scholarly journals Indiana Secondary School Athletic Directors Perceptions of Athletic Training Services and Influences on Hiring Athletic Trainers

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Thomas Greffly ◽  
Matthew Rivera ◽  
Lindsey Eberman
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Employment Status ◽  
Online Survey ◽  
School Setting ◽  
Health Concern ◽  
Full Time ◽  
Factors Influencing ◽  
Part Time ◽  
Training Services

Purpose: The purpose of this investigation was to examine ADs perceptions on satisfaction of current care provided, factors influencing the hiring of ATs, and the roles and responsibilities of ATs. Methods: We used a mixed methods design with an online survey (Qualtrics®, Provo, UT), which we distributed to Indiana secondary school ADs (n = 410) with publicly available emails. The survey remained open for 5 weeks with reminder emails sent weekly. We used a panel (n=2) with experience in survey research and/or the secondary school setting. The survey included both quantitative (7 items) and qualitative (8 items) data. Participants were asked to share their perceptions on the roles/responsibilities of ATs as well as experiences with the challenges, barriers, and benefits of hiring ATs in open-ended questions. We used Kruskal-Wallis one-way ANOVAs to compare employment status, type of employer, and school size on satisfaction. We coded the open-ended responses using inductive coding with multi-analyst triangulation and auditing to establish trustworthiness. Results: We identified significant differences relative to employment status of the AT on satisfaction with overall care, whereby those with full-time athletic training services were more satisfied with care than those with per-diem, part-time services (p=0.010). When participants were asked about factors influencing the decision to provide services ADs reported liability, cost, and workload as major considerations. Conclusions: Consistent with previous research, financial challenges continue to play a role in the hiring of ATs in the secondary school setting, participants also identified the benefits of ATs in promoting safety, reducing liability, as well as the increased workload and cost. Access to qualified athletic healthcare continues to be a public health concern in America and all stakeholders should reconsider how to offer both a comprehensive athletics program and the healthcare needed to ensure safety in that participation.

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 Differences in Access to Athletic Trainers in Public Secondary Schools Based on Socioeconomic Status

2021 ◽  
Author(s):  
Eliza Barter ◽  
Eric Post ◽  
Kenneth Games ◽  
Lindsey Eberman ◽  
Matthew Rivera
Keyword(s):  
United States ◽  
Health Care ◽  
Secondary Schools ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Full Time ◽  
Free And Reduced Lunch ◽  
Part Time ◽  
Training Services ◽  
School Ses

Abstract Context: Significant health care disparities exist in the United States based on socioeconomic status (SES) but the role SES has on secondary school athletes' access to athletic training services has not been examined on a national scale. Objective: To identify differences in access to athletic training services in public secondary schools based on school-SES. Design: Cross-Sectional Study Setting: Database secondary analysis. Patients or Other Participants: Data for 3,482 public high schools. Main Outcome Measures: Data were gathered from the Athletic Training Location and Services (ATLAS) database, United States Census Bureau, and National Center for Education Statistics (NCES). We included schools from 5 states with the highest, middle, and lowest poverty percentages (15 states total) and collected county median household income (MHI), percentage of students eligible for free and reduced lunch, race/ethnicity demographics, and access to athletic training services (full-time AT, part-time AT only, no AT) for each school. Data were summarized in standard deviations, means, medians, interquartile ranges (IQR), frequencies and proportions, one-way ANOVAs, and Kruskal-Wallis tests. Results: There were significant differences in school-SES between schools with full-time, part-time only, and no athletic training services. Schools with greater access to athletic training services had fewer students eligible for free and reduced lunch (full-time: 41.1%±22.3, part-time only: 45.8%±24.3, no AT: 52.9%±24.9, p<0.001). Similarly, county MHI was higher in schools with increased access to athletic training services (full-time: Median [IQR], $56,026 [$49,085–$64,557], part-time only: Median [IQR], $52,719 [$45,355–$62105], and no AT: Median [IQR], $49,584 [$41,094–$57,688], p<0.001). Conclusions: SES disparities were present in access to athletic training services in a national sample of public secondary schools. Access to athletic trainers positively influences student-athlete's health care across several measures. Pilot programs or government funds have been used previously to fund athletic training services and should be considered to ensure equitable access regardless of school-SES.

