Athletic Trainers’ Perspectives on Sport Psychology: Professional Roles, Training, and Referrals

2015 ◽  
Vol 29 (3) ◽  
pp. 278-287
Author(s):  
Joey Ramaeker ◽  
Trent A. Petrie
Keyword(s):  
Athletic Training ◽  
Sport Psychology ◽  
Athletic Trainers ◽  
Sport Performance ◽  
Professional Organizations ◽  
Mental Skills ◽  
Physical Injury ◽  
Clinical Experiences ◽  
Psychological Recovery ◽  
Sport Psychologist

We explored athletic trainers’ (ATs) beliefs regarding the roles of fellow ATs and sport psychologists (SPs) when working with athletes, and assessed where ATs’ typically refer athletes with psychological concerns. ATs’ beliefs and referral preferences across three hypothetical sport performance scenarios also were evaluated. ATs viewed aiding athletes’ psychological recovery from injury as their most acceptable role followed by teaching mental skills and counseling regarding personal issues. ATs rated SPs’ roles similarly. Regarding the scenarios, ATs were most likely to refer to a SP when performance was affected by mental factors. Considering performance difficulties attributed to interpersonal concerns, ATs were most likely to refer to a counselor. When recovering from physical injury, ATs viewed referring to a sport psychologist and assisting on their own as equally viable options. ATs’ views regarding their roles and referral preferences likely reflect educational and clinical experiences. Collaboration between athletic training and sport psychology professional organizations and individual professionals is warranted to enhance athlete care.

scholarly journals Psychosocial Aspects of Athletic Injuries as Perceived by Athletic Trainers

2013 ◽  
Vol 48 (4) ◽  
pp. 512-521 ◽  
Author(s):  
Damien Clement ◽  
Megan D. Granquist ◽  
Monna M. Arvinen-Barrow
Keyword(s):  
Athletic Training ◽  
Sport Psychology ◽  
Online Survey ◽  
Current Knowledge ◽  
Athletic Trainers ◽  
Counseling Services ◽  
Psychological Responses ◽  
Coping Behaviors ◽  
Sport Psychologist ◽  
And Coping

Context: Despite the Psychosocial Strategies and Referral content area, athletic trainers (ATs) generally lack confidence in their ability to use this information. Objective: The current study's primary purpose was to determine (a) perceived psychological responses and coping behaviors athletes may present to ATs, (b) psychosocial strategies ATs currently use with their athletes, (c) psychosocial strategies ATs deem important to learn more about, and (d) ATs' current practices in referring athletes to counseling or sport psychology services. Design:  Mixed-methods study. Setting: Online survey containing both quantitative and qualitative items. Patients or Other Participants:   A total of 215 ATs (86 male, 129 female), representing a response rate of 22.50%. Main Outcome Measure(s): The Athletic Training and Sport Psychology Questionnaire. Results: Stress/anxiety (4.24 ± 0.82), anger (3.70 ± 0.96), and treatment adherence problems (3.62 ± 0.94) were rated as the primary psychological responses athletes may present upon injury. Adherence and having a positive attitude were identified as key determinants in defining athletes' successful coping with their injuries. The top 3 selected psychosocial strategies were keeping the athlete involved with the team (4.57 ± 0.73), using short-term goals (4.45 ± 0.67), and creating variety in rehabilitation exercises (4.32 ± 0.75). The top 3 rated psychosocial strategies ATs deem important to learn more about were understanding motivation (4.29 ± 0.89), using effective communication (4.24 ± 0.91), and setting realistic goals (4.22 ± 0.97). Of the sample, only 59 (27.44%) ATs reported referring an athlete for counseling services, and 37 (84.09%) of those who had access to a sport psychologist (n = 44) reported referring for sport psychology services. Conclusions:  These results not only highlight ATs' current use of psychosocial strategies but also their desires to increase their current knowledge and understanding of these strategies while caring for injured athletes.

Psychological Aspects of Athletic Injuries as Perceived by Athletic Trainers

1996 ◽  
Vol 10 (1) ◽  
pp. 37-47 ◽  
Author(s):  
Gerald A. Larson ◽  
Chad Starkey ◽  
Leonard D. Zaichkowsky
Keyword(s):  
Athletic Training ◽  
Sport Psychology ◽  
Sports Medicine ◽  
Athletic Trainers ◽  
Psychological Trauma ◽  
Athletic Injuries ◽  
Psychological Aspects ◽  
Certified Athletic Trainers ◽  
Sport Psychologist ◽  
National Athletic Trainers Association

This study investigated the perceptions of certified athletic trainers concerning their attitudes, beliefs, and application of a variety of psychological strategies and techniques used in the treatment and rehabilitation of athletic injuries. The Athletic Training and Sport Psychology Questionnaire (ATSPQ) was adapted from instruments developed by Wiese, Weiss, and Yukelson (1991) and Brewer, Van Raalte, and Linder (1991). The ATSPQ, a letter of introduction, and a self-addressed stamped envelope were distributed to 1,000 certified athletic trainers randomly selected from the membership database maintained by the National Athletic Trainers’ Association (NATA). Only 482 (48.2%) of these questionnaires returned were usable. 47% of athletic trainers who responded believe that every injured athlete suffers psychological trauma. 24% reported that they have referred an athlete for counseling for situations related to their injury, and 25% reported that they have a sport psychologist as a member of their sports medicine team. This study concludes that future education of athletic trainers should address the psychological aspects of injury treatment as well as the development of a sport psychology referral network.

