This module aims to introduce students to the concept of biomechanics. It will help develop knowledge and understanding of how to apply biomechanical factors and its effect on athletic performance, injury reduction and neuromuscular training. Learners will attain skills required to conduct qualitative and quantitive analysis of human movement.

1. Outline the role of Biomechanics in sport, exercise and injury
2. Identify the main principles of linear and angular kinetics and kinematics when applied to human movement
3. Explain the importance of biomechanics in injury causation and risk reduction of injury
4. Evaluate how abnormal biomechanics may predispose to injury during sport and exercise
5. Demonstrate the ability to conduct qualitative and quantitative analysis of human movement
6. Examine the use of technology and its application in the field of human movement analysis
7. Collect, analyse and interpret biomechanical data of a human movement and present the findings

This module develops students' diagnostic and clinical reasoning skills relating to the lower limb. Learners will demonstrate proficiency in orthopaedic and neurological assessment, explore biomechanical and functional contributors to injury, and interpret findings through evidence-based reasoning. This module introduces imaging interpretation and prepares students for applied clinical diagnostic practice.

1. Demonstrate proficiency in orthopaedic and neurological testing relating to the lower limb.
2. Apply clinical reasoning to interpret objective assessment findings and generate differential diagnoses.
3. Analyse gait, biomechanics and load-related factors in lower limb injury causation and prevention.
4. Examine the mechanisms of common sports injuries using evidence-based literature.
5. Assess the reliability and clinical value of diagnostic and orthopaedic tests.
6. Explain the role and limitations of musculoskeletal imaging modalities in lower limb assessment.
7. Communicate clinical findings effectively within a multidisciplinary context.

This module will develop the student's ability to apply a range of soft tissue therapy techniques, identifying impairments, and safe progression/regression of treatments where appropriate. It will explore the reasoning of their use in comparison to other modalities using evidence-based practice.

1. Explain the rationale behind the physiological and psychological effects of soft tissue therapy using research
2. Perform a safe effective treatment adhering to consent, contraindications and best practice guidelines
3. Describe the indications of soft tissue therapy for the management of an injury, pre- / post-exercise and psychological benefits
4. Describe stages of healing of injuries

This module introduces students to core clinical practice as an athletic therapist through supervised, practice‑based experience. Students will develop foundational assessment, treatment and emergency‑care skills within student‑led clinics and team‑based placements, applying evidence‑based approaches to musculoskeletal and related presentations. Emphasis is placed on professional behaviours, accurate clinical documentation, interprofessional working and reflective practice.

Supervised clinical hours contribute to ARTI mandatory requirements and are used alongside simulated scenarios, case studies and enterprise‑focused activities to prepare students for safe, ethical and service‑oriented practice. Students will certify in EFR and CFR-A as part of ARTI requirements.

1. Develop introductory skills as an athletic therapist in student-led clinics and team-based placement
2. Demonstrate competency in emergency care scenarios
3. Apply foundational behaviours of professional practice, including primacy of patient, and the ability to compile notes appropriately
4. Detail enterprise development in an athletic therapy related domain.

This module examines key physiological reactions and adaptions in response to sport and exercise stress. Learners explore physiological changes at rest and during various acute and chronic types of exercise. A range of assessment techniques will be employed to evaluate physiological responses to exercise and training.

1. Identify fundamental responses of physiological systems at rest and during exercise
2. Explain the key theoretical principles and mechanisms responsible for physiological responses and adaptations to acute and chronic exercise
3. Summarise relevant professional standards and ethical considerations
4. Administer a range of laboratory and field-based assessment techniques
5. Demonstrate the ability to interpret laboratory and field-based assessments
6. Interpret assessment results to inform exercise and training programmes
7. Develop good communication skills and the ability to work alone or as part of a multidisciplinary team
8. Demonstrate professional behaviour and adhere to principles of good practice

The aim of this module is to introduce the learner to the concept of Strength and Conditioning. Learners will be provided with the knowledge, skills and practical experience required to plan, prescribe and implement strength and conditioning programming to aid the development of the health and skill related components of fitness and performance.

