Master of Science in Athletic Training (MSAT)

A professional graduate program that prepares students for careers as certified athletic trainers. As Maine’s only NCAA Division I school, UMaine offers a wealth of hands on and practical experiences right at students’ fingertips.

Master of Science in Athletic Training

NOTE: This page has information about the two-year MSAT program for students who already have a bachelor’s degree. If you are a current or prospective undergraduate student, go to the Accelerated MSAT page to learn more about our 3+2 program.

Program overview

The Athletic Training education program at the University of Maine has a long history of providing students with diverse educational opportunities and practical experiences to help them become well-rounded practitioners. The Master of Science in Athletic Training (MSAT) degree program offers a science-based curriculum that provides the foundation for a career in athletic training. Classroom and laboratory experiences are designed to provide students with an applied understanding of the scientific basis of athletic training in different populations. As Maine’s only NCAA Division I school, UMaine offers a wealth of hands on and real-world experiences right at students’ fingertips. Our program offers students the opportunity to experience inter-professional education with other students and faculty in health care fields such as exercise science and osteopathic medicine.

UMaine’s MSAT program is accredited by the Commission on Accreditation of Athletic Training Education (CAATE). Click here to view our CAATE Program Information and Outcomes page.

Our academically competitive professional master’s program can be completed in two academic years. For the first year and a half, students take in-person courses at the University of Maine in Orono. During the final semester, coursework is completed online through video conferencing either asynchronously or synchronously. This allows students the opportunity to complete their final, immersive clinical education experience anywhere in the United States, while still finishing their final courses.

Students may opt for either a non-thesis or thesis track for completing their studies. All graduates of the MSAT program are eligible to sit for the BOC Exam for athletic trainers, pending CAATE approval.

  • MSAT (non-thesis): This track requires completion of 54 credit hours
  • MSAT (thesis): The thesis option requires carrying out an original piece of research resulting in a written thesis and a minimum of 57 credit hours

New cohorts begin during the fall semester each year, allowing you to learn from your peers and professors in a sequential way that integrates best practices of didactic and clinical, hands-on learning in a collaborative environment.

Download our Athletic Training Graduate Student Handbook:

MSAT Student Handbook

Faculty

Christopher Nightingale, Program Director, Associate Professor of Physical Education and Athletic Training

Alicia Lacy, Assistant Professor of Athletic Training

Shannon Wright, Assistant Professor of Athletic Training

Staff

Diane Legrande, Administrative Specialist

The MSAT program prepares graduates to become certified athletic trainers by sitting for the initial Board of Certification exam, and once completed to achieve state licensure wherever they choose to practice. Our alumni are in demand, working as athletic trainers with amateur and professional athletes, as well as in other medical, clinical, military, professional or educational settings. In addition, after earning a master’s in athletic training, many practitioners pursue additional graduate study in sports administration, sports psychology, physical therapy, education and more.

National Council for State Authorization Reciprocity Agreements (NC-SARA) statement
This program will prepare students to be eligible for licensure within the State of Maine. Visit the UMS State Authorization & Licensure page to learn more about the licensure requirements in other states and territories, in addition to the contact information needed to inquire further into the licensure requirements associated with this program.

By the end of the MSAT program, students will have the skills and knowledge necessary to uphold the BOC’s practice standards and code of professional responsibility for certified athletic trainers.

Practice Standards

  • Standard 1: Direction. Athletic trainers render service or treatment under the direction of, or in collaboration with a physician, in accordance with their training and the state’s statutes, rules and regulations
  • Standard 2: Prevention. Athletic trainers implement measures to prevent and/or mitigate injury, illness and long-term disability.
  • Standard 3: Immediate Care. Athletic trainers provide care procedures used in accute and/or emergency situations, independent of setting.
  • Standard 4: Examination, Assessment and Diagnosis. Athletic trainers utilize patient history and appropriate physical examination procedures to determine the patient’s impairments, diagnosis, level of function and disposition.
  • Standard 5: Therapeutic Intervention. Athletic trainers determine appropriate treatment, rehabilitation and/or reconditioning strategies. Intervention program objectives include long- and short-term goals and an appraisal of those which the patient can realistically be expected to achieve from the program. Appropriate patient-centered outcome assessments are utilized to document efficacy of interventions.
  • Standard 6: Program Discontinuation. Athletic trainers may recommend discontinuation of the intervention program at such time the patient has received optimal benefit of the program. A final assessment of the patients’ status is included in the discharge note.
  • Standard 7: Organization and Administration. Athletic trainers document all procedures and services in accordance with local, state and federal laws, rules and guidelines.