How Does Sport Psychology Actually Improve Athletic Performance? A Framework to Facilitate Athletes’ and Coaches’ Understanding

2010 ◽  
Vol 34 (5) ◽  
pp. 386-402 ◽  
Author(s):  
Chris J. Gee
Keyword(s):  
Sport Psychology ◽  
Athletic Performance ◽  
Academic Discipline ◽  
Skills Training ◽  
Mental Skills ◽  
Mental Skills Training ◽  
Athletic Competition ◽  
The Past ◽  
Physiology And Biochemistry ◽  
Sport Psychologist

The popularity of sport psychology, both as an academic discipline and an applied practice, has grown substantially over the past two decades. Few within the realm of competitive athletics would argue with the importance of being mentally prepared prior to an athletic competition as well as the need to maintain that particular mindset during a competitive contest. Nevertheless, recent research has shown that many athletes, coaches, and sporting administrators are still quite reluctant to seek out the services of a qualified sport psychologist, even if they believe it could help. One of the primary reasons for this hesitation appears to be a lack of understanding about the process and the mechanisms by which these mental skills affect performance. Unlike the “harder sciences” of sport physiology and biochemistry where athletes can see the tangible results in themselves or other athletes (e.g., he or she lifted weights, developed larger muscles, and is now stronger/faster as a result), the unfamiliar and often esoteric nature of sport psychology appears to be impeding a large number of athletes from soliciting these important services. As such, the purpose of this article is to provide the reader with a simple framework depicting how mental skills training translates into improved within-competition performance. This framework is intended to help bridge the general “understanding gap” that is currently being reported by a large number of athletes and coaches, while also helping sport psychology practitioners sell their valuable services to individual athletes and teams.

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.

Supervised Autonomy

2009 ◽  
Vol 4 (1) ◽  
pp. 14-18 ◽  
Author(s):  
Patrick Sexton ◽  
Linda S. Levy ◽  
K. Sean Willeford ◽  
Mary G. Barnum ◽  
Greg Gardner ◽  
...  
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Athletic Trainers ◽  
Primary Objective ◽  
Clinical Instructors ◽  
Clinical Experiences ◽  
Direct Supervision ◽  
Athletic Training Educators ◽  
Secondary Objective ◽  
Definition Of

Objective: The primary objective of this paper is to present the evolution, purpose, and definition of direct supervision in the athletic training clinical education. The secondary objective is to briefly present the factors that may negatively affect the quality of direct supervision to allow remediation and provide higher quality clinical experiences for athletic training students. Background: Athletic training educators and clinical instructors often engage in discussions regarding the direct supervision of ATSs. These discussions tend to center around concerns about ATS preparation, and how the current level of preparedness differs from that of the past. Some believe that direct supervision, rather than unsupervised practice, retards the ATSs' development; however, there is no current literature to support this concept. Description: Supervision means to watch or direct, while mentoring means to tutor, instruct, or guide; therefore, mentoring may be more descriptive of the desired/intended interaction between an ATS and their clinical instructor (CI). The intent of supervision is for an ATS to refine and improve their clinical proficiencies under CI guidance. For this to occur, the CI must alter their interactions with the ATS as the student evolves. Clinical Advantages: Developing the CIs' understanding of the intent and continuum of expectations associated with direct supervision will allow them to maximize their students' education and position them to become highly skilled and confident Athletic Trainers.

Determinants of Elite Disability Sport Performance

2015 ◽  
Vol 4 (1) ◽  
pp. 91-98 ◽  
Author(s):  
Jeffrey J. Martin
Keyword(s):  
Sport Psychology ◽  
Sport Performance ◽  
The Body ◽  
Developmental Model ◽  
Mental Skills ◽  
Disability Sport ◽  
Self Confidence ◽  
Body Of Knowledge ◽  
Current Review ◽  
Sport Competition

In the last 10-20 years sport psychologists have started to emphasize the value of mental strengths such as self-confidence for disability sport athletes (Martin, 2012). The pinnacle of disability sport competition, the Paralympics, is becoming increasingly competitive, suggesting a strong need for athletes to possess effective mental skills. Like the Olympics there is intense pressure to win at the Paralympics. In the current review article I discuss the body of knowledge in sport psychology that focuses on potential direct and indirect determinants of performance in elite disability sport. The review is organized around a personnel developmental model used by Martin (1999, 2005, 2012). This model is a humanistic model and revolves around foundation qualities, psychological methods and skills, and facilitative and debilitative factors. The premise of the model is also similar to McCann's sentiment that “at the Olympics [Paralympics], everything is a performance issue” (2008, p. 267).

