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

2013 ◽  
Vol 48 (4) ◽  
pp. 483-492 ◽  
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.

scholarly journals Secondary School Socioeconomic Status and Athletic Training Practice Characteristics

2021 ◽  
Author(s):  
Hannah J. Robison ◽  
Janet E. Simon ◽  
Erik J. Nelson ◽  
Sarah N. Morris ◽  
Erin B. Wasserman ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Secondary School ◽  
Secondary Schools ◽  
Athletic Training ◽  
Student Athletes ◽  
Secondary School Student ◽  
School Communities ◽  
Practice Characteristics ◽  
Training Practice ◽  
School Ses

Context: Socioeconomic status (SES) is a significant predictor of morbidity and mortality across health outcomes. Limited information exists on how school SES impacts athletic training practice when a certified athletic trainer (AT) is present at secondary schools. Objective: To describe contact frequencies and service rates provided by ATs for injuries among secondary school student athletes and how these differ by school SES. Design: Cross-sectional study Setting: Athletic training room (ATR) visit days and AT services were collected from 77 secondary schools. Schools were separated into three school SES groups: affluent (n=31), average (n=29), and disadvantaged (n=17). Patients or Other Participants: Secondary school student-athletes participating in 12 boys' and 11 girls' sports who visited the ATR during the 2014–2015 through 2018–2019 academic years and received athletic or non-athletic injury care. Main Outcome Measures: Contact frequencies expressed as ATR visit days per injury, AT services per injury, and AT services per ATR visit day. Rates for service type utilized were expressed as the total count over reported athlete-exposures. Results: ATs documented 1,191 services. Affluent and average SES school communities provided greater contact frequencies for injury related care compared to disadvantaged school communities, particularly by AT services/injury (7.10±13.08 versus average: 9.30±11.60 and affluent: 9.40±12.20; p=0.020). Affluent school communities provided greater rates of services in five of the eleven service groups reported. No significant differences were observed among school SES groups in therapeutic exercises. Conclusions: Our findings reflect that AT practice characteristics may differ by school SES, but these differences do not appear to result in less medical care. Given the complexity and widespread effects of SES, future investigations should utilize a complex method to determine SES as well as aim to identify how SES may impact secondary school student athletes outside of AT practice characteristics.

scholarly journals Practice-Based Research Networks, Part II: A Descriptive Analysis of the Athletic Training Practice-Based Research Network in the Secondary School Setting

2012 ◽  
Vol 47 (5) ◽  
pp. 557-566 ◽  
Author(s):  
Tamara C. Valovich McLeod ◽  
Kenneth C. Lam ◽  
R. Curtis Bay ◽  
Eric L. Sauers ◽  
Alison R. Snyder Valier
Keyword(s):  
Clinical Practice ◽  
Secondary School ◽  
Athletic Training ◽  
Descriptive Analysis ◽  
School Setting ◽  
Initial Evaluation ◽  
Research Network ◽  
Practice Characteristics ◽  
Practice Based Research ◽  
Training Practice

Context Analysis of health care service models requires the collection and evaluation of basic practice characterization data. Practice-based research networks (PBRNs) provide a framework for gathering data useful in characterizing clinical practice. Objective To describe preliminary secondary school setting practice data from the Athletic Training Practice-Based Research Network (AT-PBRN). Design Descriptive study. Setting Secondary school athletic training facilities within the AT-PBRN. Patients or Other Participants Clinicians (n = 22) and their patients (n = 2523) from the AT-PBRN. Main Outcome Measure(s) A Web-based survey was used to obtain data on clinical practice site and clinician characteristics. Patient and practice characteristics were obtained via deidentified electronic medical record data collected between September 1, 2009, and April 1, 2011. Descriptive data regarding the clinician and CPS practice characteristics are reported as percentages and frequencies. Descriptive analysis of patient encounters and practice characteristic data was performed, with the percentages and frequencies of the type of injuries recorded at initial evaluation, type of treatment received at initial evaluation, daily treatment, and daily sign-in procedures. Results The AT-PBRN had secondary school sites in 7 states, and most athletic trainers at those sites (78.2%) had less than 5 years of experience. The secondary school sites within the AT-PBRN documented 2523 patients treated across 3140 encounters. Patients most frequently sought care for a current injury (61.3%), followed by preventive services (24.0%), and new injuries (14.7%). The most common diagnoses were ankle sprain/strain (17.9%), hip sprain/strain (12.5%), concussion (12.0%), and knee pain (2.5%). The most frequent procedures were athletic trainer evaluation (53.9%), hot- or cold-pack application (26.0%), strapping (10.3%), and therapeutic exercise (5.7%). The median number of treatments per injury was 3 (interquartile range = 2, 4; range = 2–19). Conclusions These preliminary data describe services provided by clinicians within the AT-PBRN and demonstrate the usefulness of the PBRN model for obtaining such data.

