scholarly journals Navigating Athletic Training Position Statements: The Strength of Recommendation Taxonomy System

2020 ◽  
Vol 55 (8) ◽  
pp. 863-868
Author(s):  
Susan Yeargin ◽  
Rebecca M. Lopez ◽  
Alison R. Snyder Valier ◽  
Lindsay J. DiStefano ◽  
Patrick O. McKeon ◽  
...  
Keyword(s):  
Athletic Training ◽  
Training Position

scholarly journals Factors Influencing Senior Athletic Training Students' Preparedness to Enter the Workforce

10.4085/09015 ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Sarah S. Benes
Keyword(s):  
Athletic Training ◽  
Athletic Training Education ◽  
Clinical Experiences ◽  
Roles And Responsibilities ◽  
Athletic Training Student ◽  
Self Confidence ◽  
Data Collection And Analysis ◽  
Mentorship Relationship ◽  
Training Position ◽  
Member Checks

Context Athletic training education programs must provide the student with opportunities to learn the roles and responsibilities of the athletic trainer. Objective Investigate factors that help prepare the athletic training student (ATS) to successfully enter the workplace upon graduation from her undergraduate program. Design Exploratory qualitative study using phone interviews. Setting Commission on Accreditation of Athletic Training Education–accredited programs. Patients or Other Participants Twenty-six interviews were conducted with ATSs (7 men, 19 women) who were pursuing an athletic training position postgraduation. Data Collection and Analysis Interview data were transcribed, coded, and analyzed utilizing the specific procedures of grounded theory. Trustworthiness of the data was established by using 2 specific strategies, including (1) member checks and (2) multiple analyst triangulation. Results Two themes emerged from the data explaining the ATS level of preparedness, as they got ready to assume a position in the athletic training workforce: diversified clinical experience along with strong mentorship. Conclusions Athletic training educators need to promote the mentorship relationship between the ATS and clinical instructor as it helps the ATSs gain self-confidence in their clinical abilities. Moreover, by providing variety in clinical experiences the ATS can gain a holistic impression of the field, thus gaining an appreciation for the varying roles within each clinical setting while developing clinical competence and confidence.

scholarly journals Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Clinical Settings ◽  
Athletic Training Educators

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

Changes in selected locomotor skills of young runners after one athletic season: Influence of sex and age

2021 ◽  
pp. 174795412110066
Author(s):  
Josune Rodriguez-Negro ◽  
Iñaki Llodio ◽  
Daniel Castillo ◽  
Estibaliz Romaratezabala ◽  
Javier Yanci
Keyword(s):  
Athletic Training ◽  
Countermovement Jump ◽  
Training School ◽  
Change Of Direction ◽  
Age And Sex

The aim of the present research was to describe the changes in the locomotor competence [i.e. sprint, change of direction ability (CODA) and jump capacity] of young runners from an athletic training school after one season, according to runners’ sex and age. Two hundred and forty-one young runners from an athletic training school were divided by sex (boys, n = 107, and girls, n = 134) and age [under 8 years old (U8, n = 70), under 10 years old (U10, n = 68), under 12 years old (U12, n = 45), under 14 years old (U14, n = 39) and under 16 years old (U16, n = 19)]. At the start of the training season (PRE) and at the end of the season (POST), the runners performed different tests in order to assess their locomotor competence. The results showed that boys and girls improved their performance during the season in the 5 m sprint ( p = 0.000, ES = -0.58 to -0.74) and horizontal countermovement jump (HCMJ) ( p = 0.000, ES = 0.51 to 1.02), and decreased it in the 15 m sprint test ( p = 0.011 or p = 0.006, ES = 0.27 to 0.31), and only girls improved in change of direction ability (CODA) ( p = 0.000, ES = -0.22 to -0.27). In addition, with respect to age categories, all groups improved their performance in the HCMJ ( p = 0.000 - 0.005, ES > 0.40) and the 5 m sprint tests ( p = 0.000 - 0.002, ES = -0.68 to -1.24). Although in the 505 test no group improved its result ( p = 0.184 - 0.314, ES = -0.25 to 0.01), the U8 and U10 groups improved in the modified agility test (MAT) ( p = 0.000 or p = 0.003, ES = -0.38 to -0.41). In conclusion, there are differences in the changes in the locomotor competence according to runners’ sex and age, so perhaps age- and sex-dependent specialization in training is necessary.

Unfilled Training Positions in Germany – Regional and Establishment-Specific Determinants

2019 ◽  
Vol 239 (4) ◽  
pp. 661-701 ◽  
Author(s):  
Sandra Dummert ◽  
Ute Leber ◽  
Barbara Schwengler
Keyword(s):  
Related Factors ◽  
Factors Affecting ◽  
External Conditions ◽  
Western Germany ◽  
Enterprise Level ◽  
Specific Factors ◽  
Regional Factors ◽  
The One ◽  
Training Position ◽  
Quantitative Importance

AbstractThe current situation in the German apprenticeship market is characterized by two contradictory developments. On the one hand, establishments are experiencing increasing problems filling the training positions they offer, and the number of vacant training positions is climbing. On the other hand, the transition into training is still difficult for many young people, and the number of unsuccessful vocational training applicants is rising. Hence, matching supply with demand is becoming increasingly difficult in the German job market for training positions. Using the Linked Employer-Employee dataset (LIAB) from the Institute for Employment Research (IAB), our paper provides a closer examination of the phenomenon of unfilled training positions. It presents an overview of the evolution of vacant training positions in eastern and western Germany and attempts to explain the number of vacancies by investigating the factors responsible for the establishments’ inability to fill their training positions. We assume that training position vacancies are due not only to internal company reasons such as firm size or the wage offer for apprentices but also to external conditions such as general regional factors. Therefore, our analysis also considers the situation on the demand side of the labor market within a region. The results of our multilevel mixed-effects estimations show that in addition to characteristics on the enterprise level, regional determinants also affect the share of vacant apprenticeships. With respect to establishment-related factors, mainly characteristics that describe the attractiveness of the firm prove to be important. With regard to regional-specific factors, we find that the availability of school leavers in a region in addition to the level of regional-sectoral competition impacts the recruiting success of establishments. Our analysis also shows that there are remarkable differences between eastern and western Germany concerning both the quantitative importance of unfilled training positions and the factors affecting them.

The Use of Discovery Learning in Athletic Training Education

2009 ◽  
Vol 14 (4) ◽  
pp. 32-35 ◽  
Author(s):  
Robert E. Ryan ◽  
Steven R. Murray ◽  
Malissa Martin
Keyword(s):  
Athletic Training ◽  
Athletic Training Education ◽  
Discovery Learning
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