Athletic Trainer Services in the Secondary School Setting: The Athletic Training Locations and Services Project

Context Previous research from a sample of US secondary schools (n = 10 553) indicated that 67% of schools had access to an athletic trainer (AT; 35% full time [FT], 30% part time [PT], and 2% per diem). However, the population-based statistic in all secondary schools with athletic programs (n = approximately 20 000) is yet to be determined. Objective To determine the level of AT services and employment status in US secondary schools with athletics by National Athletic Trainers' Association district. Design Cross-sectional study. Setting Public and private secondary schools with athletics. Patients or Other Participants Data from all 20 272 US public and private secondary schools were obtained. Main Outcome Measure(s) Data were collected from September 2015 to April 2018 by phone or e-mail communication with school administrators or ATs and by online surveys of secondary school ATs. Employment categories were school district, school district with teaching, medical or university facility, and independent contractor. Data are presented as total number and percentage of ATs. Descriptive statistics were calculated for FT, PT, and no AT services data for public, private, public + private, and employment type by state and by National Athletic Trainers' Association district. Results Of the 20 272 secondary schools, 66% (n = 13 473) had access to AT services, while 34% (n = 6799) had no access. Of those schools with AT services, 53% (n = 7119) received FT services, while 47% (n = 6354) received PT services. Public schools (n = 16 076) received 37%, 32%, and 31%, whereas private schools (n = 4196) received 27%, 28%, and 45%, for FT, PT, and no AT services, respectively. Most of the Athletic Training Locations and Services Survey participants (n = 6754, 57%) were employed by a medical or university facility, followed by a school district, school district with teaching, and independent contractor. Combined, 38% of AT employment was via the school district. Conclusions The percentages of US schools with AT access and FT and PT services were similar to those noted in previous research. One-third of secondary schools had no access to AT services. The majority of AT employment was via medical or university facilities. These data depict the largest and most updated representation of AT services in secondary schools.

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Athletic Training Services in Public Secondary Schools: A Benchmark Study

Journal of Athletic Training ◽

10.4085/1062-6050-50.2.03 ◽

2015 ◽

Vol 50 (2) ◽

pp. 156-162 ◽

Cited By ~ 106

Author(s):

Riana R. Pryor ◽

Douglas J. Casa ◽

Lesley W. Vandermark ◽

Rebecca L. Stearns ◽

Sarah M. Attanasio ◽

...

Keyword(s):

Secondary Schools ◽

Athletic Training ◽

Small Sample Size ◽

Athletic Trainers ◽

The United States ◽

Cross Sectional Study ◽

Small Sample ◽

Full Time ◽

Cross Sectional ◽

National Athletic Trainers Association

Context: Authors of the most recent study of athletic training (AT) services have suggested that only 42% of secondary schools have access to athletic trainers. However, this study was limited by a small sample size and was conducted more than 10 years ago. Objective: To determine current AT services in public secondary schools. Design: Cross-sectional study. Setting: Public secondary schools in the United States. Patients or Other Participants: A total of 8509 (57%) of 14 951 secondary schools from all 50 states and Washington, DC, responded to the survey. Main Outcome Measure(s): Data on AT services were collected for individual states, National Athletic Trainers' Association districts, and the nation. Results: Of the 8509 schools that responded, 70% (n = 5930) had AT services, including full-time (n = 3145, 37%), part-time (n = 2619, 31%), and per diem (n = 199, 2%) AT services, and 27% (n = 2299) had AT services from a hospital or physical therapy clinic. A total of 4075 of 8509 schools (48%) provided coverage at all sports practices. Eighty-six percent (2 394 284/2 787 595) of athletes had access to AT services. Conclusions: Since the last national survey, access to AT services increased such that 70% of respondent public secondary schools provided athletic trainers at sports games or practices. Approximately one-third of all public secondary schools had full-time athletic trainers. This number must increase further to provide appropriate medical coverage at athletic practices and games for secondary school athletes.