1. Describe the underpinning concepts and principles of strength and conditioning
2. Discuss the performance benefits of strength and conditioning for general and athletic populations
3. Safely administer appropriate assessments to determine individual needs
4. Identify specific considerations for participants from a variety of backgrounds and sports and select exercises that are safe and appropriate for the populations
5. Demonstrate skills necessary to plan, prescribe, supervise and adapt specific strength and conditioning programs for the improvement of performance outcome measures
6. Explain the effectiveness of the exercise training program on performance against specifi c criteria and deliver feedback
7. Discuss the use of various innovative technologies within strength and conditioning practice
8. Demonstrate appropriate professional behaviour s and competencies required by strength and conditioning practicioners

This module develops diagnostic proficiency in the assessment of upper limb injuries. Students will perform advanced orthopaedic and neurological testing, interpret findings and apply evidence-based reasoning to clinical cases involving the shoulder, elbow, wrist and hand.

1. Demonstrate proficiency in orthopaedic and neurological testing of the upper limb.
2. Apply clinical reasoning to interpret and differentiate soft tissue, joint and neural injuries of the upper limb.
3. Analyse the reliability and validity of diagnostic tests using evidence-based research.
4. Explain imaging modalities and referral criteria relevant to upper limb injury assessment.
5. Communicate findings effectively within professional and clinical settings.

Students will develop their clinical practice skills by partaking in student-led clinics and team placement under mentorship and supervision. Here they will begin to expand their clinical reasoning skills and further develop foundational behaviours of professional practice by applying objective testing. Students will learn how to use prophylactic strapping and supports.

1. Apply clinical reasoning skills in student-led clinics and team placement settings
2. Devise clinical case presentations of musculoskeletal injuries to propose differential diagnosis
3. Demonstrate competency in prophylactic strapping, foot orthotics and supports
4. Illustrate education strategies for injury prevention in various cohorts

This module focusses on advanced diagnostic evaluation of spinal, head and facial injuries. Learners will integrate cranial and neurological testing, concussion assessment and postural evaluation into evidence-informed clinical reasoning frameworks. Students will critically appraise diagnostic tools, apply professional judgement, and justify referral decisions within complex case scenarios.

1. Evaluate orthopaedic and neurological assessment findings of the spine, head and facial regions.
2. Critically appraise cranial nerve and concussion assessment procedures, applying evidence to clinical practice.
3. Justify referral decisions and management strategies based on diagnostic evidence.
4. Assess posture, spine alignment, and loading as contributors to injury risk.
5. Integrate advanced clinical reasoning and decision-making within multidisciplinary settings.

In this module, students will develop the skills to clinical ly manage a presenting injury and begin its rehabilitation in relation to spinal and upper and lower limb injuries. It will allow students to develop a return to play protocol for athletes and utilise available software/assessment methods as appropriate . Students will use evidence-based practice and critically appraise current evidence.

1. Develop a comprehensive rehabilitation programme for common injuries in the spine and lower and upper limbs
2. Show understanding of progression and regression of exercises based on clinical findings
3. Explore motivating factors for goal setting for athletes and clinical populations
4. Plan appropriate goals and needs analysis for athletes from initial injury to return to play
5. Show ability to plan an injury to return to play for an individual sport using best practices
6. Use evidence based software and technology to guide rehabilitation practices

The aim of this module is to develop an in-depth understanding of the fundamental and applied principles of nutrition as they relate to sport, exercise, and the processes of injury prevention and rehabilitation. Learners will explore the components of a balanced and health-promoting diet, examining how nutritional strategies influence performance, recovery, and long-term athlete well-being. Emphasis will be placed on the interpretation and application of evidence-based nutrition guidelines to optimise sporting performance and support effective rehabilitation outcomes.

1. Demonstrate a comprehensive understanding of the relationship between nutrition, exercise, and injury prevention in athletic contexts.
2. Analyse evidence-based nutrition guidelines relevant to sports performance and rehabilitation.
3. Explain the physiological processes through which nutrition influences tissue repair, inflammation, and overall recovery.
4. Assess the nutritional needs of athletes across different stages of injury, rehabilitation, and return to play.
5. Apply current research findings to design balanced dietary interventions that support recovery, optimal performance and enhance rehabilitation outcomes.

This module will introduce students to modalities currently applied in athletic therapy practice. It will investigate the underpinning theories and explore students' understanding of the application of these modalities.

