Influences on Graduate Assistant Athletic Trainers’ Career Intentions and Career Goals

2016 ◽  
Vol 21 (4) ◽  
pp. 34-44
Author(s):  
Stephanie Mazerolle ◽  
Christianne M. Eason ◽  
Stephanie Clines
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Career Goals ◽  
Athletic Trainer ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Career Intentions ◽  
Influence Perceptions

The graduate assistant (GA) athletic trainer position often symbolizes an important transitory role from student to autonomous practitioner. The position also is used to help gain valuable experience for future employment. Our purpose was to understand the socialization process of the GA athletic trainer as well as investigate the career intentions as they begin to seek employment following their experiences in that transitory role. Twenty-five (5 males, 20 females) GA athletic trainers were recruited and participated in this study. Findings indicate the experiences of novice athletic trainers serving as GAs have the potential to both positively or negatively influence perceptions of the athletic training profession and, ultimately, career intentions.

scholarly journals The Professional Socialization of the Graduate Assistant Athletic Trainer

2015 ◽  
Vol 50 (5) ◽  
pp. 532-541 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason ◽  
Stephanie Clines ◽  
William A. Pitney
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Professional Socialization ◽  
Athletic Trainer ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Data Saturation ◽  
Academic Tracks ◽  
Orientation Session ◽  
Board Of Certification

Context The graduate assistant athletic trainer (AT) position often serves as one's first experience working independently as an AT and is also an important aspect of the professional socialization process. The socialization experiences of graduate assistant ATs have yet to be fully explored. Objective To understand the socialization process for graduate assistant ATs during their graduate experience. Design Qualitative study. Setting We conducted phone interviews with all participants. Patients or Other Participants A total of 25 graduate assistant ATs (20 women, 5 men) studying in 1 of 3 academic tracks: (1) accredited postprofessional athletic training program (n = 8), (2) postprofessional athletic training program (n = 11), or (3) a nonathletic training degree program (n = 6). The average age was 25 ± 5 years, and the median age was 24 years. Participants were certified by the Board of Certification for an average of 2 ± 0.4 years. Data Collection and Analysis We analyzed the data using a general inductive approach. Peer review, field notes, and intercoder reliability established trustworthiness. Data saturation guided participant recruitment. Results The ability to gain clinical independence as a practitioner was an important socialization process. Having the chance to develop a relationship with a mentor, who provided support, guidance, and more of a hierarchical relationship, was an important socializing agent for the graduate assistant AT. Participants used the orientation session as a means to understand the expectations and role of the graduate-assistant position. Academic coursework was a way to achieve better inductance into the role via the opportunity to apply classroom skills during their clinical practice. Conclusions Socializing the graduate assistant blends formal and informal processes. Transition to practice is a critical aspect of the profession; thus, supporting autonomous practice with directed mentoring can promote professional maturity.

scholarly journals Initial Validation of a Multilevel Model of Job Satisfaction and Career Intentions Among Collegiate Athletic Trainers

2018 ◽  
Vol 53 (7) ◽  
pp. 709-715
Author(s):  
Christianne M. Eason ◽  
Stephanie M. Mazerolle ◽  
William A. Pitney
Keyword(s):  
Job Satisfaction ◽  
Family Support ◽  
Athletic Training ◽  
Multilevel Model ◽  
Athletic Trainers ◽  
Organizational Factors ◽  
Athletic Trainer ◽  
Sociocultural Factors ◽  
Career Intentions ◽  
Work Family