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Athletic Trainer Perceptions of Life-Work Balance and Parenting Concerns

Journal of Athletic Training ◽

10.4085/1062-6050-48.2.01 ◽

2013 ◽

Vol 48 (3) ◽

pp. 416-423 ◽

Cited By ~ 17

Author(s):

Lindsey E. Eberman ◽

Leamor Kahanov

Keyword(s):

Secondary School ◽

Online Survey ◽

Athletic Trainers ◽

Work And Family ◽

Athletic Trainer ◽

School Settings ◽

Occupational Setting ◽

Female Employees ◽

National Athletic Trainers Association ◽

Life Work

Context: Life-work balance may be one reason for retention concerns among athletic trainers (ATs), yet evidence does not exist to support the supposition. Objective: To assess the perceptions of ATs regarding life-work balance, specifically on parenting issues. Design: Survey. Setting: Online survey at www.surveymonkey.com. Patients or Other Participants: A random sample of National Athletic Trainers' Association members (N = 9516) received the survey; 20.6% (n = 1962; male = 954, female = 816; age = 37 ± 10 years, experience = 13 ± 9 years) completed any portion of the survey. Most respondents worked in the college/university (34.5%, n = 657 of 1908) and secondary school settings (25.9%, n = 476 of 1908). A majority of participants (50.7%, n = 898 of 1770) were parents. Intervention(s): We calculated frequencies and percentages and used Mann-Whitney U tests and Kruskal-Wallis tests to identify the differences between sexes and among job settings on life-work balance measures among parents. Main Outcome Measures: The questionnaire included 8 life-work balance items, 7 parenting challenge items, and 3 nonparent items. Results: The results indicate that sex and setting significantly affected perceptions about parenting. Males articulated a stronger sense of difficulty in finding balance as a working parent (P < .001; 1.95 ± 1.98). Females felt more strongly than males that managing work and family was stressful (P = .04; 3.86 ± 1.13) and caused burnout (P = .004; 3.50 ± 1.24), and that their energy tended to fall short of their needs (P < .001; 3.74 ± 1.15). The decision not to have children was strongly affected by the work setting (P = .014; 3.37 ± 1.42). Both college/university (4.14 ± 0.85) and secondary school (4.03 ± 0.90) ATs would prefer to spend more time at home, as compared with ATs in other settings (P < .001). College/university ATs (P = .025; 3.17 ± 1.23) felt most strongly that their families were neglected because of work. In none of the settings did ATs feel that their employment settings were particularly tolerant of their parenting responsibilities (P = .027; 1.72 ± 1.97). Conclusions: Male and female employees had similar perceptions of life-work balance, but occupational setting may affect these perceptions.

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The Level of Medical Services and Secondary School-Aged Athletes

Journal of Athletic Training ◽

10.4085/1062-6050-47.1.91 ◽

2012 ◽

Vol 47 (1) ◽

pp. 91-95 ◽

Cited By ~ 8

Author(s):

Terry L. DeWitt ◽

Scott A. Unruh ◽

Srivatsa Seshadri

Keyword(s):

Secondary School ◽

Secondary Schools ◽

American Academy ◽

Athletic Training ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Medical Services ◽

Athletic Programs ◽

Cross Sectional ◽

American Academy Of Pediatrics

Context: Medical organizations have recommended that administrators, parents, and community leaders explore every opportunity to make interscholastic athletic programs safe for participation, including employing athletic trainers at practices and competitive events. Objective: To determine the overall level of medical services provided for secondary school-aged athletes at high school athletic events in a rural southern state, to evaluate the employment of athletic trainers in the provision of medical services in secondary schools, and to compare athletic training medical services provided at athletic events among schools of various sizes. Design: Cross-sectional study. Setting: Questionnaires were sent to administrators at 199 secondary schools. Patients or Other Participants: A total of 144 administrators, including interscholastic athletic directors and school principals, from 199 secondary schools participated (72% response rate). Main Outcome Measure(s): Participants completed the Self-Appraisal Checklist for Health Supervision in Scholastic Athletic Programs from the American Academy of Pediatrics, which has been demonstrated to be valid and reliable. The Kruskal-Wallis and Mann-Whitney tests were used to measure differences in groups. Results: We found differences in cumulative scores when measuring between institutional classifications (P≤.05). Cumulative scores for the Event Coverage section of the instrument ranged from 80.5 to 109.6 out of a total possible score of 126. We also found differences in several factors identified in the Event Coverage section (P≤.05). Conclusions: The number of coaching staff certified in cardiopulmonary resuscitation or first aid was minimal. Most schools did not have a plan for providing minimal emergency equipment, ice, or water for visiting teams. We found that 88% (n = 7) of the 8 essential Event Coverage components that the American Academy of Pediatrics deems important were not addressed by schools represented in our study.

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National Athletic Trainers' Association Position Statement: Facilitating Work-Life Balance in Athletic Training Practice Settings

Journal of Athletic Training ◽

10.4085/1062-6050-51.11.02 ◽

2018 ◽

Vol 53 (8) ◽

pp. 796-811 ◽

Cited By ~ 3

Author(s):

Stephanie M. Mazerolle ◽

William A. Pitney ◽

Ashley Goodman ◽

Christianne M. Eason ◽

Scott Spak ◽

...