1. Explain the most up to date pathophysiological basis of injury and healing in different tissues
2. Describe theories of pain science, nociception, and neuroscientific mechanisms in relation to pain
3. Discuss the evidence relating to electrotherapy modalities, their mechanism and their clinical value
4. Apply electrotherapy modalities in an ethical, safe and appropriate manner.
5. Evaluate the biopsychosocial approach and valid outcome measures used when treating pain

This module will allow students the opportunity to develop clinical skills and experience through supervised clinical hours and team-based settings. In addition to furthering their knowledge, understanding and practical competence in the diagnosis and treatment of musculoskeletal conditions, learners will develop behaviours for professional practice and explore up-to-date research in Athletic Therapy practice.

Supervised clinical hours in the clinic form the core learning environment where students manage real cases under clinical supervisor oversight.

Progressive autonomy: students move from observation to co‑management to independent consultations as competence is demonstrated. Formative feedback is provided to students at regular intervals.

The clinic integrates interprofessional learning and community service elements to enhance teamwork, patient‑centred care and real‑world readiness. Students will attend weekly clinics to assess, diagnose and initially treat presenting injuries. Students will further expand their clinical reasoning skills and provide guidance to second year students on clinical skills assessments both in a clinic and within a team-based setting. Here, students will guide care of a patient from injury diagnosis to rehabilitation. Students will attend Student Led Clinics as per their module allocation. These will follow on from the initial introduction to SLC in Year 2 modules Introduction to Clinical Practice and Developing Clinical Practice. During these clinical classes, students will log clinical hours, act as clinical manager and receive mentorship from peers in year 4 (Sem 2). Students will also provide guidance and mentorship to Year 2 students. For semester 1, as Year 4 are on Clinical Work Placement, Year 3 students will be the lead students during SLC I. Students will be allocated to a sports team with a peer group to attend training and matches. Students must have completed and gained certification in required courses prior, these will be indicated to students by the lecturer. Students are expected to participate at a level which is reflective of their current studies. Students will not be expected to perform tasks they have not currently studied or been examined for. Students must practice within the ARTI Scope of Practice.

1. Use clinical knowledge to assess, manage and treat musculoskeletal injuries in clinic and field based settings
2. Devise clinical case presentations of musculoskeletal injuries using clinical reasoning skills to propose differential diagnosis
3. Attend student led clinics and team-based placement as lead Athletic Therapists providing mentorship to other year groups
4. Disseminate upto date research relative to Athletic Therapy practice

This module examines clinical rehabilitation across diverse populations, including people with chronic illness, older adults, females, paediatrics and adolescents. Students will explore the aetiology and varied clinical presentations of injury and long‑term conditions in these groups, and develop evidence‑based rehabilitation, education and self‑management strategies tailored to each population. The module also investigates social determinants of health and contextual factors that influence pain, access to care, and engagement with rehabilitation.

1. Investigate social determinants of health and the role of health promotion in clinical and athletic populations
2. Recognise clinical conditions, systemic diseases and detail the pathophysiology of exercise in these populations
3. Describe age related differences in injury risk, presentation and rehabilitation
4. Critically appraise the evidence in relation to exercise, and it’s impact as a preventative or treatment medicine

Students will attend weekly clinics to assess presenting injuries. Students will further expand their clinical reasoning skills and expand foundational behaviours of professional practice. They will provide guidance to second year students on clinical skills assessments both in a clinic and within a team-based setting. Here, students will guide care of a patient from injury diagnosis to rehabilitation. Students will attend Student Led Clinics as per their module allocation. These will follow on from the initial introduction to SLC in Year 2 modules Introduction to Clinical Practice and Developing Clinical Practice. During these clinical classes, students will log clinical hours, act as clinical manager and receive mentorship from peers in year 4 (Sem 2). Students will also provide guidance and mentorship to Year 2 students. For semester 1, as Year 4 are on Clinical Work Placement, Year 3 students will be the lead students during SLC I. Students will be allocated to a sports team with a peer group to attend training and matches. Students must have completed and gained certification in required courses prior, these will be indicated to students by the lecturer. Students are expected to participate at a level which is reflective of their current studies. Students will not be expected to perform tasks they have not currently studied or been examined for. Students must practice within the ARTI Scope of Practice.

1. Develop clinical reasoning skills to diagnose and treat musculoskeletal injuries in clinical and field-based settings.
2. Devise clinical case presentations of musculoskeletal injuries from differential diagnosis to rehabilitation.
3. Demonstrate competency and mentorship in student-led clinics and team-based placement as lead Athletic Therapist.
4. Show competency in emergency care scenarios.

