A Qualitative Examination of Professional Role Commitment Among Athletic Trainers Working in the Secondary School Setting

Abstract Context: Work-related demands can challenge an athletic trainer's professional role commitment for an extended period throughout one's career. Objective: To explore how athletic trainers perceive the phenomenon of professional commitment and maintain this commitment while working in a professionally challenging environment. Design: Basic, interpretive qualitative study. Setting: Secondary school. Patients or Other Participants: A criterion sample was used. Each participant had a minimum of 10 years of experience as an athletic trainer and self-identified as having maintained his or her professional commitment. Seventeen individuals (14 men, 3 women) with a mean age of 44.3 ± 6.8 years and 19.0 ± 6.7 years of experience in the secondary school setting participated in the study. Data Collection and Analysis: Seventeen total interviews were conducted. Interviews were transcribed and an inductive analysis was performed. A peer debriefing and member checks with 7 participants were completed to enhance the trustworthiness of the findings. Results: Four themes emerged from the findings: 1) professional responsibility, 2) rewards, 3) respect, and 4) rejuvenation. Participants explained that a strong sense of responsibility to their patients was a prominent feature of maintaining their commitment. Their professional commitment was influenced by both intrinsic and extrinsic rewards and respect from others. The last emergent theme, rejuvenation, explained the necessity of having appropriate time away from the athletic training role to interact with peers and address personal needs. Conclusions: A strong sense of professional responsibility to both patients and the athletic training discipline is a central feature of professional commitment. Organizations, such as high school athletic programs, can play an influential role in helping an athletic trainer to maintain professional commitment by examining the intrinsic and extrinsic reward systems, assessing the work structure to ensure time to address personal needs, fostering effective communication, and addressing continuing education needs to maintain competence.

Download Full-text

Athletic Trainers' Facilitators of Professional Commitment in the Collegiate Setting

Journal of Athletic Training ◽

10.4085/1062-6050-50.1.02 ◽

2015 ◽

Vol 50 (5) ◽

pp. 516-523 ◽

Cited By ~ 13

Author(s):

Christianne M. Eason ◽

Stephanie M. Mazerolle ◽

William A. Pitney

Keyword(s):

Athletic Training ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

School Setting ◽

Professional Responsibility ◽

Professional Commitment ◽

Job Responsibilities ◽

Coworker Support ◽

Occupational Setting ◽

Board Of Certification

Context Professional responsibility, rewards and respect, and time for rejuvenation are factors supporting professional commitment for athletic trainers (ATs) in the high school setting. The inherent complexities of an occupational setting can mitigate perceptions of professional commitment. Thus far, evidence is lacking regarding professional commitment for ATs in other occupational settings. Objective To extend the literature on professional commitment of the AT to the collegiate setting. Design Qualitative study. Setting Collegiate. Patients or Other Participants Thirty-three Board of Certification-certified ATs employed in the collegiate setting (National Collegiate Athletic Association Division I = 11, Division II = 9, Division III = 13) with an average of 10 ± 8 years of clinical experience volunteered. Data saturation guided the total number of participants. Data Collection and Analysis Online journaling via QuestionPro was used to collect data from all participants. Two strategies, multiple-analyst triangulation and peer review, were completed to satisfy data credibility. Data were evaluated using a general inductive approach. Results Likert-scale data revealed no differences regarding levels of professional commitment across divisions. Two themes emerged from the inductive-content analysis: (1) professional responsibility and (2) coworker support. The emergent theme of professional responsibility contained 4 subthemes: (1) dedication to advancing the athletic training profession, (2) ardor for job responsibilities, (3) dedication to the student-athlete, and (4) commitment to education. Our participants were able to better maintain their own professional commitment when they felt their coworkers were also committed to the profession. Conclusions The collegiate ATs investigated in this study, regardless of division, demonstrated professional commitment propelled by their aspiration to advance the profession, as well as their dedication to student-athletes and athletic training students. Maintaining commitment was influenced by a strong sense of coworker support.

