scholarly journals The Pandemic as an Opportunity to Reflect on Athletic Training Research

2021 ◽  
Vol 26 (2) ◽  
pp. 69-70
Author(s):  
Jeffrey B. Driban ◽  
Patrick O. McKeon
Keyword(s):  
Athletic Training ◽  
Training Research

scholarly journals Statistical Primer for Athletic Trainers: Understanding the Role of Statistical Power in Comparative Athletic Training Research

2018 ◽  
Vol 53 (7) ◽  
pp. 716-719
Author(s):  
Monica R. Lininger ◽  
Bryan L. Riemann
Keyword(s):  
Sample Size ◽  
Athletic Training ◽  
Treatment Effect ◽  
Statistical Power ◽  
Athletic Trainers ◽  
A Priori ◽  
Significant Treatment ◽  
Training Research ◽  
Α Level

Objective: To describe the concept of statistical power as related to comparative interventions and how various factors, including sample size, affect statistical power.Background: Having a sufficiently sized sample for a study is necessary for an investigation to demonstrate that an effective treatment is statistically superior. Many researchers fail to conduct and report a priori sample-size estimates, which then makes it difficult to interpret nonsignificant results and causes the clinician to question the planning of the research design.Description: Statistical power is the probability of statistically detecting a treatment effect when one truly exists. The α level, a measure of differences between groups, the variability of the data, and the sample size all affect statistical power.Recommendations: Authors should conduct and provide the results of a priori sample-size estimations in the literature. This will assist clinicians in determining whether the lack of a statistically significant treatment effect is due to an underpowered study or to a treatment's actually having no effect.

Current Literature Summary

2010 ◽  
Vol 5 (4) ◽  
pp. 190-192
Author(s):  
Jennifer Doherty-Restrepo
Keyword(s):  
Continuing Education ◽  
Athletic Training ◽  
Professional Practice ◽  
Professional Competence ◽  
Improve Patient Care ◽  
Education Programs ◽  
Health Care Professions ◽  
New Knowledge ◽  
Training Research ◽  
Improve Patient

Continuing education is mandatory to maintain BOC certification; however, there is a void in athletic training research regarding its efficacy in maintaining or enhancing professional competence. Presumably, one acquires new knowledge by attending continuing education programs. Hopefully this new knowledge is retained and translated into professional practice to improve patient care. Other health care professions, particularly nursing and medicine, have examined the efficacy of continuing education. We will provide brief synopses of current continuing education research and discuss possible applications to athletic training.

Athletic Training Research

2006 ◽  
Vol 11 (4) ◽  
pp. 61-62
Author(s):  
Robert D. Kersey
Keyword(s):  
Athletic Training ◽  
Training Research

Intratester and Intertester Reliability during the Star Excursion Balance Tests

2000 ◽  
Vol 9 (2) ◽  
pp. 104-116 ◽  
Author(s):  
Jay Hertel ◽  
S. John Miller ◽  
Craig R. Denegar
Keyword(s):  
Lower Extremity ◽  
Healthy Volunteers ◽  
Athletic Training ◽  
Research Laboratory ◽  
Learning Effects ◽  
Balance Tests ◽  
Joint Pathology ◽  
History Of ◽  
Training Research ◽  
Practice Trials

0bjective:To estimate intratester and intertester reliability and learning effects during the Star Excursion Balance Tests (SEBTs).Setting:A university athletic training research laboratory.Subjects:Sixteen healthy volunteers with no history of balance disorders or significant lower extremity joint pathology.Measurements:Length of excursion was measured manually for each trial.Results:ICCs for intratester reliability were .78–.96 on day 1 and 32–.96 on day 2. ICCs for intertester reliability were .35–.84 on day 1 and .81–.93 on day 2. Significant learning effects were identified for 4 of the 8 tests.Conclusions:Estimates of intratester and intertester reliability were high, but adequate practice trials should be performed before taking baseline measures.

Reliability of the Anterior Drawer and Talar Tilt Tests Using the Ligmaster Joint Arthrometer

2009 ◽  
Vol 18 (3) ◽  
pp. 389-397 ◽  
Author(s):  
Carrie L. Docherty ◽  
Katherine Rybak-Webb
Keyword(s):  
Athletic Training ◽  
Repeated Measures ◽  
Intrarater Reliability ◽  
Anterior Drawer ◽  
Anterior Displacement ◽  
Repeated Measures Design ◽  
Anterior Drawer Test ◽  
Outcome Measurements ◽  
Type Design ◽  
Training Research

Context:Joint arthrometers have been developed to help determine the severity of ligament sprains.Objective:To establish intratester and intertester reliability of the talar inversion and anterior drawer tests using the LigMaster.Design:Intratester reliability was investigated using a repeated-measures design. Intertester reliability was investigated using 2 different clinicians testing subjects on the same day.Setting:Athletic training research laboratory. Participants: Thirty participants volunteered for this study.Main Outcome Measurements:Anterior displacement and talar inversion were measured using the LigMaster.Results:Intrarater reliability was .74 for the talar inversion test and .65 for the anterior drawer test. Interrater reliabilities for the talar inversion and anterior drawer tests were .76 and .81, respectively.Conclusions:The LigMaster joint arthrometer is a reliable tool for measuring talar inversion and anterior displacement at the ankle.