Student Learning Outcomes

  1. Students will be able to identify specific social determinants of health and healthcare delivery strategies to account for health literacy for a variety of determinants. 
  2. Students will be able to identify various techniques to communicate effectively and appropriately with stakeholders involved in the care of individuals with athletic injuries.  
  3. Students will be able identify elements of the ICF framework. 
  4. Students will be able to search, retrieve, and use information derived by online databases and internal data to drive informed decisions and provide decision support for simulated injury scenarios.  
  5. Students will understand expectations of professionalism and dispositional behaviors within the field of athletic training. 
  6. Students will be able to outline elements of appropriate professional practice, including but not limited to HIPAA, FERPA, Universal Precautions, and OSHA BBP Standards. 
  7. Students will be able to determine ways to advocate for the profession of athletic training.  
  8. Students will be able to complete common taping techniques, including but not limited to closed basketweave ankle taping and wrist taping. 
  9. Students will be able to identify common elements of the pre-participation physical exam.   
  10.   Students will be able to differentiate the quality/benefit of various ingested fluids before, during, and after physical activity.   
  11.   Students will be able to explain various administrative duties related to the management of resources in the delivery of patient-centered health care. 
  12.   Students will be able to identify health literacy strategies for patients in varying populations. 
  13.   Students will differentiate qualities of effective and ineffective communications with patients, patients’ social support, peers, supervisors, stakeholders, and other health care providers.
  14. Students will complete the ICF framework in case study format and explain the contributing parts.   
  15. Students will use literature to inform their practice.   
  16. Students will use data from their clinical practice or clinical site to make informed decisions about various domains of athletic training.  
  17. Students will uphold the ethical standards of the profession. 
  18. Students will examine local, state, and federal laws regarding the practice of athletic training.  
  19. Students will identify, evaluate, and manage patients with acute conditions, including but not limited to cardiac compromise, respiratory compromise, environmental conditions, cervical spine injuries, traumatic brain injury, internal and external hemorrhage, fractures, dislocations, anaphylaxis, exertional sickling, rhabdomyolysis, hyponatremia, diabetes, drug overdose, wounds, testicular injury, and other musculoskeletal injuries.    
  20. Students will examine with intent to provide a diagnosis for patients with health conditions related to the following: CV system, Endocrine system, GI system, eyes, ears, nose, throat, mouth, teeth, genitourinary system, integumentary system, mental status, MS system, neurologic system, pain level, reproductive system, and respiratory system. 
  21. Students will evaluate a patient presenting with concussion symptoms and provide a diagnosis, treatment plan, and return to activity and learn plans. 
  22. Students will select appropriate prophylactic, assistive, and restrictive devices that may be any of the following: durable medical equipment, orthotic devices, or taping, splinting, padding, or casting.  
  23. Students will assess environmental conditions to make recommendations for starting, stopping, or modifying activity.   
  24. Students will decide which protective equipment is appropriate for activities and be able to fit and remove said equipment.  
  25. Students will document patient records in a patient-management or electronic medical record system using standard codes to maintain a record for the patient and health insurance.  
  26. Students will advocate for the health needs of patients at their clinical sites or local communities through a proposal for improvement. 
  27.  Students will incorporate patient education into patient encounters in language appropriate for the patient’s health literacy level. 
  28.  Students will collaborate with other health care providers in care planning and management. 
  29.   Students will create a quality improvement plan related to their practice or the systems within their clinical experience site. 
  30.   Students will create a flexible professional development plan. 
  31.  Students will identify diagnostic and laboratory tests appropriate for patients, including but not limited to imaging, blood work, urinalysis, and electrocardiogram. 
  32. Students will use literature to create and implement an injury prevention program. 
  33. Students will create a comprehensive program to maximize sport performance specific to the patient’s activity. 
  34.  Students will identify evidence-based recommendations for fluid and nutrient intake before, during, and after activity and during recovery for various activities and environmental conditions. 
  35.  Students will decide which protective equipment is appropriate for activities and be able to fit and remove said equipment. 
  36.  Students will explain the legal, moral, and ethical parameters that define the scope of first aid and emergency care. 
