Coping Strategies Used by Athletic Training Majors to Manage Clinical and Academic Responsibilities

2015 ◽  
Vol 20 (3) ◽  
pp. 4-12 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas G. Bowman ◽  
Carrie Fister
Keyword(s):  
Data Collection ◽  
Coping Strategies ◽  
Training Program ◽  
Athletic Training ◽  
Time Management ◽  
Training Programs ◽  
Strong Support ◽  
Online Questionnaire ◽  
Data Collection And Analysis ◽  
Stress Relieving

Context:Athletic training majors are at risk for experiencing elevated stress, frustrations, and eventual burnout. Evidence suggests that stressors can accumulate over time, but academic standing can plausibly influence experiences with stress.Objective:Gain information related to coping strategies used by athletic training majors to manage their stress and frustrations to prevent burnout.Design:Online qualitative study.Setting:Athletic training programs.Patients or Other Participants:10 sophomores, 9 juniors, and 4 seniors completed the online questionnaire. The athletic training majors were recruited from four institutions with accredited programs.Data Collection and Analysis:Data were collected in March 2013 via asynchronous online interviewing via QuestionPro. All participants responded to the same set of 25 questions and data were analyzed following a general inductive approach. The questionnaire was reviewed by a peer and piloted. Multiple analyst coding was completed.Results:We identified an overarching theme of personal coping strategies, which athletic training majors used to manage and cope with their stressors. These strategies were simply considered outside the confines of the athletic training program itself, and included outside support networks, physical outlets, and time management skills. We acknowledged athletic training majors also employed stress-relieving strategies that were facilitated within or by the athletic training program itself. Specifically, our participants noted that they received support from peer and programmatic personnel (preceptors, faculty).Conclusions:Athletic training majors must develop personal strategies that can help them best alleviate their stressors, but also must have strong support in place especially within their athletic training programs. We recommend that athletic training majors reflect upon what strategies work best for them and to find hobbies and personal interests that help them de-stress and rejuvenate from their demanding workloads.

scholarly journals Career Commitment of Postprofessional Athletic Training Program Graduates

2015 ◽  
Vol 50 (4) ◽  
pp. 426-431 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
Ashley Goodman
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Career Commitment ◽  
Advanced Degree ◽  
Primary Role ◽  
Online Questionnaire ◽  
Online Data ◽  
Member Checks

Context Choosing to pursue an advanced degree in athletic training appears to indicate professional commitment and passion for the profession. Currently, there is a paucity of information regarding why some athletic trainers pursue enrollment in a postprofessional athletic training program (PPATP), indicating commitment to the profession, but later depart for another primary role outside of athletic training. Objective To understand why athletic trainers invested in advanced training via a PPATP but then decided to leave the profession. Design Qualitative study. Setting Online data collection. Patients or Other Participants Twelve graduates (8 women [67%], 4 men [33%], age = 31.58 ± 3.06 years) from PPATPs who no longer had primary employment as an athletic trainer. Data Collection and Analysis Recruits responded to an e-mail invitation to participate by completing a confidential online questionnaire. We analyzed data using a general inductive approach and secured trustworthiness using multiple-analyst triangulation, peer review, and member checks. Results Two higher-order themes emerged regarding the career commitment of former athletic trainers who were PPATP graduates: (1) departure from an athletic training career and (2) partial continuance in athletic training. Two second-order themes emerged from the reasons for departure: (1) decreased recognition of value and (2) work-life imbalance. Finally, we identified 2 third-order themes from the participants' reasons for departure because of a perceived lack of value: (1) low salary and (2) long, inconsistent hours worked. Conclusions Most of our participants intended to stay in the profession when they chose to attend a PPATP. However, during role inductance in either the clinical experience of the PPATP they attended or early in their careers, they began to have thoughts of leaving mainly because of inadequate financial compensation, challenging work schedules, or both.

scholarly journals Factors Influencing a Student's Choice of a Graduate Professional Athletic Training Program

2020 ◽  
Vol 15 (3) ◽  
pp. 177-185
Author(s):  
Alyson Dearie ◽  
Deborah Van Langen ◽  
Julie M. Cavallario ◽  
Sonya A. Comins
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Athletic Training ◽  
Online Survey ◽  
Graduate Program ◽  
Doctoral Degree ◽  
Pass Rate ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Convenience Sample