Certified Athletic Trainers’ Experiences With and Perceptions of Sport Psychology Services for Student-Athletes

2018 ◽  
Vol 32 (4) ◽  
pp. 300-310
Author(s):  
Rebecca A. Zakrajsek ◽  
Leslee A. Fisher ◽  
Scott B. Martin
Keyword(s):  
Sport Psychology ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Sport Performance ◽  
Consensual Qualitative Research ◽  
Collaborative Relationships ◽  
Injury Rehabilitation ◽  
Certified Athletic Trainers ◽  
Sport Teams ◽  
Use Of Services

Nine (5 female, 4 male) certified athletic trainers (ATs) from a National Collegiate Athletic Association Division I institution participated in semistructured interviews about their experiences with sport psychology services and perceptions on the potential role of sport psychology consultants (SPCs) in student-athlete development. Through consensual qualitative research procedures, 3 domains were constructed: knowledge of availability and understanding of sport psychology services, perceptions of sport psychology services for injury rehabilitation, and use of sport psychology services for sport performance. Interacting professionally with SPCs, working with sport teams that use sport psychology services, and receiving mentorship from senior ATs who have “bought in” to sport psychology were identified as underlying factors that influenced ATs’ knowledge and use of services. Recommendations for how SPCs can nurture collaborative relationships between themselves and ATs are also provided.

Sport Psychology at a Ski Academy: Teaching Mental Skills to Young Athletes

1987 ◽  
Vol 1 (1) ◽  
pp. 56-68 ◽  
Author(s):  
Jon C. Hellstedt
Keyword(s):  
Sport Psychology ◽  
Mental Skills ◽  
Young Athletes ◽  
Anxiety Test ◽  
Sport Competition ◽  
Sport Psychologist ◽  
Psychology Program ◽  
Positive Results

This paper describes a sport psychology program conducted at a ski academy for a group of 43 competitive skiers in grades 8-12. The program’s effectiveness is discussed using evaluations from participants and coaches. The positive results of the evaluations and a drop in scores on the Sport Competition Anxiety Test indicates the various components of the program were helpful in developing skills in sport and in the athletes’ lives in general. Implications for future programs of this type are discussed, as is the role of the sport psychologist in this type of setting.

Athletic Trainers’ Viewpoints of Patient-Centered Care

2021 ◽  
Author(s):  
Carly J. Wilson ◽  
Lindsey E. Eberman ◽  
Ansley S. Redinger ◽  
Elizabeth R. Neil ◽  
Zachary K. Winkelmann
Keyword(s):  
Athletic Training ◽  
Task Force ◽  
Athletic Trainers ◽  
Core Competency ◽  
Principal Component ◽  
Patient Centered Care ◽  
International Classification Of Functioning ◽  
Patient Centered ◽  
Centered Care ◽  
Icf Model

Abstract Background The core competency of patient-centered care (PCC) states that for positive patient outcomes, the provider must respect the patient’s views and recognize their experiences. The Athletic Training Strategic Alliance Research Agenda Task Force identified a profession-wide belief that examining the extent to which athletic trainers (ATs) provide PCC in their clinical practice would benefit the profession. To first address this line of inquiry, we must study the subjectivity of how ATs view PCC. Methods We used Q methodology to allow participants to share their viewpoints while simultaneously exploring the study aim from a quantitative and qualitative perspective. A total of 115 (males = 62, females = 53, age = 37 ± 10 y, experience = 13 ± 10 y) ATs dispersed between 11 job settings volunteered for this study. Participants were asked to pre-sort (agree, disagree, neutral) 36 validated statements representing the 8 dimensions of PCC. The participants completed a Q-sort where they dragged-and-dropped the pre-sorted statements based on perceived importance in providing PCC. The Q-sorts were analyzed using QMethod software. A principal component analysis was used to identify statement rankings and factors. Factors were determined by an Eigenvalue > 1 and analyzed using a scree plot. The 6 highest selected statements per factor were assessed to create the distinguishing viewpoints. Results Two distinguishing viewpoints emerged from the Q-sorts. The statement “ATs treat patients with dignity and respect” appeared as a high ranked statement in both distinguishing viewpoints. The lowest ranked statement from viewpoint 1 was “ATs integrate the International Classification of Functioning, Disability, and Health (ICF) model as a framework for delivery of patient care.” The lowest ranked statement from viewpoint 2 was “Appointment scheduling is easy.” Conclusions ATs value patient’s preferences. However, a lack of importance was identified for incorporating the ICF model, which is a core competency and adopted framework by the NATA since 2015.

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