A Qualitative Exploration of the Professional Commitment of Athletic Trainers Employed in the Professional Sports Setting

2017 ◽  
Vol 22 (2) ◽  
pp. 40-47 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Chantel Hunter
Keyword(s):  
Professional Development ◽  
Work Environment ◽  
Athletic Trainers ◽  
Professional Sport ◽  
Professional Commitment ◽  
Full Time ◽  
Years Of Experience ◽  
Interpretative Approach ◽  
Certified Athletic Trainer ◽  
Time Away

Professional commitment has been studied in multiple settings, yet little is known about the professional sport setting. A total of 27 male athletic trainers, employed full time in the professional sport setting, participated in this study. Our participants were 34 years old (range 30–58), with 21 ± 7 years of experience as a certified athletic trainer, and more than 17 ± 7 years of experience in the professional setting. We conducted online asynchronous interviews. All data were analyzed following an interpretative approach. Data saturation was met, and we used a peer review and researcher triangulation. Barriers to professional commitment included time away from family/home and negative work environment. The facilitators to professional commitment were competition, positive work environment, and off-season professional development. The professional sport setting is unique, much like the collegiate setting, and thus our findings highlight that time away and a negative workplace atmosphere can reduce an athletic trainer’s commitment. Commitment to the profession, however, is enhanced within this setting because of the chance to be around the high level of competition, as well as the chance to have time for professional development.

scholarly journals Athletic Trainers' Familiarity With and Perceptions of Academic Accommodations in Secondary School Athletes After Sport-Related Concussion

2015 ◽  
Vol 50 (3) ◽  
pp. 262-269 ◽  
Author(s):  
Richelle M. Williams ◽  
Cailee E. Welch ◽  
John T. Parsons ◽  
Tamara C. Valovich McLeod
Keyword(s):  
Secondary School ◽  
Employment Status ◽  
Student Athletes ◽  
Athletic Trainers ◽  
School Setting ◽  
Full Time ◽  
Years Of Experience ◽  
Academic Accommodations ◽  
Cognitive Rest ◽  
Perceived Familiarity

Context: Sport-related concussion can affect athletes' sport participation and academic success. With the recent emphasis on cognitive rest, student-athletes may benefit from academic accommodations (AA) in the classroom; however, athletic trainers' (ATs') perceived familiarity with, and use of, AA is unknown. Objective: To assess secondary school ATs' perceived familiarity with, attitudes and beliefs about, and incorporation of AA for student-athletes after sport-related concussion. A secondary purpose was to determine whether employment status altered familiarity and use of AA. Design: Cross-sectional study. Setting: Online survey. Patients or Other Participants: Of 3286 possible respondents, 851 secondary school ATs accessed the survey (response rate = 25.9%; 308 men [36.2%], 376 women [44.2%], 167 respondents [19.6%] with sex information missing; age = 37.3 ± 10.1 years). Main Outcome Measure(s): Participants were solicited via e-mail to complete the Beliefs, Attitudes and Knowledge Following Pediatric Athlete Concussion among Athletic Trainers employed in the secondary school setting (BAKPAC-AT) survey. The BAKPAC-AT assessed ATs' perceived familiarity, perceptions, and roles regarding 504 plans, Individualized Education Programs (IEPs), and returning student-athletes to the classroom. Independent variables were employment status (full time versus part time), employment model (direct versus outreach), years certified, and years of experience in the secondary school setting. The dependent variables were participants' responses to the AA questions. Spearman rank-correlation coefficients were used to assess relationships and Mann-Whitney U and χ2 tests (P < .05) were used to identify differences. Results: Respondents reported that approximately 41% of the student-athletes whose sport-related concussions they managed received AA. Respondents employed directly by the school were more familiar with 504 plans (P < .001) and IEPs (P < .001) and had a greater belief that ATs should have a role in AA. Both the number of years certified and the years of experience at the secondary school were significantly correlated with perceived familiarity regarding 504 plans and IEPs. Conclusions: The ATs employed directly by secondary schools and those with more experience as secondary school ATs were more familiar with AA. Understanding AA is important for all ATs because cognitive rest and “return to learn” are becoming more widely recommended in concussion management.