Context As the professional degree in athletic training transitions to the master's level, a growing concern for programs is enrollment. Understanding the factors that influence a student's choice of a graduate program in athletic training will provide institutions with vital information for marketing and enrollment management. Objective To explore factors that influence a student's choice of a professional graduate athletic training program. Design Cross-sectional. Setting Online survey. Patients or Other Participants A total of 52 participants from a convenience sample of 140 graduate students enrolled in a graduate professional athletic training program completed the survey: 43 females (82.7%) and 9 males (17.3%). Data Collection and Analysis Data collection took place over 4 weeks between April and May 2019. Participants completed an online questionnaire that consisted of 11 demographic items, 6 Likert-scale items about factors that may have influenced school choice, and 2 open-ended questions about career goals and pursuing a doctoral degree. We calculated descriptive statistics, frequency distributions, and percentages. Results Factors ranked as very important in influencing a student's choice fell within the categories of athletic training program and athletic training program faculty. Those ranked as not important were related to ethnicity and gender. Additionally, over half of the participants indicated an intended career path within the college or professional setting. Conclusions Although a variety of factors can influence a student's choice of graduate school, today's consumer seems mostly interested in program factors such as Board of Certification pass rate, accreditation status, and clinical sites. As programs transition to the graduate level, marketing and recruitment strategies should be designed around these factors to ensure enrollment.

Strategies for Facilitating Ongoing Communication Between Clinical Education Coordinators and Preceptors

2016 ◽  
Vol 21 (3) ◽  
pp. 12-18
Author(s):  
Sara Nottingham
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Phone Calls

Communication between athletic training programs and preceptors is not only an accreditation requirement, but also a mechanism to foster effective clinical education experiences. Communicating regularly with preceptors can provide them with feedback and help demonstrate their value to the athletic training program. Improved communication between academic and clinical education has been identified as a need in athletic training. Ongoing communication can be facilitated in a variety of formal and informal ways, including preceptor newsletters, site visits, questionnaires, meetings, and phone calls. Clinical education coordinators should select methods of communication that meet the needs of their program and preceptors.

Stress and Coping Among Adolescents Across a Competitive Swim Season

2013 ◽  
Vol 27 (2) ◽  
pp. 143-155 ◽  
Author(s):  
Meghan H. McDonough ◽  
Valerie Hadd ◽  
Peter R.E. Crocker ◽  
Nicholas L. Holt ◽  
Katherine A. Tamminen ◽  
...  
Keyword(s):  
Data Collection ◽  
Coping Strategies ◽  
Stress And Coping ◽  
Dynamic Nature ◽  
Adolescent Athletes ◽  
Competitive Season ◽  
Data Collection And Analysis ◽  
Before And After ◽  
And Coping

This study qualitatively examined the congruence between anticipated and experienced stressors and coping, and approaches to coping by elite adolescent swimmers across a competitive season. Eight swimmers were interviewed before and after 4 swim meets in a season. Data collection and analysis were guided by theories of stress and coping. Accuracy of anticipating stressors was low, and the stressors and coping strategies were variable across the season. Idiographic profiles were created for each athlete and grouped according to similar characteristics. Three groups included athletes who (a) generally perceived stressors as something to be avoided, (b) generally perceived stressors as problems to be solved, or (c) generally perceived swimming as fun and minimally stressful. These patterns appeared to be associated with anticipating stressors, highlighting the complex and dynamic nature of stress and coping among adolescent athletes.

Associations Between Functional and Isolated Performance Measures in College Women’s Soccer Players

2017 ◽  
Vol 26 (5) ◽  
pp. 376-385 ◽  
Author(s):  
Ryan S. McCann ◽  
Kyle B. Kosik ◽  
Masafumi Terada ◽  
Megan Q. Beard ◽  
Gretchen E. Buskirk ◽  
...  
Keyword(s):  
Data Collection ◽  
Lower Extremity ◽  
Athletic Training ◽  
Performance Measures ◽  
Functional Performance ◽  
External Rotation ◽  
Soccer Players ◽  
Hip Strength ◽  
Data Collection And Analysis ◽  
Women's Soccer

