The Experiences of Female Athletic Trainers in the Role of the Head Athletic Trainer

Context: Very few women have leadership positions in athletic training (ie, head athletic training positions) in intercollegiate athletics. Research exists on the barriers to attaining the role; however, our understanding about the experiences of those currently engaged in the role is limited. Objective: To examine the experiences of female head athletic trainers as they worked toward and attained the position of head athletic trainer. Design: Qualitative study. Setting: National Collegiate Athletic Association Division I setting. Patients or Other Participants: Eight female athletic trainers serving in the role of head athletic trainer participated in our study. The mean age of the participants was 45 ± 12 years, with 5 ± 1.5 years of experience in the role of head athletic trainer and 21 ± 10 years of experience as athletic trainers. Data Collection and Analysis: We conducted phone interviews with the 8 participants following a semistructured format. Interviews were transcribed verbatim and analyzed following a general inductive approach as described by Thomas. To establish credibility, we used a peer reviewer, member checks, and multiple-analyst triangulation. Results: Six major themes emerged from our analysis regarding the experiences of female head athletic trainers. Opportunities to become a head athletic trainer, leadership qualities, and unique personal characteristics were discussed as factors leading to the assumption of the role of the head athletic trainer. Where women hold back, family challenges, and organizational barriers speak to the potential obstacles to assuming the role of head athletic trainer. Conclusions: Female head athletic trainers did not seek the role, but through persistence and encouragement, they find themselves assuming the role. Leadership skills were discussed as important for success in the role of head athletic trainer. Life balancing and parenting were identified as barriers to women seeking the role of head athletic trainer.

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Positive Factors Influencing the Advancement of Women to the Role of Head Athletic Trainer in the National Collegiate Athletic Association Divisions II and III

Journal of Athletic Training ◽

10.4085/1062-6050-51.9.03 ◽

2016 ◽

Vol 51 (7) ◽

pp. 550-556 ◽

Cited By ~ 2

Author(s):

Stephanie M. Mazerolle ◽

Christianne M. Eason

Keyword(s):

Athletic Training ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Organizational Factors ◽

Division I ◽

Athletic Trainer ◽

Work Experiences ◽

Training Experience ◽

Individual Level

Context: Research suggests that women do not pursue leadership positions in athletic training due to a variety of reasons, including family challenges, organizational constraints, and reluctance to hold the position. The literature has been focused on the National Collegiate Athletic Association Division I setting, limiting our full understanding. Objective: To examine factors that help women as they worked toward the position of head athletic trainer. Design: Qualitative study. Setting: Divisions II and III. Patients or Other Participants: Seventy-seven women who were employed as head athletic trainers at the Division II or III level participated in our study. Participants were 38 ± 9 (range = 24−57) years old and had an average of 14 ± 8 (range = 1−33) years of athletic training experience. Data Collection and Analysis: We conducted online interviews. Participants journaled their reflections to a series of open-ended questions pertaining to their experiences as head athletic trainers. Data were analyzed using a general inductive approach. Credibility was secured by peer review and researcher triangulation. Results: Three organizational facilitators emerged from the data, workplace atmosphere, mentors, and past work experiences. These organizational factors were directly tied to aspects within the athletic trainer's employment setting that allowed her to enter the role. One individual-level facilitator was found: personal attributes that were described as helpful for women in transitioning to the role of the head athletic trainer. Participants discussed being leaders and persisting toward their career goals. Conclusions: Women working in Divisions II and III experience similar facilitators to assuming the role of head athletic trainer as those working in the Division I setting. Divisions II and III were viewed as more favorable for women seeking the role of head athletic trainer, but like those in the role in the Division I setting, women must have leadership skills.

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Navigating Motherhood and the Role of the Head Athletic Trainer in the Collegiate Setting

Journal of Athletic Training ◽

10.4085/1062-6050-51.10.02 ◽

2016 ◽

Vol 51 (7) ◽

pp. 566-575 ◽

Cited By ~ 4

Author(s):

Stephanie M. Mazerolle ◽

Christianne M. Eason

Keyword(s):