scholarly journals The Relationships of Age and Years of Experience to Professional Development for Athletic Trainers Employed in the Collegiate Setting

2020 ◽  
Vol 15 (3) ◽  
pp. 194-200
Author(s):  
Christianne M. Eason ◽  
Jessica L. Barrett ◽  
Stephanie H. Clines
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Athletic Training ◽  
Online Survey ◽  
Athletic Trainers ◽  
Years Of Experience ◽  
Demographic Information ◽  
Cross Sectional ◽  
Web Based ◽  
Pearson Correlations

Context Professional identity is a process in which individuals forms a self-concept in the context of their profession, and includes an ability to articulate a professional philosophy. Professional identity relates to many aspects of a profession, including practices, ethics, and the requirements for success. Professional development is a component of professional identity and represents the growth of professionals as they acquire skills and confidence in autonomous practice. Currently, little is known in regard to the role age and years of experience play in the professional development of athletic trainers (ATs). Objective To determine the relationships of age and years of experience to professional development. Design Cross-sectional online survey. Setting Collegiate athletic training clinical setting. Patients or Other Participants Four hundred twenty-three (193 men, 230 women) ATs. Intervention(s) Data were collected via a Web-based survey instrument consisting of demographic and Likert-scale questions relating to professional development. Main Outcome Measure(s) Likert responses were summed, and demographic information was analyzed for frequency and distribution. Pearson correlations were run to evaluate the relationships between variables and linear regression was used to determine if age or years of experience could predict professional development scores. Results A positive relationship exists between professional development scores and both age and years of experience. Both age (R2 = 0.066) and years of experience (R2 = 0.075) were statistically significant predictors of variance in overall professional development scores. Conclusions Although age and years of experiences were both positively correlated with, and predicted variance in, overall professional development scores, the predicted variance of both variables was relatively small. Although we can say that both age and years of experience are prognostic in the professional development of collegiate ATs, their impact is statistically minimal.

scholarly journals Supervising Athletic Trainers' Perceptions of Professional Socialization of Graduate Assistant Athletic Trainers in the Collegiate Setting

2015 ◽  
Vol 50 (3) ◽  
pp. 321-333 ◽  
Author(s):  
Ashley B. Thrasher ◽  
Stacy E. Walker ◽  
Dorice A. Hankemeier ◽  
William A. Pitney
Keyword(s):  
Professional Development ◽  
Professional Socialization ◽  
Athletic Trainers ◽  
Role Expectations ◽  
Role Orientation ◽  
Independent Practice ◽  
Full Time ◽  
Graduate Assistant ◽  
Socialization Process ◽  
Qualitative Research Design

Context: Many newly credentialed athletic trainers gain initial employment as graduate assistants (GAs) in the collegiate setting, yet their socialization into their role is unknown. Exploring the socialization process of GAs in the collegiate setting could provide insight into how that process occurs. Objective: To explore the professional socialization of GAs in the collegiate setting to determine how GAs are socialized and developed as athletic trainers. Design: Qualitative study. Setting: Individual phone interviews. Patients or Other Participants: Athletic trainers (N = 21) who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men [76%], 5 women [24%]; years of supervision experience = 14.6 ± 6.6). Data Collection and Analysis: Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team with a consensual qualitative-research design. The team independently coded the data and compared ideas until a consensus was reached, and a codebook was created. Trustworthiness was established through member checks and multianalyst triangulation. Results: Four themes emerged: (1) role orientation, (2) professional development and support, (3) role expectations, and (4) success. Role orientation occurred both formally (eg, review of policies and procedures) and informally (eg, immediate role immersion). Professional development and support consisted of the supervisor mentoring and intervening when appropriate. Role expectations included decision-making ability, independent practice, and professionalism; however, supervisors often expected GAs to function as experienced, full-time staff. Success of the GAs depended on their adaptability and on the proper selection of GAs by supervisors. Conclusions: Supervisors socialize GAs into the collegiate setting by providing orientation, professional development, mentoring, and intervention when necessary. Supervisors are encouraged to use these socialization tactics to enhance the professional development of GAs in the collegiate setting.