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

2017 ◽  
Vol 52 (7) ◽  
pp. 667-675 ◽  
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.

scholarly journals The Level of Medical Services and Secondary School-Aged Athletes

2012 ◽  
Vol 47 (1) ◽  
pp. 91-95 ◽  
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.

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

2017 ◽  
Vol 52 (10) ◽  
pp. 937-945 ◽  
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.

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

2019 ◽  
Vol 54 (11) ◽  
pp. 1129-1139 ◽  
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.

scholarly journals Transition to Practice for Graduate Assistant Athletic Trainers Providing Medical Care in the Secondary School Setting

2018 ◽  
Vol 53 (5) ◽  
pp. 521-528 ◽  
Author(s):  
Jessica L. Kirby ◽  
Stacy E. Walker ◽  
Stephanie M. Mazerolle
Keyword(s):  
Health Care ◽  
Secondary School ◽  
Medical Care ◽  
Health Care Providers ◽  
Athletic Trainers ◽  
School Setting ◽  
Transition To Practice ◽  
Care Providers ◽  
Team Physician ◽  
Graduate Assistant

Context:  Transition to clinical practice can be challenging for newly credentialed athletic trainers (ATs), who are expected to immediately step into their roles as autonomous clinicians. For those providing care in the secondary school setting, this transition may be complicated by the fact that many practice in isolation from other health care providers. Objective:  To explore the transition to practice of newly credentialed graduate assistant ATs providing medical care in the secondary school. Design:  Phenomenologic qualitative study. Setting:  Secondary school. Patients or Other Participants:  The 14 participants (2 men, 12 women; age = 23.3 ± 2.0 years) 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. A general inductive approach was used for data analysis. Trustworthiness was established through multiple-analyst triangulation, peer review, and member checks. Results:  A period of uncertainty referred to a time during which participants were anxious as they began practicing independently. Legitimation through role engagement signified that as the period of uncertainty passed, participants developed more confidence in themselves and legitimation by engaging in their role. Acclimation through physician communication and professional relationships highlighted the importance of developing a relationship with the team physician, which provided a source of feedback and support for continued growth and confidence. Conclusions:  To prepare for this period of uncertainty, educators and preceptors should encourage students to interact with members of the health care team and communicate with parents and coaches. Employers should implement initiatives to orient newly credentialed ATs to their roles, provide clear job expectations, and assign or assist with identifying mentors. Newly credentialed ATs should seek support from many different individuals, including the team physician, who can provide support, feedback, and encouragement.

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

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.

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.

Deficiency of Athletic Trainers in California Secondary Schools

2019 ◽  
Vol 24 (4) ◽  
pp. 169-173
Author(s):  
Riana R. Pryor ◽  
Summer Runestad ◽  
Bethany A. Chong Gum ◽  
Nathan J. Fuller ◽  
Moon Kang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Secondary Schools ◽  
Medical Care ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Emergency Medical Technician ◽  
Athletic Director ◽  
Emergency Medical ◽  
Training Services ◽  
Medical Technician

Athletic trainers (ATs) prevent and treat sport-related and catastrophic injuries due to physical activity. However, not all secondary schools hire ATs to provide medical care. The purpose of this study was to determine athletic training services available in California secondary schools. Approximately half (51%, 143/278) of California secondary schools reported hiring an AT, however, only 35% (87/251) of schools hired a certified AT. Schools without an AT most commonly hired a paramedic, emergency medical technician, coach, or athletic director to provide medical care. Nearly two-thirds of California secondary schools lack an AT, dramatically fewer schools than the nationwide average of 70% of public and 58% of private secondary schools with a certified AT.

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