Intercollegiate Athletics ◽

Role Models ◽

National Collegiate Athletic Association ◽

Work Life ◽

National Association ◽

Athletic Trainer ◽

Organizational Influences ◽

Female Head ◽

Time Of Year

Context: Motherhood has been identified as a barrier to the head athletic trainer (AT) position. Role models have been cited as a possible facilitator for increasing the number of women who pursue and maintain this role in the collegiate setting. Objective: To examine the experiences of female ATs balancing motherhood and head AT positions in the National Collegiate Athletic Association Division II and III and National Association of Intercollegiate Athletics settings. Design: Qualitative study. Setting: National Collegiate Athletic Association Divisions II and III and National Association of Intercollegiate Athletics. Patients or Other Participants: A total of 22 female head ATs (average age = 40 ± 8 years) who were married with children completed our study. Our participants had been certified for 15.5 ± 7.5 years and in their current positions as head ATs for 9 ± 8 years. Data Collection and Analysis: We conducted online interviews with all participants. Participants journaled their reflections on a series of open-ended questions pertaining to their experiences as head ATs. Data were analyzed following a general inductive approach. Credibility was confirmed through peer review and researcher triangulation. Results: We identified 3 major contributors to work-life conflict. Two speak to organizational influences on conflict: work demands and time of year. The role of motherhood, which was more of a personal contributor, also precipitated conflict for our ATs. Four themes emerged as work-life balance facilitators: planning, attitude and perspective, support networks, and workplace integration. Support was defined at both the personal and professional levels. Conclusions: In terms of the organization, our participants juggled long work hours, travel, and administrative tasks. Individually and socioculturally, they overcame their guilt and their need to be present and an active part of the parenting process. These mothers demonstrated the ability to cope with their demanding roles as both moms and head ATs.

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Newly Credentialed Athletic Trainers' Perceptions of Professional Preparation for Their Role as Collegiate Graduate Assistants

Athletic Training Education Journal ◽

10.4085/1303227 ◽

2018 ◽

Vol 13 (3) ◽

pp. 227-238 ◽

Cited By ~ 2

Author(s):

Ashley B. Thrasher ◽

Stacy E. Walker ◽

Dorice A. Hankemeier

Keyword(s):

Athletic Training ◽

Intercollegiate Athletics ◽

Clinical Education ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Professional Preparation ◽

Graduate Assistant ◽

Graduate Assistants ◽

Data Saturation ◽

National Athletic Trainers Association

Context: The professional preparation of newly credentialed athletic trainers (ATs) has been passionately debated. Understanding how newly credentialed ATs feel they are prepared will help enhance professional preparation. Objective: Explore newly credentialed ATs' perceptions of their professional preparation for their role. Design: Phenomenological qualitative. Setting: Phone interviews with graduate assistant ATs in the collegiate setting. Patients or Other Participants: Nineteen collegiate graduate assistants (15 female, 4 male; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I: 13, II: 3, III: 2, National Association of Intercollegiate Athletics: 2; postprofessional athletic training program: 6). Main Outcome Measure(s): Participants were recruited via an e-mail from the National Athletic Trainers' Association database sent to all certified students. Data were collected via phone interviews, which were recorded and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Credibility was established via member checks and peer debriefing. Results: Two themes emerged: facilitators and barriers. Overall, participants felt academically prepared for their role, but preparedness was often dependent on the facilitators of academic rigor, hands-on opportunities in clinical education, and their preceptor. Barriers included a lack of rigor in the academic setting, lack of active opportunities in clinical education, the culture of clinical experiences, and incongruence. Incongruence existed when students were exposed to all the competencies during didactic education, but never gained experience with some skills (eg, rehabilitation, documentation, communication) if situations never arose or they were not actively involved clinically. Conclusions: Athletic training students are being exposed to a variety of learning experiences academically, but often do not gain clinical experience if situations do not arise or preceptors do not allow active participation. To ensure new ATs are prepared, academic programs need to ensure rigor and place students with preceptors who provide active learning opportunities.

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Diagnostic Problem Solving in Male Collegiate Athletic Trainers

Journal of Athletic Training ◽

10.4085/1062-6050-49.3.04 ◽

2014 ◽

Vol 49 (4) ◽

pp. 521-531 ◽

Cited By ~ 3

Author(s):

Fredrick A. Gardin ◽

James M. Mensch

Keyword(s):

Problem Solving ◽

Athletic Training ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Years Of Experience ◽

Diagnostic Problem ◽

Certified Athletic Trainers ◽

Diagnostic Problem Solving ◽

National Athletic Trainers Association ◽

College Setting

Context: Knowledge and experience may be important factors for understanding expertise based upon a clinician's ability to select and execute an appropriate response as a clinician during injury evaluation. Objective: To describe how collegiate male certified athletic trainers represent injury-evaluation domain knowledge during a situational interview using a think-aloud protocol. Design: Qualitative. Setting: National Collegiate Athletic Association Division I and II colleges in National Athletic Trainers' Association District 3. Patients or Other Participants: A total of 20 male certified athletic trainers (n = 10 with less than 2 years of experience in the college setting and n = 10 with at least 10 years of experience in the college setting) participated in the study. Data Collection and Analysis: We collected data using a situational interview and questionnaire. Data were transcribed, reduced to meaningful units, and analyzed using verbal analysis procedures. Member checks, triangulation of data, field journaling, and peer-debriefing techniques were used to ensure trustworthiness of the data. Knowledge concepts were enumerated to describe differences between experts and novices. Results: Compared with novices, experts had more knowledge concepts of patient history and predictions and fewer concepts of situation appraisal. Conclusions: Expertise in athletic training shares traits with other areas in health care. Athletic training education and professional development may benefit from our understanding which cognitive processes differentiate expert practice. Future investigators should attempt to describe other settings and study diagnostic problem solving in a natural environment.

