Applying the Sport Commitment Model to Sport Injury Rehabilitation

Injury Rehabilitation ◽

Sport Commitment

Context: Sustaining effort and persistence throughout injury rehabilitation are common goals for sport health care professionals. Considerable research in the sport domain has explored the issue of commitment to sport, as well as what predicts or influences an athlete’s continued desire and resolve to continue participation. Scanlan and colleagues developed the sport commitment model (SCM) that places enjoyment as central construct influencing athletes’ commitment. According to the model, perceptions of enjoyment, personal investments, involvement opportunities, attractive alternatives, social constraints, and social support should predict an athlete’s level of sport commitment. One could argue the same may be true for commitment to sport injury rehabilitation. By applying the SCM to sport injury rehabilitation, practitioners may be able to enhance an athlete’s commitment to their rehabilitation, prolong adherence, and increase other positive outcomes, such as increased enjoyment, motivation, and successful return to competition. Objective: The purpose of this pilot study was to explore the applicability of the SCM to the injury rehabilitation setting. Design: Correlational design was used. Setting: Division I, intercollegiate athletic training room. Participants: 51 injured intercollegiate male and female athletes, 5 certified athletic trainers, and 8 senior, athletic training students. Intervention: At the approximate midpoint of each athlete’s injury rehabilitation, participants completed SCM measures. Certified athletic trainers and senior athletic training students independently assessed each injured athlete on effort, energy, and intensity during rehabilitation sessions. Main Outcome Measures: Rehabilitation commitment, enjoyment, investments, attractive alternatives, social constraints, perceived costs, and rehabilitation behaviors. Results: Higher perceptions of investments predicted rehabilitation commitment. However, none of the SCM determinants predicted athletic trainer–rated rehabilitation behaviors. Conclusions: Future research should continue to explore commitment constructs in relation to rehabilitation motivation.

Who Should Mentor Me? Giving a Voice to Black Women Athletic Training Students

10.4085/1002146 ◽

2015 ◽

Vol 10 (2) ◽

pp. 146-158 ◽

Cited By ~ 1

Author(s):

Bonnie J. Siple ◽

Rodney K. Hopson ◽

Helen C. Sobehart ◽

Paula S. Turocy

Keyword(s):

Black Women ◽

Athletic Training ◽

Athletic Trainers ◽

Race And Gender ◽

Perceived Effects ◽

And Gender ◽

Member Checks ◽

Constant Comparative Analysis

Context Black women are dramatically underrepresented in the health care profession of athletic training. It may be theorized that one of the reasons more black female students are not entering into the profession of athletic training is that they do not have adequate mentors to successfully guide them. Objective The purpose of our qualitative study was to examine the perceived effects of mentoring on the retention and credentialing of black women athletic trainers. Design Qualitative. Setting Clinical settings. Patients or Other Participants Ten certified athletic trainers who self-designate as black women. Main Outcome Measure(s) We conducted one-on-one phone interviews and follow-up on personal case study interviews, which were transcribed verbatim. We performed constant comparative analysis of the data and established trustworthiness via member checks and peer review. Results (1) Mentoring promotes matriculation and successful college completion and credentialing of black women athletic training students, and (2) although shared race and gender are favorable mentor characteristics, accessibility and approachability are more essential traits of mentors. Conclusions These findings offer athletic training educators potential insight into ways to improve the athletic training educational success of black women enrolled in athletic training education programs that may lead to their increased participation/advancement in the athletic training profession.

Characteristics of Athletic Training Students That Preceptors Find Desirable

10.4085/110127 ◽

2016 ◽

Vol 11 (1) ◽

pp. 27-31 ◽

Cited By ~ 2

Author(s):

W. David Carr ◽

Spencer Thomas ◽

Jenica Paulsen ◽

Jennifer Chiu

Keyword(s):

Athletic Training ◽

Communication Skills ◽

Online Survey ◽

Outcome Measure ◽

Rank Order ◽

Athletic Trainers ◽

Descriptive Statistics ◽

Athletic Training Student

Context: Athletic training students acquire clinical hours under the direct supervision of athletic training preceptors. Objective: The purpose of this project was to explore what characteristics preceptors desire in their athletic training students. Design and Setting: Online survey instrument. Patients or Other Participants: A total of 286 certified athletic trainers (128 male, 158 female; average years experience 10.58 ± 8.48). Participants were required to be current preceptors and have 1 or more years of preceptor experience. Main Outcome Measure(s): An instrument of 21 questions, including 7 demographics, 13 Likert-scale (1 = not important; 10 = strongly important), and 1 rank order item was developed. Validity of the instrument was established by a review of experts. An analysis of internal consistency revealed an α of .834. Data was analyzed with SPSS (version 20.0; IBM Inc, Chicago, IL). Basic descriptive statistics were calculated, and an analysis of variance was conducted to determine differences. Results: Top 3 characteristics seen amongst all settings were initiative (mean = 9.091 ± 1.166), communication skills (mean = 8.769 ± 1.241), and intelligence (mean = 8.723 ± 1.247). Gender differences were observed in 4 of the 13 characteristics. Conclusions: Findings demonstrated initiative, communication skills, and intelligence to be perceived as the most important athletic training student characteristics. These findings differ with previous literature and the preliminary focus group findings, where emotional intelligence and communication skills were reported to be of greater importance.