Download Full-text

Athletic Trainers' Roles and Responsibilities Regarding Academic Adjustments as Part of the Concussion-Management Process in the Secondary School Setting

Journal of Athletic Training ◽

10.4085/1062-6050-52.7.02 ◽

2017 ◽

Vol 52 (10) ◽

pp. 937-945 ◽

Cited By ~ 6

Author(s):

Cailee E. Welch Bacon ◽

Melissa C. Kay ◽

Tamara C. Valovich McLeod

Keyword(s):

Secondary School ◽

Athletic Training ◽

Student Athletes ◽

Athletic Trainers ◽

School Setting ◽

Management Plan ◽

Further Education ◽

Training Experience ◽

Roles And Responsibilities ◽

Concussion Management

Context: Athletic trainers (ATs) play a vital role in managing the care of student-athletes after a sport-related concussion, yet little is known about their specific involvement in the implementation of academic adjustments as part of the concussion-management plan. Objective: To explore ATs' perceived roles and responsibilities regarding the implementation of academic adjustments for concussed student-athletes. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: Sixteen ATs employed in the secondary school setting (8 women, 8 men; age = 39.6 ± 7.9 years; athletic training experience = 15.1 ± 5.6 years), representing 12 states, were interviewed. Data Collection and Analysis: One telephone interview was conducted with each participant. After the interviews were transcribed, the data were analyzed and coded into themes and categories, which were determined via consensus of a 4-person research team. To decrease researcher bias, triangulation occurred through participant member checking, the inclusion of multiple researchers, and an internal auditor. Results: Several categories related to participants' perceptions regarding their roles and responsibilities within the academic-adjustments process emerged from data analysis: (1) understanding of academic adjustments, (2) perceptions of their roles in academic adjustments, (3) initiation of academic adjustments, (4) facilitation of academic adjustments, and (5) lack of a role in the academic-adjustments process. Although most ATs perceived that they had a role in the initiation and facilitation of academic adjustments for concussed student-athletes, some reported they did not want a role in the process. Regardless, participants frequently suggested the need for further education. Conclusions: These findings highlight that ATs either wanted to be involved in the implementation of academic adjustments but felt further education was needed or they did not want to be involved because they felt that it was not in their area of expertise. To create a cohesive concussion-management team, it is vital that ATs understand their individual and collaborative roles in the secondary school setting.

Download Full-text

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

Journal of Athletic Training ◽

10.4085/1062-6050-12-19 ◽

2019 ◽

Vol 54 (11) ◽

pp. 1129-1139 ◽

Cited By ~ 1

Author(s):

Robert A. Huggins ◽

Kelly A. Coleman ◽

Sarah M. Attanasio ◽

G. Larry Cooper ◽

Brad D. Endres ◽

...

Keyword(s):

School District ◽

Secondary School ◽

Secondary Schools ◽

Athletic Training ◽

Athletic Trainers ◽

Athletic Trainer ◽

Full Time ◽

Independent Contractor ◽

Public And Private ◽

National Athletic Trainers Association

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.

Download Full-text

Work-Family Guilt: The Perspective of Secondary School Athletic Trainers with Children

Journal of Athletic Training ◽

10.4085/152-20 ◽

2020 ◽

Author(s):

Christianne M Eason ◽

Kelsey M Rynkiewicz ◽

Stephanie M. Mazerolle Singe

Keyword(s):