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Graduate-Assistant Athletic Trainers' Perceptions of the Supervisor's Role in Professional Socialization: Part II

Journal of Athletic Training ◽

10.4085/1062-6050-51.11.10 ◽

2016 ◽

Vol 51 (10) ◽

pp. 771-779 ◽

Cited By ~ 5

Author(s):

Ashley B. Thrasher ◽

Stacy E. Walker ◽

Dorice A. Hankemeier ◽

Thalia Mulvihill

Keyword(s):

Professional Development ◽

Athletic Training ◽

Intercollegiate Athletics ◽

National Collegiate Athletic Association ◽

Professional Socialization ◽

Athletic Trainers ◽

Analysis Data ◽

Graduate Assistant ◽

Data Saturation ◽

Member Checks

Context: Many new athletic trainers (ATs) obtain graduate-assistant (GA) positions to gain more experience and professional development while being mentored by a veteran AT; however, GA ATs' perceptions of the supervisor's role in professional development are unknown. Objective: To explore the supervisor's role in the professional development of GAs in the collegiate setting. Design: Qualitative study. Setting: Phone interviews. Patients or Other Participants: A total of 19 collegiate GAs (15 women, 4 men; average age = 23 ± 0.15 years; National Collegiate Athletic Association Division I = 13, II = 3, III = 2; National Association of Intercollegiate Athletics = 2; postprofessional athletic training program = 5). Data Collection and Analysis: Data were collected via phone interviews and transcribed verbatim. Interviews were conducted until data saturation occurred. Data were analyzed through phenomenologic reduction. Trustworthiness was established via member checks and peer review. Results: Three themes emerged: (1) GAs' expectations of supervisors, (2) professional development, and (3) mentoring and support. Participants expected their supervisors to provide mentorship, support, and feedback to help them improve their athletic training skills, but they also realized supervisors were busy with patient care responsibilities. Most participants felt their supervisors were available, but others believed their supervisors were too busy to provide support and feedback. Participants felt their supervisors provided professional development by teaching them new skills and socializing them into the profession. Furthermore, they thought their supervisors provided mentorship professionally, personally, and clinically. Supervisors supported the participants by standing behind them in clinical decisions and having open-door policies. Conclusions: The graduate assistantship allows new ATs to gain experience while pursuing professional development, mentorship, and support from a supervisor. The extent of development is highly dependent on the supervisor, but most supervisors mentor GAs. When looking for graduate assistantships, future GAs should seek positions in which supervisors actively provide mentoring and professional development.

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Career and Family Aspirations of Female Athletic Trainers Employed in the National Collegiate Athletic Association Division I Setting

Journal of Athletic Training ◽

10.4085/1062-6050-49.3.59 ◽

2015 ◽

Vol 50 (2) ◽

pp. 170-177 ◽

Cited By ~ 12

Author(s):

Stephanie M. Mazerolle ◽

Christianne M. Eason ◽

Elizabeth M. Ferraro ◽

Ashley Goodman

Keyword(s):

Family Planning ◽

Athletic Training ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Division I ◽

Life Balance ◽

Factors Influencing ◽

Data Collection And Analysis ◽

Collegiate Level

Context: Female athletic trainers (ATs) tend to depart the profession of athletic training after the age of 30. Factors influencing departure are theoretical. Professional demands, particularly at the collegiate level, have also been at the forefront of anecdotal discussion on departure factors. Objective: To understand the career and family intentions of female ATs employed in the collegiate setting. Design: Qualitative study. Setting: National Collegiate Athletic Association Division I. Patients or Other Participants: Twenty-seven female ATs (single = 14, married with no children = 6, married with children = 7) employed in the National Collegiate Athletic Association Division I setting. Data Collection and Analysis: All female ATs responded to a series of open-ended questions via reflective journaling. Data were analyzed via a general inductive approach. Trustworthiness was established by peer review, member interpretive review, and multiple-analyst triangulation. Results: Our participants indicated a strong desire to focus on family or to start a family as part of their personal aspirations. Professionally, many female ATs were unsure of their longevity within the Division I collegiate setting or even the profession itself, with 2 main themes emerging as factors influencing decisions to depart: family planning persistence and family planning departure. Six female ATs planned to depart the profession entirely because of conflicts with motherhood and the role of the AT. Only 3 female ATs indicated a professional goal of persisting at the Division I setting regardless of their family or marital status, citing their ability to maintain work-life balance because of support networks. The remaining 17 female ATs planned to make a setting change to balance the roles of motherhood and AT because the Division I setting was not conducive to parenting. Conclusions: Our results substantiate those of previous researchers, which indicate the Division I setting can be problematic for female ATs and stimulate departure from the setting and even the profession.