Athletic Training Students' Perceptions of and Academic Preparation in the Use of Psychological Skills in Sport Injury Rehabilitation

10.4085/1947-380x-5.3.109 ◽

2010 ◽

Vol 5 (3) ◽

pp. 109-116 ◽

Cited By ~ 6

Author(s):

Cindra S. Kamphoff ◽

J. Jordan Hamson-Utley ◽

Beth Antoine ◽

Rebecca Knutson ◽

Jeffrey Thomae ◽

...

Keyword(s):

Athletic Training ◽

Sport Injury ◽

Athletic Trainers ◽

Skills Training ◽

Academic Preparation ◽

Formal Training ◽

Psychological Skills ◽

Psychological Skills Training ◽

Educational Preparation

Context: Injured athletes rely on athletic trainers to assist them when recovering from injury. Over the last 20 years, the use of psychological skills to speed recovery has become increasingly popular. Objective: Explore athletic training students' perceptions of the importance and effectiveness of psychological skills in the rehabilitation of sport injury as well as their academic preparation in their use, and examine the differences in perceived effectiveness for those with and without formal training in the skill. Design: Survey. Setting: Athletic training students enrolled in CAATE-accredited athletic training programs. Participants: 180 athletic training students (males, n = 76; females, n = 104) from nine universities. Data Collection & Analysis: The survey included 15 questions from the Attitudes About Imagery (AAI) survey and a demographic section including questions about their educational preparation, use of, and interest in psychological skills training. Two chi-square analyses, two ANOVAs, and a MANOVA were computed to investigate differences in athletic training students' educational preparation, use of, and interest in psychological skills training. Results: While athletic training students agreed that it is important to treat the psychological aspects of injury (mean = 4.47 out of 5), only 50.6% reported that they had taken a course in sport psychology or psychological skills training. No differences in the perception of effectiveness were found between students that reported formal training in psychological skills compared to those that did not (χ24,176= 7.48, P = .11). Overall, the ratings of the effectiveness of psychological skills were positive as indicated by mean AAI scores between 4.31 to 6.17. Conclusions: We found positive perceptions of psychological skills. However, the students' mean AAI scores were generally lower than previously surveyed athletic trainers and physical therapists.

Predictors of Commitment to Athletic Training Education

10.4085/0801023 ◽

2013 ◽

Vol 8 (1-2) ◽

pp. 3-9 ◽

Cited By ~ 4

Author(s):

Windee M. Weiss ◽

Peter J. Neibert

Keyword(s):

Athletic Training ◽

Analysis Of Variance ◽

Athletic Training Education ◽

Social Constraints ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Sport Commitment ◽

Second Year ◽

Current Sample

Context In order for athletic training students to be successful in any athletic training education program (ATEP), a certain level of commitment to the program and profession is required. Objective The purpose of this study was to explore the applicability of the sport commitment model (SCM) to an ATEP by applying the SCM in an academic setting to predict ATEP students' commitment to an ATEP. Design Cross-sectional, survey. Setting Commission on Accreditation of Athletic Training Education–accredited ATEP. Patients or Other Participants A total of 99 male and female athletic training students participated. Participants ranged in age from 18 to 24 years of age (mean = 20.10 ± 1.28). Intervention(s) Previously validated measures were used to assess students' perceptions of enjoyment, attractive alternatives, investments, social constraints and support, benefits and costs, and commitment to the ATEP. All measures demonstrated adequate reliability for the current sample (Cronbach α = 0.71–0.93). Main Outcome Measure(s) A simultaneous multiple regression was conducted to determine which of the SCM determinants predicted ATEP commitment. An analysis of variance and a multivariate analysis of variance were conducted to compare preservice and first-, second-, and third-year ATEP students on SCM constructs. Results Perceived enjoyment and investments emerged as the significant predictors for ATEP commitment, with higher perceptions of enjoyment and investments predicting higher ATEP commitment. Students of varying academic years differed on their perceptions of ATEP enjoyment, with preservice students reporting higher enjoyment than first- or third-year students, and second-year students reporting higher enjoyment than third-year students. Additionally, preservice students reported significantly higher commitment and benefits, and lower costs and attractive alternatives, than first- and third-year students. Second-year students reported lower perceived costs than first- and third-year students. Conclusions The SCM may provide a theoretical framework in which to predict ATEP students' commitment to the program, as well as behavioral commitment (eg, stay/leave behavior).