Investigating differences in job-related attitudes between full-time and part-time employees in the foodservice industry

2018 ◽  
Vol 30 (2) ◽  
pp. 817-835 ◽  
Author(s):  
Hyun-Woo Joung ◽  
Eun-Kyong (Cindy) Choi ◽  
James Joseph Taylor
Keyword(s):  
Employee Turnover ◽  
Employment Status ◽  
Online Survey ◽  
Intention To Leave ◽  
Internal Marketing ◽  
Full Time ◽  
Content Type ◽  
Turnover Model ◽  
Part Time ◽  
Foodservice Industry

Purpose The purpose of this paper is to examine differences of the perceived internal marketing practices (IMP), job satisfaction (JS), organizational commitment (OC) and turnover intention (TI) between full- and part-time employees and to incorporate employment status as a moderator in the restaurant employee turnover model. Design/methodology/approach The target population included current restaurant full- or part-time employees in the USA. The questionnaire was distributed to potential participants through an online survey that the company used to collect nationwide data. Findings Full-time employees’ perceptions of the IMP were comparably greater than those of part-time employees, and full-time employees were also more committed to the organization and had less intention to leave than their part-time counterparts. Significant moderating effects of employment status existed in the restaurant employee turnover model. Research limitations/implications The current study may not adequately capture the differences between full- and part-time employees by asking respondents to identify their employment status. Practical implications IMP should be facilitated at the management level to provide insight and value to their employees, and more attention and effort in the internal marketing and human resource practices for part-time employees are needed to have more satisfied and committed employees, and, in turn, better performance. Originality/value The literature on full- and part-time employees was incomplete, and there was minimal research that tested differences between full- and part-time employees in the foodservice industry.

scholarly journals Maintaining Professional Commitment as a Newly Credentialed Athletic Trainer in the Secondary School Setting

2018 ◽  
Vol 53 (3) ◽  
pp. 312-319 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Sarah L. Myers ◽  
Stacy E Walker ◽  
Jessica Kirby
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Affective Commitment ◽  
School Setting ◽  
Professional Relationships ◽  
Professional Commitment ◽  
Full Time ◽  
Graduate Assistant ◽  
Data Collection And Analysis ◽  
Member Checks

Context: Professional commitment, or one's affinity and loyalty to a career, has become a topic of interest in athletic training. The expanding research on the topic, however, has omitted newly credentialed athletic trainers (ATs). For an impressionable group of practitioners, transitioning to clinical practice can be stressful.Objective: To explore the professional commitment of newly credentialed ATs in the secondary school setting.Setting: Secondary school.Design: Qualitative study.Patients or Other Participants: A total of 31 newly credentialed ATs (6 men, 25 women; mean age = 24 ± 3 years) participated. Of these, 17 ATs (4 men, 13 women; mean age = 25 ± 4 years) were employed full time in the secondary school setting, and 14 ATs (2 men, 12 women; mean age = 23.0 ± 2.0 years) were graduate assistant students in the secondary school setting.Data Collection and Analysis: All participants completed semistructured interviews, which focused on their experiences in the secondary school setting and transitioning into the role and setting. Transcripts were analyzed using the phenomenologic approach. Creditability was established by peer review, member checks, and researcher triangulation.Results: Four main findings related to the professional commitment of newly credentialed ATs in the secondary school setting were identified. Work-life balance, professional relationships formed with the student-athletes, enjoyment gained from working in the secondary school setting, and professional responsibility emerged as factors facilitating commitment.Conclusions: Affective commitment is a primary facilitator of professional commitment. Newly credentialed ATs who enjoy their jobs and have time to engage in nonwork roles are able to maintain a positive professional commitment. Our findings align with the previous literature and help strengthen our understanding that rejuvenation and passion are important to professional commitment.

scholarly journals Experiences With and Perceptions of Workplace Bullying Among Athletic Trainers in the Secondary School Setting

2016 ◽  
Vol 51 (9) ◽  
pp. 709-716 ◽  
Author(s):  
William A. Pitney ◽  
Celest Weuve ◽  
Stephanie M. Mazerolle
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Sleep Disturbances ◽  
Workplace Bullying ◽  
Online Survey ◽  
Athletic Trainers ◽  
School Setting ◽  
Years Of Experience ◽  
Administrator Support ◽  
Data Collection And Analysis