Injuries and Referral Patterns During Basic Combat Training: An Examination of Data From the Certified Athletic Trainer-Forward Program

2021 ◽  
Author(s):  
Rebecca M Hirschhorn ◽  
Susan W Yeargin ◽  
James M Mensch ◽  
Thomas P Dompier
Keyword(s):  
Return On Investment ◽  
Athletic Trainers ◽  
Healthcare Providers ◽  
Athletic Trainer ◽  
Full Time ◽  
Independent Variables ◽  
Combat Training ◽  
Basic Combat Training ◽  
Fort Jackson ◽  
Certified Athletic Trainer

ABSTRACT Introduction Injuries sustained during basic combat training (BCT) result in large economic costs to the U.S. Army. The inclusion of athletic trainers (ATs) in other military branches has reduced Troop Medical Clinic (TMC) referrals. However, the inclusion of ATs during BCT has yet to be studied. The purpose of this study was to describe the frequency and nature of sick call visits during BCT and determine how the presence of an AT affects referrals to the TMC. Materials and Methods A prospective cohort study was conducted at the Fort Jackson Army Training Center for one calendar year. Soldiers in BCT, aged 18–42, who reported to sick call were included. Independent variables collected included: Soldier demographics (sex and age), visit reason, and provider impression. Training battalions were placed in three conditions: control (CON), full-time medic (FTM), and part-time athletic trainer (PAT). The dependent variable was disposition (referred or returned to duty [RTD]). Frequencies and proportions were calculated. Logistic regression compared conditions while considering the other independent variables. Return on investment was calculated. Results Fourteen thousand three hundred and four visits were documented. Most soldiers were female (n = 7,650; 53.5%) and under 20 years old (n = 5,328; 37.2%). Visits were most commonly due to physical injury (n = 7,926; 55.4%), injuries affecting the knee (n = 2,264; 15.8%) and chronic/overuse conditions (n = 2,031; 14.2%). By condition, the FTM and PAT conditions resulted in 1.303 (95%CI: 1.187, 1.430; P < .001) and 1.219 (95%CI: 1.103, 1.348; P < .001), or 30.3% and 21.9% higher, odds of being RTD compared to the CON condition, respectively. Return on investment was $23,363,596 overall and $2,423,306 for musculoskeletal-related cases. Conclusions Injuries were common in BCT, particularly in females. Soldiers in both the PAT and FTM conditions were more likely to be RTD compared to those in the CON condition. Athletic trainers (ATs) are effective at reducing potentially unnecessary referrals, demonstrating their value as healthcare providers in the BCT environment. Understanding variables associated with recruit disposition may aid medics and ATs in the development of triage protocols and further reduction of potentially unnecessary soldier referrals. The Certified Athletic Trainer-Forward Program resulted in significant return on investment, further supporting the inclusion of ATs in BCT.

scholarly journals Engaging Athletic Trainers in Concussion Detection: Overview of the National Football League ATC Spotter Program, 2011–2017

2019 ◽  
Vol 54 (8) ◽  
pp. 852-857 ◽  
Author(s):  
Christina Mack ◽  
Emily Myers ◽  
Ronnie Barnes ◽  
Gary Solomon ◽  
Allen Sills
Keyword(s):  
Health Care Providers ◽  
National Football League ◽  
Athletic Trainers ◽  
Care Providers ◽  
The Past ◽  
Future Improvement ◽  
Certified Athletic Trainer ◽  
And Training ◽  
Program Data ◽  
Concussive Injuries