Context:  The constructs of job satisfaction and career intentions in athletic training have been examined predominantly via unilevel assessment. The work-life interface is complex, and with troubling data regarding attrition, job satisfaction and career intentions should be examined via a multilevel model. Currently, no known multilevel model of career intentions and job satisfaction exists within athletic training. Objective:  To validate a multilevel model of career intentions and job satisfaction among a collegiate athletic trainer population. Design:  Cross-sectional study. Setting:  Web-based questionnaire. Patients or Other Participants:  Athletic trainers employed in National Collegiate Athletic Association Division I, II, or III or a National Association of Intercollegiate Athletics college or university (N = 299; 56.5% female, 43.5% male). The average age of participants was 34 ± 8.0 years, and average experience as an athletic trainer was 10.0 ± 8 years. Main Outcome Measure(s):  A demographic questionnaire and 7 Likert-scale survey instruments were administered. Variables were responses related to work-family conflict, work-family enrichment, work-time control, perceived organizational family support, perceived supervisor family support, professional identity and values, and attitude toward women. Results:  Exploratory factor analysis confirmed 3 subscales: (1) individual factors, (2) organizational factors, and (3) sociocultural factors. The scale was reduced from 88 to 62 items. A Cronbach α of 0.92 indicated excellent internal consistency. Conclusions:  A multilevel examination highlighting individual, organizational, and sociocultural factors is a valid and reliable measure of job satisfaction and career identity among athletic trainers employed in the collegiate setting.

scholarly journals Graduate-Assistant Athletic Trainers' Perceptions of Professional Socialization in the Collegiate Setting: Part I

2016 ◽  
Vol 51 (10) ◽  
pp. 758-770 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
Thalia Mulvihill
Keyword(s):  
Athletic Training ◽  
National Collegiate Athletic Association ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Primary Care Providers ◽  
Role Identity ◽  
Care Providers ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Perceived Success

Context: Many newly credentialed athletic trainers (ATs) pursue graduate assistantships, which allow them to gain experience while being supervised by an experienced AT. The graduate-assistant (GA) ATs' perception of their socialization process into the collegiate setting is unknown. Objective: To explore the professional socialization of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 6) participated. Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Four themes emerged: (1) role identity, (2) initial entry into role, (3) maturation, and (4) success. Before beginning their role, participants envisioned the assistantship as a way to gain independent experience while being mentored. They perceived themselves as the primary care providers for their athletic teams. Those who were immediately immersed into clinical practice adapted to their role quickly despite experiencing stress initially. Participants felt that a formal orientation process and a policies and procedures manual would have alleviated some of the initial stress. The GAs matured as they practiced clinically and developed confidence as they gained experience. Personal attributes, experience, and peer and supervisor support contributed to perceived success as GAs. Factors that hindered perceived success were lack of confidence, an unsupportive environment, and long hours. Conclusions: When looking for graduate assistantships, ATs should seek a position that allows them to practice independently and provides didactic educational opportunities while aligning with their athletic training philosophies.

The Motivational Climate and Intrinsic Motivation in the Rehabilitation Setting

2018 ◽  
Vol 27 (5) ◽  
pp. 460-468 ◽  
Author(s):  
Rachel E. Brinkman-Majewski ◽  
Windee M. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Goal Orientation ◽  
Athletic Training ◽  
Effect Size ◽  
Female Athletes ◽  
Athletic Trainers ◽  
Motivational Climate ◽  
Therapeutic Interventions ◽  
Athletic Trainer ◽  
Male Athletes