Context:The Star Excursion Balance Test (SEBT) and Functional Movement Screen (FMS) are functional performance measures capable of predicting lower-extremity injury risk. While suboptimal SEBT and FMS performances are influenced by multiple factors, the contribution of hip strength and flexibility to these tests is mostly unknown. Examination of hip strength and flexibility influences on the SEBT and FMS may direct clinicians to better methods of correcting functional deficits.Objective:Determine the relationships of isometric hip strength and hip passive range of motion (PROM) with functional performance measures.Design:Cross-sectional.Setting:Athletic training facility.Participants:43 NCAA Division I women’s soccer players (19.65 ± 1.12 y; 166.93 ± 3.84 cm; 60.99 ± 4.31 kg) volunteered.Data Collection and Analysis:All participants were tested bilaterally in the SEBT; the deep squat, in-line lunge, hurdle step, and straight leg raise, comprising a lower-extremity FMS (FMS-LE); hip internal and external rotation PROM; and isometric hip extension strength (HEXT). The mean of the 3 averaged, normalized SEBT scores was used as a composite score. Pearson product moment correlations assessed relationships of SEBT and FMS-LE scores with PROM and HEXT. Significance was set a priori at P < .05.Results:Pearson correlations revealed anterior (ANT) SEBT scores had a low negative association with HEXT (r = –0.33,P = .004) and a low positive association with hip internal rotation PROM (PROM-IR) (r = .43,P = .003). All other correlations were negligible.Conclusions:Flexibility training aimed at PROM-IR may contribute to improved ANT scores. Targeting HEXT and hip external rotation PROM are likely not preferred means of correcting deficits in SEBT and FMS-LE performance.

Professional Master's Athletic Training Programs use Clinical Education to Facilitate Transition to Practice

2017 ◽  
Vol 12 (2) ◽  
pp. 146-151 ◽  
Author(s):  
Thomas G. Bowman ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Clinical Practice ◽  
Athletic Training ◽  
Clinical Education ◽  
Training Programs ◽  
Transition To Practice ◽  
Athletic Training Students ◽  
Online Questionnaire ◽  
Socialization Process ◽  
Master's Students ◽  
Major Facilitator

Context: Athletic training students' ability to transition into professional practice is a critical component for the future of the profession. However, research on professional master's students' transition to practice and readiness to provide autonomous care is lacking. Objective: To determine professional master's athletic training students' perceptions regarding how they were prepared to transition to practice as clinicians. Design: Qualitative study. Setting: Professional master's athletic training programs. Patients or Other Participants: Sixteen students, 8 program directors, and 5 faculty members from professional master's athletic training programs. Main Outcome Measure(s): An online questionnaire was distributed via Qualtrics and analyzed using an inductive technique. Participants responded to a series of open-ended questions related to the structure and curricular offerings of their respective programs. We secured trustworthiness through multiple analyst triangulation and peer review. Results: We found that both students and faculty identified clinical education as the major facilitator in the socialization process used to prepare students for the transition into clinical practice. Three further subthemes emerged: (1) Both stakeholder groups felt that students gained experience through diverse and immersive clinical education experiences; (2) Preceptors provided mentorship; and (3) Students developed confidence to enter clinical practice as a result of these supported experiences. Conclusions: Professional master's programs provide clinical education experiences designed to help athletic training students gain the skills and confidence necessary to become autonomous practitioners. The diversity and mentorship contained within these experiences facilitates confidence and preparedness.

scholarly journals Exploring the Transition to Practice for the Newly Credentialed Athletic Trainer: A Programmatic View

2015 ◽  
Vol 50 (10) ◽  
pp. 1042-1053 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Stacy E. Walker ◽  
Ashley Brooke Thrasher
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Time Management ◽  
Training Programs ◽  
Graduate Degree ◽  
Transition To Practice ◽  
Graduate Degree Programs ◽  
Telephone Interviews ◽  
Orientation Session ◽  
Ongoing Support

Context  Some newly credentialed athletic trainers (ATs) pursue a postprofessional degree with a curriculum that specifically advances their athletic training practice. It is unknown how those postprofessional programs assist in their transition to practice. Objective  To gain an understanding of initiatives used by postprofessional athletic training programs to facilitate role transition from student to professional during their graduate degree programs. Design  Qualitative study. Setting  Semistructured telephone interviews. Patients or Other Participants  A total of 19 program directors (10 men, 9 women) from 13 Commission on Accreditation of Athletic Training Education-accredited and 6 unaccredited postprofessional athletic training programs. Data Collection and Analysis  Telephone interviews were recorded digitally and transcribed verbatim. For data analysis, we used the principles of general inductive approach. Credibility was maintained using peer review, member checks, and researcher triangulation. Results  Three facilitators of transition to practice emerged: orientation sessions, mentoring, and assistantship. Participants used orientation sessions ranging from a few hours to more than 1 week to provide and discuss program polices and expectations and to outline roles and responsibilities. Faculty, preceptors, and mentors were integrated into the orientation for the academic and clinical portions of the program. All participants described a mentoring process in which students were assigned by the program or informally developed. Mentors included the assigned preceptor, a staff AT, or peer students in the program. The clinical assistantship provided exposure to the daily aspects of being an AT. Barriers to transition to practice included previous educational experiences and time management. Participants reported that students with more diverse didactic and clinical education experiences had easier transitions. The ability to manage time also emerged as a challenge. Conclusions  Postprofessional athletic training programs used a formal orientation session as an initial means to help the newly credentialed AT transition into the role. Mentoring provided both more informal and ongoing support during the transition.