Secondary School ◽

Athletic Training ◽

Family Life ◽

Athletic Trainers ◽

School Setting ◽

Work Environments ◽

Certified Athletic Trainers ◽

Data Collection And Analysis ◽

Work Family ◽

Study Setting

Abstract Context: Literature in athletic training has consistently demonstrated evidence of work-family-life conflict and the potential consequences of that conflict among athletic trainers employed in the clinical setting. Parental responsibilities, have been suggested to increase the conflict between work-family-life. The emotions that occur as a result of the conflict have received little attention and warrant further investigation. Objective: To investigate perceptions of and antecedents of work-family guilt among athletic trainers with children working in the secondary school setting. Design: Phemenological qualitative study Setting: Athletic Trainers currently employed in the secondary school setting who self-identify as parents. Patients or Other Participants: Twenty (13 women, 7 men) athletic trainers employed in the secondary school setting with children (range 1–3). All but three were married (n=17) at the time of the study. The average age of our participants was 37 ± 11 and they were certified athletic trainers for 14 ± 11 years. Data Collection and Analysis: Participants completed a one-on-one semi structured phone interview. Multiple analyst triangulation and peer review were included as steps to establish data credibility. Results: General inductive analysis revealed that men and women participants are experiencing feelings of work-family guilt despite having supportive work environments. The guilt for both sexes stemmed from work interfering with family and an altruistic mindset. Women indicated that they felt pressure from their husbands that contributed to feelings of guilt. Conclusions: Secondary school athletic trainers are experiencing work family guilt. Trying to balance parental and athletic training duties can cause an emotional response and athletic trainers' giving and caring nature may be a precursor to guilt.

Download Full-text

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

Journal of Athletic Training ◽

10.4085/1062-6050-72-17 ◽

2018 ◽

Vol 53 (3) ◽

pp. 312-319 ◽

Cited By ~ 2

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.

Download Full-text

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

Journal of Athletic Training ◽

10.4085/1062-6050-51.10.14 ◽

2016 ◽

Vol 51 (9) ◽

pp. 709-716 ◽

Cited By ~ 6

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.

Download Full-text

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.

Download Full-text

Athletic Trainers' Perceptions of and Barriers to Patient Care Documentation: A Report From the Athletic Training Practice-Based Research Network

Journal of Athletic Training ◽

10.4085/1062-6050-52.3.15 ◽

2017 ◽

Vol 52 (7) ◽

pp. 667-675 ◽

Cited By ~ 14

Author(s):

Cailee E. Welch Bacon ◽

Bradly L. Eppelheimer ◽

Tricia M. Kasamatsu ◽

Kenneth C. Lam ◽

Sara L. Nottingham

Keyword(s):

Secondary School ◽

Patient Care ◽

Athletic Training ◽

Athletic Trainers ◽

School Setting ◽

Research Network ◽

High Quality ◽

Quality Patient Care ◽

Practice Based Research ◽

Training Practice

Context: For the practice characteristics of the services athletic trainers (ATs) provide to be identified, all ATs must complete high-quality patient care documentation. However, little is known about ATs' perceptions of patient care documentation or the potential barriers they may encounter while trying to ensure high-quality documentation. Objective: To explore ATs' perceptions of and barriers to patient care documentation via the Clinical Outcomes Research Education for Athletic Trainers (CORE-AT) electronic medical record system in the secondary school setting. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: We interviewed 10 ATs (4 men, 6 women; age = 32.6 ± 11.4 years, athletic training experience = 7.1 ± 7.8 years) who were members of the Athletic Training Practice-Based Research Network (AT-PBRN) and employed in the secondary school setting. Data Collection and Analysis: We conducted an individual interview with each participant. After transcription of the interviews, the data were analyzed into common themes and categories following the consensual qualitative research tradition. Data triangulation occurred through member checking and multiple researchers to ensure accuracy during data analysis. Results: Participants revealed several perceptions of patient care documentation, consisting of quality, expectations and accountability, priority, incentive, and culture of the secondary school setting. In addition, we identified barriers to quality patient care documentation: lack of time, lack of accountability for documenting patient care, inadequate facility resources, and lack of personnel. Participants discussed the volume of patients as a unique challenge in the secondary school setting. Conclusions: Whereas ATs perceived patient care documentation as important, several practical barriers may inhibit their ability to complete high-quality documentation of the services they provide. Effective strategies to improve the quality of patient care documentation among ATs are needed to ensure that their value, particularly in the secondary school setting, is accurately characterized.