Keyword(s):

Organizational Climate ◽

Athletic Training ◽

Athletic Trainers ◽

Position Statement ◽

Work Life ◽

Work Life Balance ◽

Athletic Trainer ◽

Life Balance ◽

National Athletic Trainers Association ◽

Training Practice

Objective: To illustrate the concept of work-life balance and those factors that influence it and to provide recommendations to facilitate work-life balance in athletic training practice settings. To present the athletic trainer with information regarding work-life balance, including those factors that negatively and positively affect it within the profession.Background: Concerns for work-life balance have been growing within the health care sector, especially in athletic training, as it is continuously linked to professional commitment, burnout, job satisfaction, and career longevity. The term work-life balance reflects those practices used to facilitate the successful fulfillment of the responsibilities associated with all roles one may assume, including those of a parent, spouse, partner, friend, and employee. A host of organizational and individual factors (eg, hours worked, travel demands, flexibility of work schedules, relationship status, family values) negatively influence the fulfillment of work-life balance for the athletic trainer, but practical strategies are available to help improve work-life balance, regardless of the practice setting.Recommendations: This position statement is charged with distributing information on work-life balance for athletic trainers working in a variety of employment settings. Recommendations include a blend of organizational and personal strategies designed to promote work-life balance. Establishing work-life balance requires organizations to have formal policies that are supported at the departmental and personal level, in addition to informal policies that reflect the organizational climate of the workplace. Individuals are also encouraged to consider their needs and responsibilities in order to determine which personal strategies will aid them in attaining work-life balance.

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

Journal of Athletic Training ◽

10.4085/1062-6050-0240.21 ◽

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.

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Exploring Summer Medical Care Within the National Collegiate Athletic Association Division I Setting: A Perspective From the Athletic Trainer

Journal of Athletic Training ◽

10.4085/1062-6050-51.3.03 ◽

2016 ◽

Vol 51 (2) ◽

pp. 175-183 ◽

Cited By ~ 3

Author(s):

Stephanie M. Mazerolle ◽

Christianne M. Eason ◽

Ashley Goodman

Keyword(s):

Medical Care ◽

Athletic Training ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Negative Influence ◽

Division I ◽

Athletic Trainer ◽

Full Time ◽

Frequency Distributions ◽

Training Services

Over the last few decades, the National Collegiate Athletics Association (NCAA) has made changes related to the increase in sanctioned team activities during summer athletics. These changes may affect how athletic training services are provided.Context: To investigate the methods by which athletic training departments of NCAA institutions manage expectations regarding athletic training services during the summer.Objective: Mixed-methods qualitative and quantitative study.Design: The NCAA Division I.Setting: Twenty-two athletic trainers (13 men, 9 women) participated. All were employed full time within the NCAA Division I setting. Participants were 35 ± 8 years of age (range, 26−52 years), with 12 ± 7 years (range, 3−29 years) of athletic training experience.Patients or Other Participants: All participants completed a series of questions online that consisted of closed- (demographic and Likert-scale 5-point) and open-ended items that addressed the research questions. Descriptive statistics, frequency distributions, and phenomenologic analyses were completed with the data. Peer review and multiple-analyst triangulation established credibility.Data Collection and Analysis: Summer athletic training services included 3 primary mechanisms: individual medical care, shared medical care, or a combination of the 2. Participants reported working 40 ± 10 hours during the summer. Likert-item analysis showed that participants were moderately satisfied with their summer medical care structure (3.3 ± 1.0) and with the flexibility of summer schedules (3.0 ± 1.2). Yet the qualitative analysis revealed that perceptions of summer medical care were more positive for shared-care participants than for individual- or combination-care participants. The perceived effect on the athletic trainer included increased workload and expectations and a negative influence on work-life balance, particularly in terms of decreased schedule flexibility and opportunities for rejuvenation. For many, the summer season mimicked the hours, workload, and expectations of the nontraditional season.Results: The NCAA rule changes and medical care expectations affected the summer workload of athletic trainers, but job sharing seemed to help them manage conflict associated with providing summer athletic training services.Conclusions:

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National Collegiate Athletic Association Division and Primary Job Title of Athletic Trainers and Their Job Satisfaction or Intention to Leave Athletic Training

Journal of Athletic Training ◽

10.4085/1062-6050-46.3.312 ◽

2011 ◽

Vol 46 (3) ◽

pp. 312-318 ◽

Cited By ~ 24

Author(s):

Aaron B. Terranova ◽

Jolene M. Henning

Keyword(s):

Job Satisfaction ◽

Athletic Training ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Intention To Leave ◽