Factors Affecting Student Persistence into Athletic Training Programs

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2019.1663 ◽

2019 ◽

Author(s):

Heather Hudson ◽

Valerie Herzog

Keyword(s):

Training Program ◽

Athletic Training ◽

Clinical Education ◽

Student Persistence ◽

Athletic Trainers ◽

Athletic Training Program Directors

Clinical Integration ◽

Factors Affecting ◽

Introductory Course ◽

Purpose: The purpose of this study was to examine the factors that contribute to student persistence and gauge prospective athletic training students' perceptions of experiences that contributed to their persistence. Method: The Athletic Training Student Persistence-Revised Survey was developed to gather data about program attributes, social, academic, clinical integration, and program commitment. Institutional demographics, program demographics, and program attributes were collected during interviews. Surveys were administered online through SurveyMonkey. Survey data were returned anonymously by designated contact persons (Athletic Training Program Directors or Clinical Education Coordinators) for all freshmen prospective athletic training students enrolled in the athletic training introductory course/s. Descriptive statistics and non-parametric differences and correlations were calculated. The inductive process was used in coding open-ended data. Results: The Mann Whitney U test and Spearman Rho analysis demonstrated significant results. Program attributes along with clinical integration had the weakest correlations (r = -0.36 and r = -0.32, respectively), while academic integration and program commitment had the strongest (r = -0.58 and r = -0.76, respectively). No predictive variables were found. Qualitatively, persisters and non-persisters managed the pre-application period differently. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and extant athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence. Conclusions: Communication between the athletic training program director and prospective athletic training students is vital, but the core of the study revealed that what transpires during clinical observation hours, within the introductory course/s, between athletic trainers and athletes, and between athletic training students/preceptors and prospective athletic training students are of even greater importance. The findings demonstrated that decisions to persist are the result of all parties and components associated with the athletic training program, not just one.

Certified Athletic Trainers' Knowledge of Methicillin-Resistant Staphylococcus aureus and Common Disinfectants

Journal of Athletic Training ◽

10.4085/1062-6050-46.4.415 ◽

2011 ◽

Vol 46 (4) ◽

pp. 415-423 ◽

Cited By ~ 6

Author(s):

Leamor Kahanov ◽

Elizabeth J. Gilmore ◽

Lindsey E. Eberman ◽

Jeffrey Roberts ◽

Tamar Semerjian ◽

...

Keyword(s):

Staphylococcus Aureus ◽

Infection Control ◽

Athletic Training ◽

Methicillin Resistant Staphylococcus Aureus ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Cross Sectional ◽

National Athletic Trainers Association

Methicillin Resistant ◽

Context: Methicillin-resistant Staphylococcus aureus (MRSA) infections are increasingly common in athletic settings. The MRSA knowledge and infection-control practices of certified athletic trainers (ATs) and the cleanliness of the athletic training room are important factors in preventing MRSA infections. Objective: To assess knowledge of MRSA and the use of common disinfectants among ATs and to explore their infection-control practices. Design: Cross-sectional study. Setting: High school and collegiate athletic training rooms. Patients or Other Participants: A total of 163 ATs from National Collegiate Athletic Association Divisions I, II, and III and high schools, representing all 10 National Athletic Trainers' Association districts. Main Outcome Measure(s): Frequencies, analyses of variance, and χ2 tests were used to assess current practices and opinions and relationships between factors. Results: Methicillin-resistant Staphylococcus aureus was perceived as a national problem by 92% of respondents; 57% perceived MRSA as a problem in their practice setting. Most respondents had treated general infections (88%), staphylococcal infections (75%), and MRSA infections (57%). Male sex was associated with treating all 3 types of infections (χ2 test, P < .05). Noncurriculum education was associated with a lack of recognition of environmental issues as risk factors and with the use of isopropyl alcohol for disinfection (χ2 test, P < .05). For example, 10% of respondents did not recognize that contaminated whirlpools can be a source of MRSA infection. Respondents also incorrectly identified effective cleaning solutions. Thirty percent of respondents cleaned their hands frequently or sometimes before treating each athlete and 35% cleaned their hands sometimes, occasionally, or never after seeing each athlete. Conclusions: The majority of ATs were informed about MRSA and made correct disinfection choices. However, improvements are still needed, and not all ATs were using proper disinfection practices.