Context: The motivational climate created by the athletic trainer in rehabilitation may be critical in influencing athletes’ intrinsic motivation and other psychosocial outcomes in the rehabilitation and the recovery processes. Objective: To examine intercollege athletes’ perceptions of the motivational climate in the rehabilitation setting. Specifically, examining if perceptions of the motivational climate can predict athletes’ levels of intrinsic motivation with rehabilitation as well as the relationship between perceptions of the motivational climate and athlete demographics (gender, starter status, athletic trainer gender, etc). Design: Cross-sectional, descriptive research. Setting: College sport team and athletic training center. Participants: National Collegiate Athletic Association Division II intercollege athletes from one institution (n = 187; 125 males and 62 females). Main Outcome Measures: Paper-based survey measuring mastery and performance perceptions of the motivational climate in rehabilitation, athletes’ goal orientation in sport, and athletes’ levels of motivation in rehabilitation. Results: Perceptions of a performance climate were positively related to intrinsic motivation effort–improvement (effect size = 25.34%). Perceptions of a mastery climate were positively related to interest–enjoyment and perceived competence and negatively related to tension–pressure (effect size = 39.03%). In general, female athletes, as well as athletes with a female athletic trainer, had significantly higher perceptions of mastery motivational climate effort–improvement than male athletes and athletes with male athletic trainers. While male athletes and athletes with male athletic trainers had higher perceptions of intrateam member rivalry in rehabilitation. Conclusions: The athlete’s gender and goal orientation, as well as the gender of the athletic trainer creating the motivational climate, can influence whether the environment is perceived as more mastery or performance. The recovering athletes’ perceptions of the climate in rehabilitation can, in turn, affect their intrinsic motivation toward the therapeutic interventions.

Considerations for the Use of the Observation Experience to Aid in Early Socialization and Retention of Athletic Training Students

2014 ◽  
Vol 9 (2) ◽  
pp. 54-58 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Thomas Dodge
Keyword(s):  
Athletic Training ◽  
Training Programs ◽  
Athletic Trainers ◽  
Athletic Trainer ◽  
Positive Interactions ◽  
Clinical Experiences ◽  
Athletic Training Students ◽  
Initial Exposure ◽  
Observation Period ◽  
Early Socialization

Context Retention of quality students in athletic training programs (ATPs) is important. Many factors contribute to retention of students, including their motivation level, peer support, positive interactions with instructors, clinical integration, and mentorship. Objective Highlight the use of the observation period for preparatory athletic training students as a means to promote retention. Background Many ATPs require a period of observation as part of or as a precursor to application for admission. The experience gives students initial exposure to the profession while allowing the ATP to evaluate the student's potential for admission and success within the program and as a young professional. The roles of an athletic trainer are complex and challenging; therefore, ATPs need to ensure they are preparing their students for professional practice. Synthesis A review of the retention literature was conducted and specific applications suggested based upon the authors' professional experiences. Results Early socialization into the profession is helpful for understanding an athletic trainer's role. Diversity during the observation period can facilitate a student's understanding, plausibly improving persistence. Recommendations Athletic training programs are encouraged to provide the preparatory student with structured, required observations of athletic trainers. Specifically, students should be exposed to diverse clinical employment settings and the different domains of clinical practice for the athletic trainer. This exposure could plausibly facilitate retention. Conclusions It is important to identify strategies to help retain quality students in order to promote and advance the professional stature of athletic training. Focusing on clinical experiences, rather than quantity of hours, may benefit students who are evaluating their futures as athletic trainers.

scholarly journals Newly Credentialed Athletic Trainers' Perceptions of Professional Preparation for Their Role as Collegiate Graduate Assistants

2018 ◽  
Vol 13 (3) ◽  
pp. 227-238 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier
Keyword(s):  
Athletic Training ◽  
Intercollegiate Athletics ◽  
Clinical Education ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Professional Preparation ◽  
Graduate Assistant ◽  
Graduate Assistants ◽  
Data Saturation ◽  
National Athletic Trainers Association