Context: Workplace bullying (WPB) has recently received much attention in society. Research on WPB in athletic training practice settings is limited. Objective: To determine the prevalence of WPB in the secondary school setting and explore the factors related to it. Design: Mixed-methods study. Setting: Secondary school. Patients or Other Participants: A total of 567 athletic trainers (women = 322 [56.8%], men = 245 [43.2%]), aged 36.5 ± 11.1 years with 11.9 ± 9.5 years of experience took part in phase I. Ten participants (7 women and 3 men), aged 39.3 ± 10.1 years with 14.3 ± 8.3 years of experience, took part in phase II. Data Collection and Analysis: For the online survey, we used the previously validated and reliable (Cronbach α = .84) Athletic Training Workplace Environment Survey, which included the Negative Acts Questionnaire-Revised. The prevalence of WPB was measured with descriptive statistics, and χ2 analyses were used to compare differences between groups (ie, females and males, perpetrators' titles). The interview data were examined using an inductive content analysis. Results: Of the participants, 44 (7.8%) were empirically identified as targets of bullying, though a higher percentage (12.4%, n = 70) self-identified as bullying targets. Men and women did not differ with respect to having experienced WPB, but more perpetrators were male (71.6%, n = 48) than female (28.4%, n = 19; χ21 = 12.55, P = <.001). We also observed a difference in perpetrators' titles, with the vast majority of bullies being coaches or administrators (χ26 = 33.82, P = <.001). Lack of administrator support and discrimination were antecedents of bullying. Stress, depression, and sleep disturbances were reported consequences. Participants coped with bullying by avoidance and role refocusing. Conclusions: Bullying was experienced by a small percentage of athletic trainers in the secondary school setting, a contrast to the findings in the collegiate practice setting.

scholarly journals Attractors to an Athletic Training Career in the High School Setting

2009 ◽  
Vol 44 (3) ◽  
pp. 286-293 ◽  
Author(s):  
Alison Gardiner-Shires ◽  
James Mensch
Keyword(s):  
High School ◽  
South Carolina ◽  
Athletic Training ◽  
Athletic Trainers ◽  
School Setting ◽  
Full Time ◽  
Job Status ◽  
Complex Process ◽  
Part Time ◽  
High School Setting

Abstract Context: Employment opportunities for athletic trainers (ATs) in the high school setting have increased greatly in the past few years and will most likely continue to increase. Understanding what attracts individuals to become ATs and work in the high school setting is a complex process. Objective: (1) To examine attractors to the athletic training profession and the high school setting, (2) to determine what, if any, differences exist between attractors to the profession and those to the high school setting, and (3) to identify whether differences in attractors can be attributed to sex, time of decision, or job status. Design: For this descriptive study, we designed the survey using the existing socialization literature. A pilot study was conducted and distributed by e-mail. Setting: Survey e-mailed to participants. Patients or Other Participants: High school ATs (n  =  124) in South Carolina. Main Outcome Measure(s): Overall mean scores for attractors to athletic training and to the high school setting were calculated. Overall mean scores were compared with individual attractor mean scores to determine the most influential attractors. Effect sizes were used to determine differences in sex, time of decision, and job status. Results: Of the total population of South Carolina high school ATs, 92 (74%) returned surveys. High school ATs in South Carolina had similar demographics with regard to age, sex, and race. Attractors to athletic training and to the high school setting were similar and included statements consistent with the continuation, service, and interpersonal themes identified in the existing socialization literature. We noted differences, however, between early and late deciders and between full-time and part-time ATs. Conclusions: The findings surrounding attractors to athletic training and the high school setting contribute to the existing socialization literature and help in our understanding of how and why individuals choose to become ATs and to work in the high school setting.

Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

2020 ◽  
Vol 5 (6) ◽  
pp. 1552-1563
Author(s):  
Denise A. Tucker ◽  
Mary V. Compton ◽  
Sarah J. Allen ◽  
Robert Mayo ◽  
Celia Hooper ◽  
...  
Keyword(s):  
Doctoral Students ◽  
Online Survey ◽  
Academic Research ◽  
Doctoral Degree ◽  
Full Time ◽  
Doctoral Study ◽  
Doctoral Research ◽  
Part Time ◽  
Advance Research ◽  
Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

The Politics of Part-Time Work: Gender, Employment Status, and Preferences for Redistribution

2020 ◽  
pp. 1-38
Author(s):  
David S. Pedulla ◽  
Michael J. Donnelly
Keyword(s):  
Employment Status ◽  
General Social Survey ◽  
The United States ◽  
Limited Attention ◽  
Full Time ◽  
Cross Sectional ◽  
Preferences For Redistribution ◽  
Time Work ◽  
Part Time ◽  
Part Time Work