The Motivational Climate and Intrinsic Motivation in the Rehabilitation Setting

Journal of Sport Rehabilitation ◽

10.1123/jsr.2016-0228 ◽

2018 ◽

Vol 27 (5) ◽

pp. 460-468 ◽

Cited By ~ 1

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

10.4085/090254 ◽

2014 ◽

Vol 9 (2) ◽

pp. 54-58 ◽

Cited By ~ 8

Author(s):

Stephanie M. Mazerolle ◽

Thomas Dodge

Keyword(s):

Athletic Training ◽

Training Programs ◽

Athletic Trainers ◽

Athletic Trainer ◽

Positive Interactions ◽

Clinical Experiences ◽

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.

Development of a Measure of Rehabilitation Adherence for Athletic Training

Journal of Sport Rehabilitation ◽

10.1123/jsr.19.3.249 ◽

2010 ◽

Vol 19 (3) ◽

pp. 249-267 ◽

Cited By ~ 11

Author(s):

Megan D. Granquist ◽

Diane L. Gill ◽

Renee N. Appaneal

Keyword(s):

Clinical Practice ◽

Athletic Training ◽

Outcome Measure ◽

Athletic Trainers ◽

Main Outcome Measure ◽

Optimal Outcomes ◽

Training Facility ◽

Rehabilitation Adherence ◽

Good Internal Consistency

Context:Rehabilitation adherence is accepted as a critical component for attaining optimal outcomes. Poor adherence is recognized as a problem in the athletic training setting. Measurement has been inconsistent, and no measure has been developed for athletic training settings.Objective:To identify indicators of sportinjury rehabilitation adherence relevant to athletic training and develop a Rehabilitation Adherence Measure for Athletic Training (RAdMAT) based on these indicators.Design:Mixed methods, 3 steps.Setting:College athletic training facility.Participants:Practicing certified athletic trainers (ATCs; n = 7) generated items, experts (n = 12) reviewed them, and practicing ATCs (n = 164) completed the RAdMAT for their most, average, and least adherent athlete.Main Outcome Measure:RAdMAT.Results:The RAdMAT is 16 items with 3 subscales. Subscales and total have good internal consistency and clearly discriminate among adherence levels.Conclusions:The RAdMAT is based on scholarly literature and clinical practice, making it particularly appropriate for use in athletic training clinical practice or for research purposes.

National Collegiate Athletic Association Division I Certified Athletic Trainers' Perceptions of the Benefits of Sport Psychology Services

Journal of Athletic Training ◽

10.4085/1062-6050-51.5.13 ◽

2016 ◽

Vol 51 (5) ◽

pp. 398-405 ◽

Cited By ~ 4

Author(s):

Rebecca A. Zakrajsek ◽

Scott B. Martin ◽

Craig A. Wrisberg

Keyword(s):

Sport Psychology ◽

National Collegiate Athletic Association ◽

Rating Scale ◽

Athletic Trainers ◽

Division I ◽

Positive Interactions ◽

Injury Rehabilitation ◽

Rehabilitation Team ◽

Injured Athletes

Context: Certified athletic trainers (ATs) are responsible for integrating relevant professionals into the rehabilitation team to assist with the holistic care of injured athletes. Objective: To explore National Collegiate Athletic Association Division I (DI) ATs' experience with sport psychology consultants (SPCs), willingness to encourage athletes to use SPCs for injury rehabilitation, and perceptions of the benefits of sport psychology services. Design: Quantitative study. Setting: A Web-based survey was administered to a national sample of DI ATs. Patients or Other Participants: A total of 659 (341 men, 318 women) ATs completed the survey. Main Outcome Measure(s): Athletic trainers' experience with SPCs, willingness to encourage athletes to seek sport psychology services, and perceptions of the benefits of those services in injury-rehabilitation settings were self-reported using a rating scale that ranged from 1 (never or not at all) to 5 (definitely or extremely). Results: Logistic regression revealed that the availability of SPCs, previous encouragement to athletes to seek sport psychology services, and previous positive interactions with SPCs predicted the ATs' willingness to encourage athletes to use these services (P < .0001). The services ATs rated the highest for injury rehabilitation were managing anxiety and emotion, improving coping techniques, and building confidence (ie, confidence in returning to sport and building confidence). Chi-square analyses indicated that female ATs' ratings of perceived benefits were higher (P ≤ .001) than those of male ATs, and the ratings of ATs who were likely to encourage the use of SPCs were higher (P ≤ .001) than those who were unlikely to encourage SPC service use. Conclusions: Athletic trainers in our study who had previous positive SPC experiences were most likely to use SPCs and their services during the injury-rehabilitation process. Possible implications are offered for how ATs interested in sport psychology services might call on SPCs to complement their work with injured athletes.