Operating Conditions ◽

Athletic Trainer ◽

Fringe Benefits ◽

Job Title ◽

National Athletic Trainers Association

Context: Membership in the National Athletic Trainers' Association (NATA) has declined in recent years, generating much debate about professional commitment. Objective: To compare the contributing factors of job satisfaction and intention to leave athletic training of certified athletic trainers (ATs) employed in National Collegiate Athletic Association (NCAA) institutions. Design: Cross-sectional study. Setting: A link to a Web-based questionnaire containing the Spector Job Satisfaction Survey (JSS) and an original Intention to Leave Survey (ITLS) was distributed by e-mail to 1003 certified members of the National Athletic Trainers' Association. Patients or Other Participants: A total of 191 certified members of the NATA employed in a college or university setting in a primarily clinical capacity; representing all NCAA divisions; and having the job title of head athletic trainer, associate/assistant athletic trainer, or graduate assistant/intern athletic trainer. Main Outcome Measure(s): We used separate 3 × 3 factorial analyses of variance to compare the mean scores of each JSS subscale and of the ITLS with NCAA division and job title. A stepwise multiple regression was used to determine the strength of the relationships between the JSS subscales and the ITLS. Results: We found differences for job title in the subscales of Fringe Benefits (F2,182 = 7.82, P = .001) and Operating Conditions (F2,182 = 12.01, P < .001). The JSS subscale Nature of Work was the greatest indicator of intention to leave (β = −0.45). Conclusions: We found a strong negative correlation between various facets of job satisfaction and intention to leave athletic training. The NCAA division seemed to have no effect on an individual's job satisfaction or intention to leave the profession. In addition, only Fringe Benefits and Operating Conditions seemed to be affected by job title. The ATs had similar levels of job satisfaction regardless of NCAA division, and their job titles were not a major factor in job satisfaction.

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Formal and Informal Work-Life Balance Practices of Athletic Trainers in Collegiate and University Settings

Journal of Athletic Training ◽

10.4085/1062-6050-245-17 ◽

2019 ◽

Vol 54 (5) ◽

pp. 556-561 ◽

Cited By ~ 1

Author(s):

Lindsey Eberman ◽

Stephanie Mazerolle Singe ◽

Christianne M. Eason

Keyword(s):

Athletic Training ◽

Athletic Trainers ◽

Work Life ◽

Work Life Balance ◽

Full Time ◽

Satisfaction Scale ◽

Informal Work ◽

Life Balance ◽

Workplace Policies ◽

National Athletic Trainers Association

Context Organizational policies for work-life balance exist, but little is known about athletic trainers' (ATs') awareness of and willingness to use them. Objective To explore ATs' formal and informal work-life balance policies in the collegiate and university athletic training setting. Design Sequential mixed-methods study. Setting Web-based survey. Patients or Other Participants We sent 4673 e-mails to National Athletic Trainers' Association ATs (full-time employment for at least 1 year, nonacademic appointment); 1221 participants began our survey (access rate = 26.1%), and 783 completed the survey (64.1% completion rate). Demographics were as follows: men = 375 (48.0%) and women = 404 (51.7%); age = 36 ± 10 years; experience = 13 ± 9 years; years at current place of employment = 8 ± 8 years; and participants with children or minor dependents = 262 (33.5%). Main Outcome Measure(s) We created a 17-item instrument from an earlier qualitative study. A panel of experts (n = 3; employer, employee, and researcher) completed a content analysis. Variables of interest were confidence (scale = 1–4) and satisfaction (scale = 1–5) with policies. We used Pearson χ2 analyses to compare the effect of undergoing an orientation and the presence or absence of children on the main outcome measures. Results A majority of participants had experienced formal orientation through the human resources department (n = 522, 66.8%), the direct supervisor (n = 240, 30.7%), or a colleague (n = 114, 14.6%). However, many had received no orientation (n = 184, 23.6%). Those who had undergone orientation indicated greater confidence in knowing about (P < .001) and greater satisfaction with (P < .001) formal workplace policies and benefits. Those with children stated that they had greater confidence in knowing about (P < .001) and greater satisfaction with (P = .013) formal workplace policies and benefits. Those who had been oriented felt greater confidence in knowing about (P = .009) but no difference in satisfaction with (P = .060) informal workplace policies and benefits. We did not identify differences between those with and those without children regarding their confidence in knowing about (P = .653) or satisfaction with (P = .150) informal workplace policies and benefits. Conclusions Athletic trainers in the collegiate and university setting were not confident in their knowledge of formal or informal work-life balance policies.