Abstract The social and economic forces that shape attitudes toward the welfare state are of central concern to social scientists. Scholarship in this area has paid limited attention to how working part-time, the employment status of nearly 20% of the U.S. workforce, affects redistribution preferences. In this article, we theoretically develop and empirically test an argument about the ways that part-time work, and its relationship to gender, shape redistribution preferences. We articulate two gender-differentiated pathways—one material and one about threats to social status—through which part-time work and gender may jointly shape individuals’ preferences for redistribution. We test our argument using cross-sectional and panel data from the General Social Survey in the United States. We find that the positive relationship between part-time employment, compared to full-time employment, and redistribution preferences is stronger for men than for women. Indeed, we do not detect a relationship between part-time work and redistribution preferences among women. Our results provide support for a gendered relationship between part-time employment and redistribution preferences and demonstrate that both material and status-based mechanisms shape this association.

scholarly journals The Career Destination, Progression, and Satisfaction of Exercise and Sports Science Graduates in Australia

2018 ◽  
Vol 7 (4) ◽  
pp. 76-81 ◽  
Author(s):  
Christopher J. Stevens ◽  
Alex Lawrence ◽  
Matthew A. Pluss ◽  
Susan Nancarrow
Keyword(s):  
Online Survey ◽  
Full Time ◽  
Highly Educated ◽  
Personal Trainers ◽  
Sports Science ◽  
Employment Conditions ◽  
Time Work ◽  
Postgraduate Qualification ◽  
Part Time ◽  
Education Courses

ABSTRACT Background: The availability of higher education courses/degrees in exercise and sports science has increased exponentially over the last 20 years. Graduates of these courses/degrees have many career possibilities; however, the distribution of the occupations is relatively unknown. Therefore, the purpose of this study was to gain an in-depth understanding of exercise and sports science graduates in Australia. Methods: Australian exercise and sports science graduates (n = 747) completed an online survey about their occupation and employment conditions, career progression, and satisfaction. Results: Approximately 70% of graduates were employed in the exercise and sports science workforce (57% full time, 25% part time, and 18% casual). Their occupations were predominately accredited exercise physiologists (29%), personal trainers/fitness leaders (9%), and teaching/research academics (8%). A total of 42% had a postgraduate qualification, and 40% had a clear progression pathway in their exercise and sports science role. Graduates were predominately extremely satisfied (35%) or somewhat satisfied (48%) with their current situation, and half (49%) planned to remain in their occupation for more than 10 years. Conclusion: Despite most graduates obtaining exercise and sports science employment, many are part time or casual and still seeking full-time work. The workforce is highly educated and well supported, but many occupations lack a clear developmental pathway.

scholarly journals A Narrative Analysis: Examining the Transition to Practice for the Full-Time Secondary School Athletic Trainer

2018 ◽  
Vol 53 (3) ◽  
pp. 303-311 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Jessica Kirby ◽  
Stacy E. Walker
Keyword(s):  
Clinical Practice ◽  
Secondary School ◽  
Narrative Analysis ◽  
School Setting ◽  
Transition Process ◽  
Previous Experience ◽  
Athletic Trainer ◽  
Full Time ◽  
Transition To Practice ◽  
Past Experiences

Context:  The transition to clinical practice is an important topic in athletic training because it is viewed as a stressful time that is accompanied by self-doubt. Mentorship and previous experience support the transition to practice, but little information is available on the organizational entry of the athletic trainer (AT) who is employed full time in the secondary school setting. Objective:  To understand the experiences of newly credentialed ATs in full-time positions in the secondary school setting. Design:  Qualitative study. Setting:  Secondary schools. Patients or Other Participants:  Seventeen ATs (4 men, 13 women; age = 25 ± 4 years) were employed full time in the secondary school setting. On average, the full-time ATs worked 40 ± 10 hours per week. Data Collection and Analysis:  All participants completed a semistructured telephone interview with 1 researcher. Data were analyzed using a narrative analysis, and credibility was established by peer review and researcher triangulation. The narrative research paradigm guided our protocol and supported the rigor of the study. Results:  Our analyses revealed that transition to practice was organic, such that the newly credentialed AT gained awareness by engaging in the role daily. Additionally, the transition process was facilitated by previous experience in the setting, mostly from educational training. Ongoing communication with various stakeholders (athletic directors, team physicians, and peer ATs) in the setting also assisted in the process of transitioning. Finally, mentorship from previous preceptors provided support during the transition process. Conclusions:  Transitioning into full-time clinical practice in the secondary school setting was informal and supported by professional relationships and past experiences. Past experiences allowed for awareness but also the development of mentoring relationships that continued beyond the clinical education experience. Communication also assisted the newly credentialed AT, as it provided feedback for legitimation by multiple stakeholders.

Sign in / Sign up

Export Citation Format

Share Document