  37. Students will identify the normal ranges for vital signs (e.g., pulse, oxygen saturation, respiration, body temperature, skin color, skin temperature, blood pressure, PEARL, cranial nerve assessment) and adequately assess them. 
  38.  Students will describe and apply basic life support/saving principles (e.g., CPR, AED use, EpiPen).  
  39. Students will describe and perform an emergency examination with appropriate elements, including scene, primary, and secondary surveys. 
  40. Students will recognize and identify first aid and emergency care skills for the following conditions, including but not limited to: Exertional sickling, rhabdomyolysis, hyponatremia, environmental-related illness, traumatic brain injury, drug overdose, and abdominothoracic and testicular injury. 
  41. Students will evaluate and apply first aid and emergency care skills for the following conditions, including but not limited to: cardiac compromise, respiratory compromise, spinal injury, fractures/dislocations, open wounds/severe bleeding, anaphylaxis, and diabetic emergency. 
  42.  Students will assess when and what type of transport, including immobilization techniques, is appropriate for an injured person and apply each (e.g., crutches, two-person carrying assist, spine board, splinting).
  43. Students will recognize, monitor, and evaluate environmental conditions and provide appropriate recommendations in order to prevent illness or injury. 
  44. Select, fit, remove, and explain the basic principles of protective equipment to minimize the risk of injury or reinjury. 
  45.  Students will describe the purpose and components of strategies that promote prompt and effective response to emergency situations, including emergency action plans and the medical timeout. 
  46.  Students will develop venue-specific emergency action plans to streamline response and management of medical emergencies and other critical incidents. 
  47.  Educate clients/patients about the effects, participation consequences, and risks of misuse and abuse of alcohol, tobacco, and performance-enhancing drugs/substances, and over the counter, prescription, and recreational drugs. 
  48.  Students will be able to integrate the ICF framework into lower extremity injury evaluations in the clinical setting. 
  49.  Students will be able to demonstrate the ability to complete a simulated clinical evaluation of a lower extremity injury. 
  50.  Describe neurocognitive tools (e.g., SCAT) used to evaluate patients for a concussion and perform an examination using such tools.
  51.  Students will be able to research and present information regarding strengths and weaknesses of electronic medical records systems. 
  52.  Students will be able to articulate standard policies and procedures regarding traumatic brain injury management and return to play. 
  53.  Students will be able to integrate the ICF Framework in upper extremity injury evaluations in the clinical setting. 
  54. Students will be able to demonstrate the ability to complete a simulated clinical evaluation of an upper extremity injury. 
  55.   Students will be able to incorporate patient education techniques and self-care programs to engage patients and their families/friends to participation in their care and recovery via lab-based simulations.  
  56.  Students will be able to identify concepts of evidence-based medicine that can be utilized to inform practice. 
  57.  Students will be able to identify ways to utilize quality assurance systems to enhance patient care. 
  58.  Students will identify the need for and ways to provide data privacy protection and data security while using electronic health records in treatment documentation. 
  59.  Students will be able to develop a care plan for an injured simulated patient. 
  60.  Students will be able to select therapeutic exercise, joint mobilization, and/or soft tissue techniques for given situations. 
  61.  Students will be able to identify the elements associated with management and return to activity protocols associated with concussion or other brain injury. 
  62.  Students will be able to demonstrate understanding of injury risk and develop, implement, and assess programming for injuries. 
  63.  Students will be able to identify elements necessary to the development, implementation, and supervision of comprehensive programs to maximize sport performance for injured athletes. 
  64.  Students will be able to measure and assess physiologic responses to exercise and make recommendations associated with injury prevention and performance enhancement. 
  65.  Students will be able to discuss various patient-file management systems for documentation of patient care.  
  66.  Students will be able to identify health care delivery strategies for use with specific patient populations. 
  67.  Students will be able to integrate patient education and self-care into rehabilitation program design. 
  68.  Students will be able to articulate the roles of other health care providers in the rehabilitation process. 
  69.  Students will be capable of providing athletic training services in a manner that uses evidence to inform practice. 
  70. Students will be able to implement quality assurance into rehabilitation plans. 
  71.  Students will utilize referenced data to augment a simulated plan of care for a given athletic injury. 
  72.  Students will develop a plan for utilization of therapeutic modalities in the care plan for a theoretical patient. 