Objective To assist sideline medical staff and to augment detection of concussion in National Football League (NFL) players during preseason and regular season games via the use of certified athletic trainer (ATC) spotters. Background Detecting concussive injuries in contact-sport athletes can be a challenging task for health care providers on the sideline. Over the past 8 years, professional sport leagues have begun to use additional sets of eyes (medical spotters along with video review) to help identify athletes with possible concussive injuries. Description The NFL first began a program using spotters in 2011, and the ATC Spotter Program has undergone systematic enhancements each year. This article describes the evolution of the ATC Spotter Program, the requirements and training of its participants, and the program data available to date. Directions for future improvement and research are addressed. Clinical Advantages The use of ATC spotters stationed in the broadcast booth has enhanced the real-time detection of concussed players in the NFL.

scholarly journals Low Burnout and High Engagement Levels in Athletic Trainers: Results of a Nationwide Random Sample

2009 ◽  
Vol 44 (4) ◽  
pp. 370-377 ◽  
Author(s):  
Peter R. Giacobbi
Keyword(s):  
Random Sample ◽  
Athletic Trainers ◽  
Health Complaints ◽  
Full Time ◽  
Occupational Engagement ◽  
Occupational Burnout ◽  
Certified Athletic Trainers ◽  
Somatic Health ◽  
Occupational Setting ◽  
College Or University

Abstract To assess the prevalence of occupational burnout, engagement, and somatic health complaints and the associations among these constructs experienced by certified athletic trainers (ATs). A secondary objective was to examine differences between men and women, those with more versus less postcertification experience, and ATs who worked in different occupational settings.Objective: Survey-based, stratified, proportionate random sample of full-time ATs.Design: Data were collected online from ATs employed full time in the college or university, secondary school or youth, and industrial or clinical settings.Setting: Of 3998 invited ATs, 934 replied, for a response rate of 24%. The mean age of the participants was 33.84 ± 8.29 years, and each AT worked with an average of 90 clients.Patients or Other Participants: The dependent variables were perceived stress, occupational burnout, engagement, and somatic health complaints.Main Outcome Measure(s): Although 17.2% of participants were in the most advanced stages of burnout, low levels of burnout and high degrees of occupational engagement were observed. Women ATs and those working in the college or university settings scored higher for burnout, whereas men and those in the clinical or industrial settings scored higher for engagement. Women also reported significantly more somatic health complaints than men did.Results: The overall prevalence of burnout in ATs was relatively small, but sex and occupational-setting differences were observed and deserve greater scrutiny.Conclusions:

scholarly journals A proposed vision to achieve the requirements of professional development for biology teachers of the secondary stage in light of the Kingdom's Vision 2030

2021 ◽  
Vol 16 (1) ◽  
pp. 148-166
Author(s):  
Mohamad Al-Shehri
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Key Words ◽  
Years Of Experience ◽  
Biology Teachers ◽  
Academic Qualification ◽  
Secondary Stage ◽  
Vision 2030

This study aimed at identifying the professional development requirements for biology teachers at the secondary stage in light of the Kingdom's vision 2030 and the degree of availability of these requirements from the viewpoint of biology teachers. The study also aimed at revealing the differences in the responses of biology teachers about the requirements of professional development according to some variables (years of experience, training Program, academic qualification). The study used the descriptive methodology and was applied to a sample of (79) teachers. The study used a questionnaire consisting of (72) items as an instrument, which was distributed on seven domains. The results showed that the degree of availability of professional development requirements for biology teachers at the secondary stage was medium. The results also showed statistically significant differences in the teachers ’responses to the degree of availability of these requirements due to the variables of training Program and years of experience, while there were no statistically significant differences due to the academic qualification variable. A suggested proposal was prepared to achieve the requirements of professional development for biology teachers.    Key words: a proposed Perception- professional development- biology teachers - the secondary stage - the Kingdom’s vision. 2030.

