UNC ATEP History & General Information


Accreditation History & Status

Program Information / Overview

Mission Statement

Goals & Objectives

BOC Exam Pass Rate


University of Northern Colorado Athletic Training was established in the 1960's, but was developed into the clinical program by the late NATA Hall of Fame member Dan Libera.

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accreditation history & status

In 1988, the UNC program was recognized by the National Athletic Trainers Association.

In the 1990-91 school year the NATA approved the UNC program as an undergraduate curriculum program.

In the year of its inception, 1995, the Committee on Accreditation of Allied Health Education Programs (CAAHEP) accredited the UNC Athletic Training Education Program.

It maintains its accreditation to this day, although under the new Commission on Accreditation of Athletic Training Education (CAATE). 

Verifiction of the program's accreditation status can be aquired here.

The UNC program is the longest standing athletic training program in the state of Colorado.

CAATE logo

Verifiction of the program's accreditation status can be aquired here.


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Program information / Overview

The UNC ATEP is a 5 semester program within the School of Sport and Exercise Science (SES), housed in the College of Natural and Health Sciences (NHS), culminating in a Bachelors of Science degree in Athletic Training. Entry into the ATEP is selective and competitive. The ATEP at UNC is a challenging program in which students develop practical athletic training skills through a clinically focused curriculum. Declaration of Athletic Training as a major does not assure admission into the ATEP. The ATEP is comprehensive and includes both didactic (classroom) and clinical education elements. These two elements should not be considered separate entities. They should be viewed as intimately linked and essential to the overall goal of the best Athletic Training education possible.

The didactic portion of the ATEP focuses on the theory and knowledge behind the practice of Athletic Training. The clinical portion focuses on the "real-world" application of didactic knowledge. Without the clinical portion, the classroom portion has little value because there is no correlation or application possible. Likewise, without the didactic knowledge, the clinical portion is of little value because application without background knowledge is ineffective.

Students should place equal priority on success in both portions of the ATEP. To this end, students should understand that their supervised clinical experiences are part of their educational curriculum. Likewise, students should never think of themselves as "working" or covering a sport or being the assigned Athletic Training provider for a sport. Instead, they should think of themselves as Athletic Training Students assigned to a specific clinical instructor who will supervise and mentor their clinical experiences within a specific clinical setting or settings.

This clinical experience will involve some supervised autonomy in activities as well as some collaboration in decision-making between the ATS and clinical instructor, but students should never be the primary person responsible for the care of an athlete or team. All student decisions must be supervised.

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Mission Statement

The mission of the University of Northern Colorado ATEP is to provide a comprehensive educational experience and a strong clinical foundation to prepare the successful undergraduate student to enter the allied health profession of athletic training.

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goals & objectives


The goal of the University of Northern Colorado 's Undergraduate Athletic Training Education Program is to develop quality athletic training students that will contribute and be active in the health care profession, and to promote a positive attitude of healthful living and health care to the physically active.

  • Students will be able to demonstrate an understanding of the theoretical foundations of human movement, and the assessment, rehabilitation, and treatment of athletic injuries.
  • Students will acquire knowledge in proper prevention, management, and rehabilitation of injuries and illness to physically active individuals, in a variety of settings.


  • Provide a basis for education, clinical experience, and research for the undergraduate student that is interested in pursuing and entering the allied health profession of athletic training.
  • Provide experiences in a variety of clinical settings, under supervision, to ensure the athletic training student meets the entry-level standards of a certified athletic trainer.
  • Develop professionalism, confidence and appropriate decision making skills through a combination of clinical course work and varied athletic field experiences.
  • Demonstrate positive outcomes in a highly competitive educational program that prepares the athletic training student to successfully pass the BOC exam and work with and provide care to the physically active in a traditional and non traditional settings.
  • Demonstrate successful completion of clinical proficiencies, outlined in the NATA Educational Competencies, 4th Edition, throughout a 5 semester athletic training education program.

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BOC Exam Pass Rate

Below is data regarding the past 3 BOC exam year cycles. The BOC exam year cycle runs from April through Feburary of the years indicated.

BOC Pass Rate Data

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