Pain Perception during Repeated Ice-Bath Immersion of the Ankle at Varied Temperatures

2006 ◽  
Vol 15 (2) ◽  
pp. 105-115 ◽  
Author(s):  
Haydee G. Galvan ◽  
Amanda J. Tritsch ◽  
Richard Tandy ◽  
Mack D. Rubley
Keyword(s):  
Athletic Training ◽  
Outcome Measures ◽  
Pain Perception ◽  
Treatment Time ◽  
Treatment Temperature ◽  
Borg Scale ◽  
Type Design ◽  
Perceived Pain ◽  
Pain Ratings ◽  
Training Research

Context:Ice-bath temperatures range from 1 to 15ºC; the pain response during treatment might be temperature specific.Objective:To determine levels of perceived pain during ice-bath immersion at distinct temperatures.Design:2 (sex) × 3 (temperature) × 9 (treatment time).Setting:Athletic training research laboratory.Participants:32 healthy subjects.Intervention:Ankle immersion in 1, 10, and 15°C ice baths for 20 minutes.Main Outcome Measures:Discomfort measured by the Borg scale of perceived pain at immersion for 1, 2, 4, 6, 8, 10, 15, and 20 minutes.Results:The magnitude of pain felt depended on treatment temperature (F18,522= 11.65,P< .0001). Pain ratings were 43% higher for 1ºC than 10ºC and 70% higher than 15ºC, and ratings at 10ºC were 46% higher than at 15ºC.Conclusions:Pain depends on treatment temperature. Patients might report inconsistent pain ratings with varying temperature.

scholarly journals Arch-Taping Techniques for Altering Navicular Height and Plantar Pressures During Activity

2015 ◽  
Vol 50 (8) ◽  
pp. 825-832 ◽  
Author(s):  
Tim Newell ◽  
Janet Simon ◽  
Carrie L. Docherty
Keyword(s):  
Athletic Training ◽  
Repeated Measures ◽  
Research Laboratory ◽  
Outcome Measure ◽  
Treadmill Running ◽  
Main Outcome Measure ◽  
Plantar Pressures ◽  
Navicular Drop ◽  
Dependent Variables ◽  
Training Research

Context Arch tapings have been used to support the arch by increasing navicular height. Few researchers have studied navicular height and plantar pressures after physical activity. Objective To determine if taping techniques effectively support the arch during exercise. Design Crossover study. Setting Athletic training research laboratory. Patients or Other Participants Twenty-five individuals (13 men, 12 women; age = 20.0 ± 1.0 years, height = 172.3 ± 6.6 cm, mass = 70.1 ± 10.2 kg) with a navicular drop of more than 8 mm (12.9 ± 3.3 mm) volunteered. Intervention(s) All individuals participated in 3 days of testing, with 1 day for each tape condition: no tape, low dye, and navicular sling. On each testing day, navicular height and plantar pressures were measured at 5 intervals: baseline; posttape; and after 5, 10, and 15 minutes of running. The order of tape condition was counterbalanced. Main Outcome Measure(s) The dependent variables were navicular height in millimeters and plantar pressures in kilopascals. Plantar pressures were divided into 5 regions: medial forefoot, lateral forefoot, lateral midfoot, lateral rearfoot, and medial rearfoot. Separate repeated-measures analyses of variance were conducted for each dependent variable. Results Navicular height was higher immediately after application of the navicular-sling condition (P = .004) but was reduced after 5 minutes of treadmill running (P = .12). We observed no differences from baseline to posttape for navicular height for the low-dye (P = .30) and no-tape conditions (P = .25). Both the low-dye and navicular-sling conditions increased plantar pressures in the lateral midfoot region compared with the no-tape condition. The low-dye condition created decreased pressure in the medial and lateral forefoot regions compared with the no-tape condition. All changes were identified immediately after application and were maintained during running. No changes were noted in plantar pressures for the no-tape condition (P &gt; .05). Conclusions Both taping techniques effectively changed plantar pressures in the lateral midfoot, and these changes were sustained throughout the 15 minutes of exercise.

Multicultural Assessment of Personality and Psychopathology in the United States: Still Art, Not Yet Science, and Controversial

1998 ◽  
Vol 14 (1) ◽  
pp. 62-70 ◽  
Author(s):  
Richard H. Dana
Keyword(s):  
United States ◽  
Racial Identity ◽  
The United States ◽  
Therapeutic Assessment ◽  
Culturally Competent ◽  
Research Attention ◽  
The Status ◽  
Training Research ◽  
Multicultural Assessment ◽  
Personality Description

This paper describes the status of multicultural assessment training, research, and practice in the United States. Racism, politicization of issues, and demands for equity in assessment of psychopathology and personality description have created a climate of controversy. Some sources of bias provide an introduction to major assessment issues including service delivery, moderator variables, modifications of standard tests, development of culture-specific tests, personality theory and cultural/racial identity description, cultural formulations for psychiatric diagnosis, and use of findings, particularly in therapeutic assessment. An assessment-intervention model summarizes this paper and suggests dimensions that compel practitioners to ask questions meriting research attention and providing avenues for developments of culturally competent practice.

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