scholarly journals Impact of Various Collegiate Settings on Athletic Trainers’ Definition of Professional Commitment

2014 ◽  
Author(s):  
Stephine Mazerolle ◽  
Christianne Eason
Keyword(s):  
Athletic Training ◽  
Student Athletes ◽  
Quality Care ◽  
Division I ◽  
Professional Commitment ◽  
Full Time ◽  
Division Iii ◽  
Division Ii ◽  
Definition Of ◽  
The Impact

Purpose: Professional commitment is an individualized concept that combines commitment to a profession and the organization of employment. Currently there is no distinct definition of professional commitment within the context of athletic training. Therefore, the purpose of our study was to evaluate the impact of collegiate divisional setting on the definition of professional commitment. Methods: Online asynchronous interviews. Inclusion criteria consisted of full-time employment in the collegiate setting with at least 1 year of experience beyond a graduate assistantship. Thirty-three BOC certified ATs employed in the collegiate setting (Division I =11, Division II = 9, Division III = 13) volunteered with an average of 10 ± 8 years of clinical experience. Data saturation guided the total number of participants. Participants journaled their thoughts and experiences via QuestionPro™. Multiple analyst triangulation and peer review were included and data was analyzed utilizing general inductive analysis. Results: The importance of current practices emerged across all three settings. ATs in the Division I setting viewed commitment as advocating for their student athletes, providing the best care possible, and mentoring them as young adults. In the Division II setting, ATs were focused on life-long learning as a reflection of commitment. This was often accomplished by attending seminars, completing CEUs, and continually adding to their skill set in order to provide the best care for their student athletes. Division III focused their definition on being a multifaceted health care provider. Exceeding expectations and being a dedicated professional was an aspect of professional commitment. Conclusions: It is important to understand what keeps ATs motivated in the profession in order to enhance retention strategies. Overall, ATs’ professional commitment is derived from providing quality care to student-athletes, continuously advancing education within the profession, and being a multifaceted healthcare provider.

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

scholarly journals Effect of Stress due to COVID-19 Pandemic on Time Management Skills among University Professionals

2021 ◽  
Author(s):  
Manjunatha BK Goud ◽  
Tarig H Merghani ◽  
Joan Bryant Kumar ◽  
Laxminarayana Kurady Bairy
Keyword(s):  
Stress Level ◽  
Negative Correlation ◽  
Time Management ◽  
Significant Negative Correlation ◽  
Full Time ◽  
Years Of Experience ◽  
Management Skills ◽  
Faculty Work ◽  
Cross Sectional ◽  
Job Experience

Introduction: Time management skills are necessary for professionals to accomplish their goals and succeed in their career. The recent changes in the educational environment that were caused by the Coronavirus Disease 2019 (COVID-19) could be stressful and might affect the structure of faculty work. Aim: To evaluate the stress level among university personnel during the COVID-19 outbreak and its relation to their time management skills. Materials and Methods: A cross-sectional web-based survey was conducted on a sample of 56 university professionals. Each participant filled a google form questionnaire consisting of Perceived Stress Scale (PSS) and Time Management Scale (TMS). The results were analysed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: A total of 56 responses were received from full-time faculty and staff with 60% response rate. The overall PSS (mean±SD) was 15.29±7.13, indicating a low level of stress among the professionals. The mean TMS of 37.98±7.63 indicates an average time management skills. Significant negative correlation was found between PSS and TMS (r=-0.371, p=0.005). A positive correlation was found between TMS and years of experience (r=0.278, p=0.038). Both PSS and TMS had insignificant association with age, gender and years of experience. Conclusion: The stress level during the COVID-19 outbreak is relatively low among the University professionals. The TMS has a negative correlation with the PSS; however, it improves with the increase in years of job experience.

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