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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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Achieving Work-Life Balance in the National Collegiate Athletic Association Division I Setting, Part I: The Role of the Head Athletic Trainer

Journal of Athletic Training ◽

10.4085/1062-6050-49.3.88 ◽

2015 ◽

Vol 50 (1) ◽

pp. 82-88 ◽

Cited By ~ 20

Author(s):

Stephanie M. Mazerolle ◽

Ashley Goodman ◽

William A. Pitney

Keyword(s):

Athletic Training ◽

National Collegiate Athletic Association ◽

Work Life ◽

Division I ◽

Work Life Balance ◽

Athletic Trainer ◽

Life Balance ◽

Web Based ◽

Staff Members

Context: Supervisor support has been identified as key to the fulfillment of work-life balance for the athletic trainer (AT), yet limited literature exists on the perspectives of supervisors. Objective: To investigate how the head AT facilitates work-life balance among staff members within the National Collegiate Athletic Association Division I setting. Design: Qualitative study. Setting: Web-based management system. Patients or Other Participants: A total of 18 head ATs (13 men, 5 women; age = 44 ± 8 years, athletic training experience = 22 ± 7 years) volunteered for an asynchronous, Web-based interview. Data Collection and Analysis: Participants responded to a series of questions by journaling their thoughts and experiences. We included multiple-analyst triangulation, stakeholder checks, and peer review to establish data credibility. We analyzed the data via a general inductive approach. Results: Four prevailing themes emerged from the data: modeling work-life balance, encouraging disengagement from the AT role, cooperation and community workplace, and administrative support and understanding. Conclusions: Head ATs at the Division I level recognized the need to promote work-life balance among their staffs. They not only were supportive of policies that promote work-life balance, including spending time away from the role of the AT and teamwork among staff members, but also modeled and practiced the strategies that they promoted.

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Validation of the Professional Identity and Values Scale Among an Athletic Trainer Population

Journal of Athletic Training ◽

10.4085/1062-6050-209-16 ◽

2018 ◽

Vol 53 (1) ◽

pp. 72-79 ◽

Cited By ~ 1

Author(s):

Christianne M. Eason ◽

Stephanie M. Mazerolle ◽

Craig R. Denegar ◽

Laura Burton ◽

Jennifer McGarry

Keyword(s):

Professional Development ◽

Professional Identity ◽

Athletic Training ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Early Career ◽

Athletic Trainer ◽

Cross Sectional ◽

Professional Orientation

Context: Forming a professional identity is a process by which an individual achieves an awareness of his or her own self-concept in the context of the profession. Identity in relation to an individual's profession includes the ability to articulate one's role as a professional and professional philosophy. Professional identity has been studied extensively in other fields, but currently no professional identity scales have been validated within the athletic training profession. Objective: To validate the Professional Identity and Values Scale (PIVS) among an athletic trainer population. Design: Cross-sectional study. Setting: Web-based questionnaire. Patients or Other Participants: Athletic trainers employed in National Collegiate Athletic Association Division I, II, III, or National Association of Intercollegiate Athletics colleges or universities (n = 299, 56.5% female, 43.5% male). The average age of the participants was 33.6 ± 8.3 years, and they had 10.3 ± 7.6 years of experience. Main Outcome Measure(s): Participants were asked to complete a demographic questionnaire and the 32-item PIVS. The variables included demographics and the PIVS (Professional Orientation and Values subscale [18 items] and the Professional Development subscale [14 items]). Results: Exploratory factor analysis reduced the survey from 32 to 20 items and revealed 6 factors. Three factors emerged from the Professional Development subscale and emphasized professional insecurities during the early career stages, the importance of mentors during the intermediate stages, and self-confidence and awareness during the later stages of professional development. An additional 3 factors emerged from the Professional Orientation and Values subscale: (1) patient care and advocacy, (2) professional engagement and collaboration, and (3) personal wellness and values. A Cronbach α of 0.80 indicated good internal consistency. Conclusions: A modified PIVS is a valid and reliable measure of professional identity among athletic trainers employed in the collegiate setting.

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