  73.  Students will demonstrate the ability to understand and perform, when appropriate, necessary diagnostic and laboratory tests. 
  74.  Students will select soft tissue techniques to integrate into home care management plans. 
  75.  Students will plan the management protocols associated with concussion or other brain injury. 
  76. Students will be able to address social determinants of health and self-care in rehabilitation program design. 
  77.  Students will be able to integrate patient education and self-care into rehabilitation program design. 
  78.  Students will demonstrate the use of evidence to inform decision making in rehabilitation program design. 
  79.  Students will implement quality assurance into rehabilitation program design. 
  80.  Students will utilize data to assess utility of rehabilitation program instruments for effectiveness. 
  81.  Students will develop a plan for the utilization of therapeutic modalities in the plan of care for a simulated patient. 
  82.  Students will be able to obtain the necessary and appropriate diagnostic tests to facilitate comprehensive treatment plans. 
  83.  Students will demonstrate appropriate gait training and therapeutic modalities selection and usage. 
  84.  Students will develop simulated plan of care programs for risk reduction of assigned injuries. 
  85.  Students will develop comprehensive programs to maximize sport performance upon return to play following athletic injury/illness. 
  86.  Students will utilize physiologic monitoring systems and translate data into effective clinical interventions as part of a simulated rehabilitation program. 
  87. Students will define and describe the five steps of evidence-based practice, including the tenets of best research evidence, clinical expertise, and patient values. 
  88.  Students will develop/create a clinical question using the PICO or PICOT format. 
  89.  Students will search online databases and retrieve literature/evidence pertaining to specific clinical questions to drive informed decisions. 
  90.  Students will critically analyze and appraise literature related to their practice using an evidence grid, checklist, and/or selected framework. 
  91.  Students will interpret measures of diagnostic accuracy. 
  92.  Students will discuss how evidence-based practice promotes advocacy for patients and clients. 
  93.  Students will define key quality improvement principles. 
  94.  Students will identify and describe systematic improvement instruments such as the SMART method and the Plan-Do-Study-Act cycle.  
  95.  Students will develop a quality improvement project related to a healthcare system or personal advancement. 
  96. Students will describe how to formulate an answerable research question. 
  97. Students will understand concepts of validity, including but not limited to, face, content, criterion, and construct validity. 
  98. Students will understand measures of reliability, including but not limited to, test-retest, rater, and internal consistency. 
  99. Students will perform a critical analysis of a published research article. 
  100. Students will interpret the results of an original research study. 
  101. Students will evaluate which research design is suitable for different research questions within health care fields.  
  102. Students will examine local, state, and federal laws regarding the practice of athletic training, including administration and dispensation of OTC and prescription medications and compare them.  
  103. Students will advocate for the profession by educating a potential practice setting about AT services.
  104. Students will select and use interventions for patients in various places in the care plan (pre-op, post-op, nonsurgical) to support the agreed-upon care plan. 
  105. Students will analyze and revise their clinical site’s preparticipation exam procedures. 
  106. Students will describe the effects, participation consequences, and risks of misuse or abuse of various drugs. 
  107. Students will evaluate the use of biometric and physiological monitoring systems for use in prevention, clinical interventions, and performance enhancement.
  108. Students will document patient records in a patient-management or electronic medical record system using standard codes to maintain a record for the patient and health insurance. 
  109. Students will discuss physician relationships and how to build them for directing and collaborating according to state statutes, rules, and regulations. 
  110. Students will evaluate a patient presenting with concussion symptoms and provide a diagnosis, treatment plan, and return to activity and learn plans.  
  111. Students will develop concussion and other brain related injury policies for their clinical site(s). 
  112. Students will uphold the ethical standards of the profession. 
  113. Students will describe pharmacological interventions for various conditions at an appropriate health literacy level. 
  114. Students will create behavioral health plans for patients. 
  115. Students will identify strategies to mitigate the risk for long-term health conditions, including but not limited to adrenal diseases, CV disease, diabetes, neurocognitive disease, obesity, and osteoarthritis. 
  116. Students will describe the effects, participation consequences, and risks of misuse or abuse of various drugs. 
  117. Students will perform administrative duties related to the delivery of health care services, including but not limited to: strategic planning and assessment, managing a physical facility, managing finances, managing risks, navigating multi-payor systems, and implementing a model of delivery. 