Download Full-text

Support Received During the Transition to Practice for the Secondary School Graduate-Assistant Athletic Trainer

Journal of Athletic Training ◽

10.4085/1062-6050-51.12.10 ◽

2016 ◽

Vol 51 (10) ◽

pp. 780-788 ◽

Cited By ~ 8

Author(s):

Stephanie M. Mazerolle ◽

Stacy E. Walker ◽

Jessica L. Kirby

Keyword(s):

Secondary School ◽

Medical Care ◽

Athletic Training ◽

Clinical Education ◽

School Setting ◽

Athletic Trainer ◽

Transition To Practice ◽

Care Providers ◽

Graduate Assistant ◽

Athletic Training Faculty

Context: Transitioning into clinical practice can be stressful for the newly credentialed athletic trainer (AT). The support provided by mentors, peers, and athletic training faculty can increase confidence and enhance the transition. To create specific initiatives for a smoother transition, the perspectives of those in the secondary school setting are needed. Objective: To examine the transition to practice and mentorship of newly credentialed ATs providing medical care in the secondary school setting. Design: Qualitative study. Setting: Secondary school setting. Patients or Other Participants: A total of 14 ATs (2 men, 12 women; age = 23.0 ± 2.0 years) participated in our study. They were employed in the secondary school setting through graduate assistantships, had been credentialed for less than 1 year, and had completed professional bachelor's degree programs. Data Collection and Analysis: We completed 14 semistructured phone interviews. Interviews were recorded and transcribed verbatim. Two researchers independently following the stepwise progression of a general inductive approach completed the data analysis. Trustworthiness was established through multiple-analyst triangulation, peer review, and member checks. Results: Two major themes emerged regarding the support received by our participants: past mentors and current networks of professionals. Past mentors provided autonomous learning opportunities during clinical education and then served as resources for guidance and advice. Current networks of professionals were defined by 2 subthemes: professional medical care providers and non–medical care providers within the secondary school setting (ie, athletic directors, coaches, parents). Conclusions: Former preceptors and faculty provided resources and support to help develop the newly credentialed AT's confidence and facilitate the transition. Preceptors should allow increased independence to help their students develop as clinicians. The creation of networks within the community, that is, the secondary school itself, is also critical in the transition as it provides the AT with role legitimation.

Download Full-text

Athletic Trainers' Use of Support Systems for Balancing Roles as an Athletic Trainer and Parent

Journal of Athletic Training ◽

10.4085/1062-6050-0681.20 ◽

2021 ◽

Author(s):

Kelsey M. Rynkiewicz ◽

Stephanie M. Singe ◽

Christianne M. Eason

Keyword(s):

Social Support ◽

Secondary School ◽

Athletic Training ◽

Athletic Trainers ◽

Structured Interview ◽

Work Life ◽

Work Life Balance ◽

Athletic Trainer ◽

Cross Sectional Survey ◽

Life Balance

Context: Work-life balance is a topic of interest in the athletic training profession. Particularly for parents, managing work and home roles can be challenging. Social support has been identified as resource to improve athletic trainers' balance and quality of life and warrants further investigation. Objective: The purpose of this study was to explore the sources and perceptions of social support among athletic trainers with children. Design: Qualitative study. Setting: Collegiate and secondary school settings. Participants: 32 athletic trainers working in the collegiate (12) and secondary school (20) settings participated in our study. All participants (19 female, 13 male) were parents and ranged from 25 to 72 years of age with 2–52 years of experience as an athletic trainer. Data Collection and Analysis: Participants were recruited from a larger cross-sectional survey. A semi-structured interview was developed by the research team and reviewed by a peer expert in the field. Participants completed the interview protocol which included questions from numerous areas related to work-life balance. Data analyses were guided by research questions related to social support and used a phenomenological approach. The researchers immersed themselves in the data and engaged in a coding process. Researcher triangulation and peer review were used to establish credibility. Results: Analyses revealed that our participants found social support in their work and home lives. Support was described by source (e.g., supervisors, coworkers, spouses, family, friends) and type (e.g., emotional, tangible, network). Participants perceived that support stemmed from understanding, flexibility, sharing responsibilities, and shared life experiences which aided in balancing their roles. Conclusions: Athletic trainers valued social support and utilized different types of support to help create work-life balance. Support in the workplace, at home, and from the profession is necessary for athletic trainers who are parents as it provides a means to help balance roles and responsibilities.

Download Full-text