Context: The professional preparation of newly credentialed athletic trainers (ATs) has been passionately debated. Understanding how newly credentialed ATs feel they are prepared will help enhance professional preparation. Objective: Explore newly credentialed ATs' perceptions of their professional preparation for their role. Design: Phenomenological qualitative. Setting: Phone interviews with graduate assistant ATs in the collegiate setting. Patients or Other Participants: Nineteen collegiate graduate assistants (15 female, 4 male; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I: 13, II: 3, III: 2, National Association of Intercollegiate Athletics: 2; postprofessional athletic training program: 6). Main Outcome Measure(s): Participants were recruited via an e-mail from the National Athletic Trainers' Association database sent to all certified students. Data were collected via phone interviews, which were recorded and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Credibility was established via member checks and peer debriefing. Results: Two themes emerged: facilitators and barriers. Overall, participants felt academically prepared for their role, but preparedness was often dependent on the facilitators of academic rigor, hands-on opportunities in clinical education, and their preceptor. Barriers included a lack of rigor in the academic setting, lack of active opportunities in clinical education, the culture of clinical experiences, and incongruence. Incongruence existed when students were exposed to all the competencies during didactic education, but never gained experience with some skills (eg, rehabilitation, documentation, communication) if situations never arose or they were not actively involved clinically. Conclusions: Athletic training students are being exposed to a variety of learning experiences academically, but often do not gain clinical experience if situations do not arise or preceptors do not allow active participation. To ensure new ATs are prepared, academic programs need to ensure rigor and place students with preceptors who provide active learning opportunities.

scholarly journals A Study on the Improvement Guide for Sports injury Management System: An Analysis of Survey on the Management, Satisfaction of Facilities and Job Satisfaction of Athletic Trainers

2020 ◽  
Vol 29 (3) ◽  
pp. 291-299
Author(s):  
Hae-Joo Nam ◽  
Eunwook Chang
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Management System ◽  
Athletic Trainers ◽  
Sports Injury ◽  
Working Environment ◽  
Athletic Trainer ◽  
Environment Change ◽  
Injury Management ◽  
Significant Difference

PURPOSE: The purpose of this study was to investigate athletes’ satisfaction of sports injury management system and athletic trainers’ job satisfaction.METHODS: Total of 183 athletes and 30 athletic trainers responded to the survey. The surveys consisted 25 questions for health care satisfaction from athletes. From factor analysis, there were four subfactors 1) Satisfaction with trainer quality, 2) Activity on the role of the trainer, 3) Satisfaction with injury management system service, 4) The necessity of an athletic trainer) from 25 questions. The survey for athletic trainers consisted to 19 questions and there were five subfactors 1) Relationship and communication, 2) Treatment as an athletic trainer 3) Expectation for working environment change, 4) Proud for the job, 5) Anxiety and inequality in the work environment). One-way analysis of variance was utilized to compare the differences among subfactors in each category. Independent t-test was used to compare the satisfaction with or without athletic trainers.RESULTS: 1) Athletes’ satisfaction: there was a significant difference between the satisfaction with or without athletic trainers in subfactor 2 and 3 (p<.01). The satisfaction of injury management system exhibited that subfactor 2 and 3 showed a significance difference by age (p<.05) and subfactor 1, 2, and 3 (p<.01) showed a significant difference by event participations of athletic trainers. 2) Athletic trainers’ satisfaction: There was a significant difference on subfactor 3 (p<.05) between age 20-26 years old. In addition, there was a significant difference on sub factor 3 (p<.05) by type of sports and on subfactor 2 (p<.05) by career span.CONCLUSIONS: A systematic athletic training education program and the vocational welfare environment of athletic trainer will be necessary for providing a better health care services to athletes.

scholarly journals National Athletic Trainers' Association Position Statement: Facilitating Work-Life Balance in Athletic Training Practice Settings

2018 ◽  
Vol 53 (8) ◽  
pp. 796-811 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
William A. Pitney ◽  
Ashley Goodman ◽  
Christianne M. Eason ◽  
Scott Spak ◽  
...  
Keyword(s):  
Organizational Climate ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Position Statement ◽  
Work Life ◽  
Work Life Balance ◽  
Athletic Trainer ◽  
Life Balance ◽  
National Athletic Trainers Association ◽  
Training Practice