  118. Students will develop policies and procedures to guide the daily operation of athletic training services. 
  119. Students will create policies and procedures on the prevention and response to medical emergencies. 
  120. Students will create policies for identifying patients experiencing behavioral health conditions.  
  121. Students will be able to utilize health care delivery strategies for use with general medical conditions in active populations. 
  122. Students will be able to present elements of a care plan for general medical conditions including, but not limited to, integumentary system, HEENT, and infectious disease. 
  123. Students will be able to evaluate and manage assessment of acute general medical conditions, including by not limited to anaphylaxis, hemorrhage, and diabetes. 
  124. Students will be able to evaluate general medical conditions. 
  125. Students will be able to identify necessary steps to perform or obtain appropriate diagnostic or lab tests. 
  126. Students will be able to identify appropriate pharmacological agents involved in the treatment of common general medical conditions found in active populations. 
  127. Students will be able to describe appropriate routes of administration for different medications. 
  128. Students will be able to develop strategies to mitigate risk for non-orthopedic conditions, including adrenal disease, CV disease, and diabetes.  
  129. Students will be able to demonstrate knowledge of the effects of misuse/abuse of pharmacological agents. 
  130. Students will be able to explain the role of a supervising physician in the athletic training setting. 
  131. Students will lead an advocacy effort related to the field of athletic training that is relevant to stakeholders in their clinical setting.  
  132. Students will develop and implement specific policies and procedures (e.g., mental health emergency action plan) for the purposes of identifying patients with behavioral health problems and referring patients in crisis to qualified providers. 
  133. Students will be able to implement patient-oriented outcome measures in clinical practice and make plan-of-care decisions based on the information gathered. 
  134. Students will be able to communicate effectively and appropriately with relevant stakeholders regarding administrative practices that mitigate risk (e.g., pre-participation physical examination, policies and procedures. 
  135. Students will describe the importance of documentation in athletic training clinical practice and effectively document patient encounters in an electronic medical record (or similar) to manage health-related information and support decision-making. 
  136. Students will use medical classification systems, such as Current Procedural Codes, for reimbursement purposes. 
  137. Students will identify violations of ethical standards of the profession according to the NATA Code of Ethics and describe what it means to practice in an ethical manner. 
  138. Students will self-assess professional competence and develop/pursue a professional goal to achieve competence in a particular area of athletic training clinical practice. 
  139. Students will critically analyze policies and procedures that guide the delivery of athletic training services and make recommendations accordingly to improve patient care. 
  140. Students will differentiate between different types of budgets and equipment/supplies, including capital, expendable, and non-expendable equipment/supplies. 
  141. Students will identify and describe leadership behaviors and characteristics athletic trainers should embody to advance the health needs of clients, patients, communities, and populations. 
  142. Students will summarize fundamentals of professional behavior and explain what it means to act professionally in the field of athletic training. 
  143. Students will implement strategies that can resolve conflict when differences in opinion or perspective arise between athletic trainers and relevant stakeholders.  
  144. Students will describe pharmacological interventions for various conditions at an appropriate health literacy level. 
  145. Students will evaluate an existing concussion policy against current best practice recommendations.

For current information about tuition and fees, please visit the Bursar’s office.

The MSAT program has a rolling admissions deadline and all applicants must complete the University of Maine Graduate School’s online application form. Prospective students are encouraged to apply by Feb. 1 for admission the following fall. Our program is cohort-based, so applications received after Feb. 1 may have to wait a year depending on the number of spots in the cohort. Applicants to the MSAT program need to provide proof of a bachelor’s degree from an accredited college or university. Students must also demonstrate completion of coursework in the following areas:

  • Biology
  • Nutrition
  • Chemistry
  • Biomechanics
  • Physics
  • Exercise Physiology
  • Psychology
  • Anatomy and Physiology

Contact Us

For more information, contact program director and Associate Professor of Physical Education and Athletic Training Christopher Nightingale: christopher.nightingale@maine.edu. For general queries, coehd@maine.edu.

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