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Athletic Trainer Services in US Private Secondary Schools

Journal of Athletic Training ◽

10.4085/1062-6050-51.11.04 ◽

2016 ◽

Vol 51 (9) ◽

pp. 717-726 ◽

Cited By ~ 13

Author(s):

Alicia Pike ◽

Riana R. Pryor ◽

Stephanie M. Mazerolle ◽

Rebecca L. Stearns ◽

Douglas J. Casa

Keyword(s):

United States ◽

Secondary School ◽

Secondary Schools ◽

School Administrators ◽

School Setting ◽

The United States ◽

Athletic Trainer ◽

Full Time ◽

The Public

Context: Availability of athletic trainer (AT) services in US secondary schools has recently been reported to be as high as 70%, but this only describes the public sector. The extent of AT coverage in private secondary school settings has yet to be investigated and may differ from the public secondary school setting for several reasons, including differences in funding sources. Objective: To determine the level of AT services in US private secondary schools and identify the reasons why some schools did not employ ATs. Design: Concurrent mixed-methods study. Setting: Private secondary schools in the United States. Patients or Other Participants: Of 5414 private secondary schools, 2044 (38%) responded to the survey. Main Outcome Measure(s): School administrators responded to the survey via telephone or e-mail. This instrument was previously used in a study examining AT services among public secondary schools. Descriptive statistics provided national data. Open-ended questions were evaluated through content analysis. Results: Of the 2044 schools that responded, 58% (1176/2044) offered AT services, including 28% (574/2040) full time, 25% (501/2042) part time, 4% (78/1918) per diem, and 20% (409/2042) from a hospital or clinic. A total of 84% (281 285/336 165) of athletes had access to AT services. Larger private secondary schools were more likely to have AT services available. Barriers to providing AT services in the private sector were budgetary constraints, school size and sports, and lack of awareness of the role of an AT. Conclusions: More than half of the surveyed private secondary schools in the United States had AT services available; however, only 28% had a full-time AT. This demonstrates the need for increased medical coverage to provide athletes in this setting the appropriate level of care. Budgetary concerns, size of the school and sport offerings, and lack of awareness of the role of the AT continued to be barriers in the secondary school setting.

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The National Sports Safety in Secondary Schools Benchmark (N4SB) Study: Defining Athletic Training Practice Characteristics

Journal of Athletic Training ◽

10.4085/1062-6050-48.4.04 ◽

2013 ◽

Vol 48 (4) ◽

pp. 483-492 ◽

Cited By ~ 17

Author(s):

Tamara C. Valovich McLeod ◽

Kellie C. Huxel Bliven ◽

Kenneth C. Lam ◽

R. Curtis Bay ◽

Alison R. Snyder Valier ◽

...

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Medical Care ◽

Athletic Training ◽

Athletic Trainers ◽

School Setting ◽

Practice Setting ◽

Web Based ◽

Practice Characteristics ◽

Training Practice

Context: Increased rates of sport participation and sport-related injury have led to greater emphasis on and attention to medical care of student-athletes in the secondary school setting. Access to athletic training services is seen as a critical factor for delivering adequate injury prevention and medical care to student-athletes. However, few data are available regarding practice characteristics of athletic trainers (ATs) in this setting. Objective: To characterize the practices of secondary school athletic trainers (ATs). Design: Descriptive study. Setting: Web-based survey. Patients or Other Participants: A total of 17 558 ATs with current National Athletic Trainers' Association membership were identified for survey distribution. Of these, 4232 ATs indicated that they practiced in the secondary school setting, and 4045 completed some part of the survey. Main Outcome Measure(s): A Web-based survey was used to obtain demographic information about ATs and their secondary schools and characteristics of athletic training practice. Descriptive data regarding the athletic trainer's personal characteristics, secondary school characteristics, and practice patterns are reported as percentages and frequencies. Results: Most respondents were in the early stages of their careers and relatively new to the secondary school practice setting. Nearly two-thirds (62.4%; n = 2522) of respondents had 10 or fewer years of experience as secondary school ATs, 52% (n = 2132) had been certified for 10 or fewer years, and 53.4% (n = 2164) had 10 or fewer years of experience in any practice setting. The majority of respondents (85%) worked in public schools with enrollment of 1000 to 1999 (35.5%) and with football (95.5%). More than half of respondents were employed directly by their school. Most respondents (50.6%) reported an athletic training budget of less than $4000. The majority of ATs performed evaluations (87.5%) on-site all of the time, with a smaller percentage providing treatments (73.3%) or rehabilitation (47.4%) services all of the time. Conclusions: This is the first study to describe secondary school athletic training that reflects national practice trends. To improve the quality of athletic training care and to support and improve current working conditions, the profession must examine how its members practice on a day-to-day basis.

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