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This article describes how preschool-age children can engage with recipes as a genre for reading, writing, and play. This formative/design study was conducted by a teacher researcher partnership in a linguistically and socioeconomically diverse public early learning center. Through home engagements, the research team identified cooking as a site of everyday literacies in students' homes, and designed a curricular innovation which built on these everyday literacy practices. This curricular innovation included reading, writing, and cooking recipes together, as well as incorporating related materials into the kitchen play area. Students took up these invitations to incorporate literacy into their imaginative play related to cooking. Students also played with the idea of recipes as a genre, adding silly ingredients like pizza into a salad recipe, or inventing a recipe for a race car cake. Finally, for some students, these recipe-related activities also served to develop conventional literacy skills such as letter formation and name-writing.

Context: It has become increasingly important that athletic trainers (ATs) understand and promote diversity, inclusion, and cultural competency. One technique athletic training educators can use to promote cultural competency for those in the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) community is by attending a safe space ally training (SST) program to integrate the concepts of SST programing into their curriculum. Objective: To provide athletic training educators with techniques to integrate inclusion and cultural competence regarding the LGBTQIA+ community into the athletic training curriculum using SST content. Our goal is that athletic training educators will train future ATs as well as embrace individual professional development. Background: The National Athletic Trainers' Association (NATA) LGBTQ+ Advisory Committee (AC) has created an SST workshop for athletic trainers. Educators can promote cultural competency throughout the curriculum using evidence-based training programs such as the NATA LGBTQ+ AC SST. Description: The emphasis of SST is to improve cultural competence regarding sexual minorities to improve inclusivity in all athletic training settings. It is critical that athletic training education programs prepare graduates to be competent, compassionate, patient-centered and professional ATs who are ready to function as health care professionals for all patients. Clinical Advantage(s): A goal of cultural competency is to create an inclusive environment within all athletic training settings, whether it be in a classroom, a clinic, or a nontraditional work setting. Health disparities and health care inequities must be appreciated by every AT to deliver compassionate and competent care for all in marginalized populations. Educators can make a difference in the future of athletic training by increasing the cultural competency of their students. Conclusion(s): Patient-centered care, knowledge of the care of those in diverse and minority populations, and ethical behavior can be enhanced through SST programs.

Transgender and gender-diverse (TGD) patients experience discrimination, harassment, marginalization, and minority stress at greater rates than their cisgender counterparts, leading to numerous health and health care disparities that negatively affect well-being and access to quality health care.1 Despite being in an opportune position to improve health equity for TGD patients under their care, many athletic trainers (ATs) report having little to no formal education on TGD patient care, leading to a reduction in self-reported competence. As such, to fill this knowledge gap, the purposes of the first part of this 2-part narrative literature review are to (1) provide readers with foundational information and terminology, (2) explore relevant health and health care disparities, and (3) identify the role of the AT within an interprofessional care team treating TGD patients. [ABSTRACT FROM AUTHOR]

Recently, with discriminatory legislation efforts and changing participation policies in organized sports, media attention surrounding transgender and gender-diverse (TGD) individuals has increased. These changes and the historical lack of competence and education regarding the transgender patient population have resulted in subpar patient care and a misunderstanding of the athletic trainer's (AT's) role within the health care and compliance systems. This literature review is the second part of a 2-paper series, and our objective was to educate ATs on the processes relevant to medical affirmation, including compliance considerations regarding medical eligibility, and to establish the AT's role. The gender affirmation framework includes social and legal components, which are discussed in part 1 of this literature, and the medical component is thoroughly discussed in part 2. All health care providers involved in the care of TGD individuals should work collaboratively on an interprofessional care team and have a general knowledge of the gender-affirmation process, including gender-affirming hormone therapy, surgical options, known risks and complications, and the general health needs of TGD patients. With this knowledge, ATs, as point-of-care providers and members of the interprofessional care team, are uniquely positioned to help reduce health and health care disparities. Furthermore, ATs can use their knowledge to facilitate medical compliance and eligibility in the evolving policies of sporting organizations. [ABSTRACT FROM AUTHOR]

The impact of proper hydration to prevent exertional heat illness in American football has not been evaluated during high school preseason football practices in a hot environment (wet-bulb globe temperature 5 31.3 6 1.8° C). The purposes of this study were to examine the accuracy of urinary hydration measures to assess body mass (BM) changes and to examine carryover effects of consecutive practices by comparing postpractice with the next prepractice values. Before and after each of 7 outdoor practices, 31 male high school football players (age 5 16 6 1 years, height 5 181.2 6 12.0 cm, BM 5 85.7 6 19.1 kg, body mass index 5 20.8 6 1.8) provided a urine sample and were weighed to assess hydration. Sensitivity and specificity of urine color (Ucol) and urine-specific gravity (USG) to determine BM changes were determined using receiver operating characteristic (ROC) analysis. Paired samples t-tests assessed carryover effects between practices. Repeated-measures analysis of variance assessed carryover effects across practices. Significance was set at p, 0.05. Sensitivity and specificity for using Ucol or USG to determine BM changes was not significant. For Ucol, there was a carryover effect from practice numbers 2 to 3, 6 to 7 AM, 7 AM to 7 PM (p=0.001 for all), and 10 to 11 (p50.004); most with less than 24 hours between practices. The%BMloss (%BML) was significantly greater (p 5 0.001 to 0.024) after 2-a-day practices. Effects of previous days' exercise in the heat, as evidenced by higher Ucol and %BL, are greater after 2-a-day practices, which occurred on later practice days. Athletes must replenish fluids during and between practices to remain euhydrated. [ABSTRACT FROM AUTHOR]

