org

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