The aim of the module is to critically understand the issues related to the design, methodological and implementation issues relating to research in athletic therapy and exercise rehabilitation. In particular, the module will familiarise learners with the methodologies and tools of research so as to enhance their capacity and confidence to plan and undertake research in an appropriate topic in athletic therapy and exercise rehabilitation.

1. Identify and apply appropriate methodological techniques for research.
2. Write and present a research proposal and plan that clarifies the research topic, approach, strategy and research questions.
3. Construct a preliminary literature review in a specified field of athletic therapy and exercise rehabilitation.
4. Source and evaluate multiple sources of relevant data and realise the limits and appropriate uses of such data.
5. Write material which articulates ideas, insights, analysis, policy and best practice to peer and practitioner audiences.

The aim of this module is to develop students understanding and skills to assess and critical analyse certain situations within sport, exercise and health settings from a psychological perspective. This module provides students with an introduction to the theory of sport and injury psychology and relevant psychosocial interventions. Students will also be introduced to general counselling and referral skills.

1. Evaluate how psychological factors influence involvement and performance in sport and exercise settings.
2. Critically appraise key psychological theories and models from the area of sport and injury psychology.
3. Appraise psychological interventions in post-injury sport health care.
4. Develop the ability to apply basic counselling and referral skills in a clinically sensitive manner.
5. Critically evaluate the role of psychological factors within selected sport, exercise and health settings

This module will expand students' knowledge of modalities currently applied in athletic therapy practice. It will investigate the underpinning theories and explore students' understanding of the application of these modalities by critically analysing the evidence relating to their clinical use.

1. Critically appraise the research underpinning manual therapy.
2. Clincially reason the use of modalities discussing indications and contraindications.
3. Practice the application of mobilisations and therapeutic modalities in a safe and ethical manner.
4. Assess the use of contemporary modalities.

This module provides learners with an opportunity to apply theory to practice, develop clinical competencies and gain valuable clinical experience in athletic therapy and exercise rehabilitation settings. Students will accrue clinical hours under mentorship. This module forms requirements for ARTI accreditation.

1. Identify SMART personal and professional goals to be realised during clinical work placement
2. Comply with relevant professional standards and codes of ethical practice
3. Demonstrate clinical skills and competencies necessary to integrate and contribute efficiently and effectively in a clinical environment
4. Evidence at least 500 hours of supervised clinical practice
5. Reflect upon and critically evaluate performance during clinical work placement
6. Apply evidence-based practice in a clinical environment

This module will develop student clinical mastery, professional autonomy, expand clinical reasoning skills and develop peer-to-peer mentoring during student-led clinic attendance. It will consist of a capstone clinical examination as part of ARTI (Athletic Rehabilitation Therapists Ireland) requirements.

1. Demonstrate evolving clinical knowledge to assess, manage and treat musculoskeletal injuries in clinic and field-based settings, adhering to best clinical practices and guidelines
2. Complete a thorough clinical assessment and management showing evolved clinical reasoning skills.
3. Show ability to work independently and competently in student-led clinics and team-based placement as lead Athletic Therapist
4. Apply evidence-based practice within the athletic therapy domain.

The Research Project provides learners with an opportunity to apply the concepts, methods and techniques which have been studied in the Research Methods module. The research project selected by the learner, in consultation with the research supervisor, will be on a topic that fits within the general philosophy of the programme. The project must show evidence of independent research and demonstrate that they critically understand the issues relating to the design, planning, writing and subsequent implementation of a level eight research project. The research project may take the form of either a thesis or a literature review and research article totalling 7,000 words.

1. Write, present and defend their research approach, analysis and conclusions/recommendations.
2. Construct a literature review in a specified field of athletic therapy and exercise rehabilitation
3. Acquire and evaluate multiple sources of relevant data and realise the limits and the appropriate uses of such data.
4. Use appropriate methodological techniques to conduct primary and secondary research.
5. Write, present and defend material that articulates ideas, insights, analysis, policy and best practice to peer and practitioner audiences.

This module will introduce students to the field of sports medicine. Students will gain insight into doping practices, environmental factors leading to physiological changes, pharmacology and how to assess systemic disorders. It will also examine the sports medicine team and working with elite athletes.

1. Categorise pharmacological applications within exercise and injury rehabilitation
2. Outline doping and regulations within sport
3. Analyse physiological changes within varying environments
4. Recognise systemic disorders and their clinical presentation
5. Differentiate medical roles within an elite sports and clinical setting, showing when to refer appropriately