Objective: To illustrate the concept of work-life balance and those factors that influence it and to provide recommendations to facilitate work-life balance in athletic training practice settings. To present the athletic trainer with information regarding work-life balance, including those factors that negatively and positively affect it within the profession.Background: Concerns for work-life balance have been growing within the health care sector, especially in athletic training, as it is continuously linked to professional commitment, burnout, job satisfaction, and career longevity. The term work-life balance reflects those practices used to facilitate the successful fulfillment of the responsibilities associated with all roles one may assume, including those of a parent, spouse, partner, friend, and employee. A host of organizational and individual factors (eg, hours worked, travel demands, flexibility of work schedules, relationship status, family values) negatively influence the fulfillment of work-life balance for the athletic trainer, but practical strategies are available to help improve work-life balance, regardless of the practice setting.Recommendations: This position statement is charged with distributing information on work-life balance for athletic trainers working in a variety of employment settings. Recommendations include a blend of organizational and personal strategies designed to promote work-life balance. Establishing work-life balance requires organizations to have formal policies that are supported at the departmental and personal level, in addition to informal policies that reflect the organizational climate of the workplace. Individuals are also encouraged to consider their needs and responsibilities in order to determine which personal strategies will aid them in attaining work-life balance.

scholarly journals Athletic Trainer Services in the Secondary School Setting: The Athletic Training Locations and Services Project

2019 ◽  
Vol 54 (11) ◽  
pp. 1129-1139 ◽  
Author(s):  
Robert A. Huggins ◽  
Kelly A. Coleman ◽  
Sarah M. Attanasio ◽  
G. Larry Cooper ◽  
Brad D. Endres ◽  
...  
Keyword(s):  
School District ◽  
Secondary School ◽  
Secondary Schools ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Trainer ◽  
Full Time ◽  
Independent Contractor ◽  
Public And Private ◽  
National Athletic Trainers Association

Context Previous research from a sample of US secondary schools (n = 10 553) indicated that 67% of schools had access to an athletic trainer (AT; 35% full time [FT], 30% part time [PT], and 2% per diem). However, the population-based statistic in all secondary schools with athletic programs (n = approximately 20 000) is yet to be determined. Objective To determine the level of AT services and employment status in US secondary schools with athletics by National Athletic Trainers' Association district. Design Cross-sectional study. Setting Public and private secondary schools with athletics. Patients or Other Participants Data from all 20 272 US public and private secondary schools were obtained. Main Outcome Measure(s) Data were collected from September 2015 to April 2018 by phone or e-mail communication with school administrators or ATs and by online surveys of secondary school ATs. Employment categories were school district, school district with teaching, medical or university facility, and independent contractor. Data are presented as total number and percentage of ATs. Descriptive statistics were calculated for FT, PT, and no AT services data for public, private, public + private, and employment type by state and by National Athletic Trainers' Association district. Results Of the 20 272 secondary schools, 66% (n = 13 473) had access to AT services, while 34% (n = 6799) had no access. Of those schools with AT services, 53% (n = 7119) received FT services, while 47% (n = 6354) received PT services. Public schools (n = 16 076) received 37%, 32%, and 31%, whereas private schools (n = 4196) received 27%, 28%, and 45%, for FT, PT, and no AT services, respectively. Most of the Athletic Training Locations and Services Survey participants (n = 6754, 57%) were employed by a medical or university facility, followed by a school district, school district with teaching, and independent contractor. Combined, 38% of AT employment was via the school district. Conclusions The percentages of US schools with AT access and FT and PT services were similar to those noted in previous research. One-third of secondary schools had no access to AT services. The majority of AT employment was via medical or university facilities. These data depict the largest and most updated representation of AT services in secondary schools.

scholarly journals Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

2016 ◽  
Vol 51 (10) ◽  
pp. 771-779 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
Thalia Mulvihill
Keyword(s):  
Professional Development ◽  
Athletic Training ◽  
Intercollegiate Athletics ◽  
National Collegiate Athletic Association ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Analysis Data ◽  
Graduate Assistant ◽  
Data Saturation ◽  
Member Checks

Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

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