Background: Little is known about the adoption by athletic administrators (AAs) of exertional heat illness (EHI) policies, and the corresponding facilitators and barriers of such policies within high school athletics. This study describes the adoption of comprehensive EHI policies by high school AAs and explores factors influencing EHI policy adoption. Hypothesis: We hypothesized that <50% of AAs would report adoption of an EHI policy, and that the most common facilitator would be access to an athletic trainer (AT), whereas the most common barrier would be financial limitations. Study Design: Cross-sectional. Level of Evidence: Level 4. Methods: A total of 466 AAs (82.4% male; age, 48 ± 9 years) completed a validated online survey to assess EHI prevention and treatment policy adoption (11 components), as well as facilitators and barriers to policy implementation. Access to athletic training services was ascertained by matching the participants' zip codes with the Athletic Training Locations and Services Project. Policy adoption, facilitators, and barriers data are presented as summary statistics (proportions, interquartile range (IQR)). A Welch t test evaluated the association between access to athletic training services and EHI policy adoption. Results: Of the AAs surveyed, 77.9% (n = 363) reported adopting a written EHI policy. The median of EHI policy components adopted was 5 (IQR = 1,7), with only 5.6% (n = 26) of AAs reporting adoption of all policy components. AAs who had access to an AT (P = 0.04) were more likely to adopt a greater number of EHI-related policies, compared with those without access to an AT. An AT employed at the school was the most frequently reported facilitator (36.9%). Conclusion: Most AAs reported having written EHI policy components, and access to an AT resulted in a more comprehensive policy. Clinical Relevance: Employment of an AT within high school athletics may serve as a vital component in facilitating the adoption of comprehensive EHI policies. [ABSTRACT FROM AUTHOR]

Clinical Scenario: In the last few years, there have been several studies examining alternative cooling strategies in the treatment of exertional heat stroke (EHS). Morbidity and mortality with EHS are associated with how long the patient's core body temperature remains above the critical threshold of 40.5°C. Although cold-water immersion (CWI) is the gold standard of treatment when cooling a patient with EHS, more recent alternative cooling techniques have been examined for use in settings where CWI may not be feasible (ie, remote locations). Clinical Question: Do alternative cooling methods have effective core body temperature cooling rates for hyperthermia compared with previously established CWI cooling rates? Summary of Key Findings: The authors searched for studies using alternative cooling methods to cool hyperthermic individuals. To be included, the studies needed a PEDro score ≥6 and a level of evidence ≥2. They found 9 studies related to our focused clinical question; of these, 5 studies met the inclusion criteria. The cooling rates for hand cooling, cold-water shower, and ice-sheet cooling were 0.03°C/min, 0.08°C/min, and 0.06°C/min, respectively, whereas the tarp-assisted cooling with oscillation (TACO) method was the only method that had an acceptable cooling rate (range 0.14-0.17°C/min). Clinical Bottom Line: When treating EHS, ifCWI is not available, the tarp-assisted cooling method may be a reasonable alternative. Clinicians should not use cold shower, hand cooling, or ice-sheet cooling if better cooling methods are available. Clinicians should always use CWI when available. Strength of Recommendation: Five level 2 studies with PEDro scores ≥6 suggest the TACO method is the only alternative cooling method that decreases core body temperature at a similar, though slower, rate of CWI. Hand cooling, cold showering, and ice-sheet cooling do not decrease core body temperature at an appropriate rate and should not be used in EHS situations if amodality with a better cooling rate is available. [ABSTRACT FROM AUTHOR]

This article describes how preschool‐age children can engage with recipes as a genre for reading, writing, and play. This formative/design study was conducted by a teacher researcher partnership in a linguistically and socioeconomically diverse public early learning center. Through home engagements, the research team identified cooking as a site of everyday literacies in students' homes, and designed a curricular innovation which built on these everyday literacy practices. This curricular innovation included reading, writing, and cooking recipes together, as well as incorporating related materials into the kitchen play area. Students took up these invitations to incorporate literacy into their imaginative play related to cooking. Students also played with the idea of recipes as a genre, adding silly ingredients like pizza into a salad recipe, or inventing a recipe for a race car cake. Finally, for some students, these recipe‐related activities also served to develop conventional literacy skills such as letter formation and name‐writing. [ABSTRACT FROM AUTHOR]