scholarly journals Analysis of Training Program in Front Office Department at Aryaduta Bali Hotel

2020 ◽  
Vol 7 (2) ◽  
pp. 56-68
Author(s):  
Luh Putu Diah Ayu Savitri ◽  
I Gusti Agung Gede Witarsana ◽  
Desak Gede Chandra Widayanthi ◽  
I Wayan Restu Darmawan
Keyword(s):  
Program Evaluation ◽  
Training Program ◽  
Training Programs ◽  
Online Questionnaire ◽  
Training Program Evaluation ◽  
Kirkpatrick Model ◽  
Front Office ◽  
Hospitality Business

Training program evaluation is highly necessary and important to improve the business, particularly in the hospitality business. The aim of this research is to analyze the quality of training programs held for employees in the Front Office Department at Aryaduta Bali Hotel based on the Kirkpatrick Model and finding out a possible suggestion for improvement that could be done to enhance the quality of training programs. The data for this study was obtained by distributing an online questionnaire and conducting interviews. To validate the data, testing was done through data triangulation. As a result of this study, there are 2 criteria that show that the training program needs improvements more on how to satisfy the participants and how to more effectively evaluate the program. To improve these aspects, anonymous evaluation to gather detailed and objective input from the participant is suggested to be done.

scholarly journals On the Same Page: A Formal Process for Training Multiple Interviewers

2018 ◽  
Author(s):  
Carolyn Sattin-Bajaj
Keyword(s):  
Data Collection ◽  
Training Program ◽  
Qualitative Data ◽  
Social Science Research ◽  
Science Research ◽  
Training Models ◽  
Multi Stage ◽  
Data Collection And Analysis ◽  
Qualitative Methodologies ◽  
Research Assistants

The increased utilization of qualitative methodologies as part of mixed-method health and social science research has highlighted the need for training procedures for every stage of qualitative data collection and analysis. Yet, few group training models exist for collecting reliable, valid qualitative interview data. This article presents a multi-stage, collaborative interview training process for a large team of research assistants. The training program combines insights and techniques used in both structured and semi-structured interviewing. It also includes ongoing instruction and feedback prior to and during data collection in an effort to ensure consistency and reliability. In the article, I describe each stage of the training program in detail, review some of the challenges encountered during implementation, and conclude with a discussion of how researchers and course instructors might adapt the methods to fit their particular needs.

scholarly journals Retention Initiatives Used by Professional Master's Athletic Training Program Directors

2015 ◽  
Vol 10 (3) ◽  
pp. 205-211
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge ◽  
Stephanie M. Mazerolle
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Online Survey ◽  
Training Programs ◽  
Program Directors ◽  
The United States ◽  
Retention Rates ◽  
Application Process ◽  
Telephone Interviews ◽  
Athletic Training Program Directors

Context Many professional master's athletic training program directors believe retention is a problem facing athletic training education. However, it remains unknown what steps, if any, are taken to improve retention. Objective To inquire with program directors about their respective methods and interventions aimed at increasing retention rates. Design Qualitative study. Setting Professional master's athletic training programs. Patients or Other Participants Fifteen program directors out of 25 responded to an online survey invitation for a response rate of 60%. We also completed follow-up telephone interviews with 8 randomly selected program directors to gather greater insight into the ways they improve retention. Main Outcome Measure(s) We asked directors of all 25 professional master's athletic training programs in the United States to complete an online survey. We also asked 8 program directors from those who responded to complete telephone interviews. Grounded theory guided data analysis and we secured credibility through the use of multiple-analyst triangulation, member checks, and peer review. Results We identified 3 themes of ways program directors help improve student retention rates. Our participants described adequately screening admissions packets, providing financial support to defray the cost of pursuing a degree in athletic training at the professional master's level, and various student initiatives. Conclusions Based on our findings, we recommend a thorough application process that screens prospective students and identifies those who can complete the program. Program directors should also find ways to help defray the costs of earning a master's degree to allow students to become integrated into the program intellectually, socially, and clinically without increasing stress levels. Finally, providing students with opportunities for early socialization and mentoring should be aimed at explaining program expectations while preparing the students for professional practice.

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