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

2016 ◽  
Vol 51 (7) ◽  
pp. 566-575 ◽  
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.

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

2015 ◽  
Vol 50 (1) ◽  
pp. 71-81 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Laura Burton ◽  
Raymond J. Cotrufo
Keyword(s):  
Athletic Training ◽  
Intercollegiate Athletics ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
Personal Characteristics ◽  
Athletic Trainer ◽  
Years Of Experience ◽  
Leadership Qualities ◽  
Female Head

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.

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

2015 ◽  
Vol 50 (1) ◽  
pp. 82-88 ◽  
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.

scholarly journals Practices of Athletic Trainers Using Weight Charts to Determine Hydration Status and Fluid Intervention Strategies

2020 ◽  
Author(s):  
Jeremy M. Eith ◽  
Clint R. Haggard ◽  
Dawn M. Emerson ◽  
Susan W. Yeargin
Keyword(s):  
Intercollegiate Athletics ◽  
Body Mass ◽  
Online Survey ◽  
National Collegiate Athletic Association ◽  
Athletic Trainers ◽  
National Association ◽  
Hydration Status ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Body Mass Change

Context Determining an athlete's hydration status allows hydration-related concerns to be identified before significant medical or performance concerns arise. Weight charts are an accurate measure of hydration status changes, yet their clinical use by athletic trainers (ATs) is unknown. Objective To investigate ATs' use of weight charts in athletic settings and describe their subsequent clinical decisions. Design Cross-sectional survey. Setting High schools and National Collegiate Athletic Association Divisions I, II, III and National Association Intercollegiate Athletics colleges. Patients or Other Participants A total of 354 ATs (men = 162, women = 17; 17 respondents did not answer the demographic questions) responded across athletic settings (Division I [45.7%]; Division II, Division III, National Association Intercollegiate Athletics combined [n = 19.9%]; and high school [34.4%]). Main Outcome Measure(s) The 26-question online survey was developed by content experts and pilot tested before data collection. Participants answered questions focused on weight-chart use (implementation, timing, and calculations) and clinical decision processes (policies, interventions, and referral). Frequency statistics were calculated. Results The majority of ATs (57.2%) did not use weight charts. Of those who did, most (76.0%) used charts with football, soccer (28%), and wrestling (6%) athletes. They calculated changes as either an absolute (42.2%) or percentage (36.7%) change from prepractice to postpractice; only 11.7% used a baseline weight for calculations. Of those who used the percentage change in body mass, 66.0% selected a threshold of −3% to −4% for an intervention. Most ATs (97.0%) intervened with oral education, whereas only one-third (37.0%) provided specific fluid amounts based on body mass changes. Conclusions Typically, ATs in athletic settings did not use weight charts. They considered a body mass change of –3% the indication for intervention but did not specify rehydration amounts for hypohydrated athletes. Educational workshops or technology applications could be developed to encourage ATs to use weight charts and calculate appropriate individual fluid interventions for their athletes.

Women and the NCAA: Not Separate—Not Equal

1995 ◽  
Vol 9 (3) ◽  
pp. 244-248 ◽  
Author(s):  
Dorothy J. Lovett ◽  
Carla D. Lowry
Keyword(s):  
Intercollegiate Athletics ◽  
National Collegiate Athletic Association ◽  
Women's Athletics ◽  
Status Quo ◽  
Historical Overview ◽  
Men And Women ◽  
The Status ◽  
Role Of Women

The purpose of this paper is to present a historical overview of the role of women in the National Collegiate Athletic Association (NCAA) since the demise of the Association of Intercollegiate Athletics for Women (AIAW). The paper traces the reluctance of some men and women to form this uneasy alliance. The paper presents evidence showing that the NCAA recognizes that women's athletics are part of the organization and that they deserve recognition and concern. However, the paper also shows that when substantive changes in the NCAA appeared imminent and the degree of recognition approached proportional equity, the pervasive and strong loyalty to the status quo quelled any proactive legislation that might include equal voice for reform in the organization.

scholarly journals Barriers to the Role of the Head Athletic Trainer for Women in National Collegiate Athletic Association Division II and III Settings

2016 ◽  
Vol 51 (7) ◽  
pp. 557-565 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
National Collegiate Athletic Association ◽  
Collegiate Athletics ◽  
Division I ◽  
Athletic Trainer ◽  
Personal Factors ◽  
Organizational Barriers ◽  
Data Collection And Analysis ◽  
Division Ii ◽  
Old Boys Network

Context: Very few women assume the role of head athletic trainer (AT). Reasons for this disparity include discrimination, motherhood, and a lack of interest in the position. However, data suggest that more women seek the head AT position in National Collegiate Athletic Association Division II and III settings. Objective: To examine the barriers female ATs face as they transition to the role of head AT. Design: Qualitative study. Setting: Divisions II and III. Patients or Other Participants: In total, 77 female ATs participated in our study. Our participants (38 ± 9 years old) were employed as head ATs at the Division II or III level. Data Collection and Analysis: We conducted online interviews with all participants. They journaled their reflections to a series of open-ended questions pertaining to their experiences as head ATs. Data were analyzed following a general inductive approach. Credibility was secured by peer review and researcher triangulation. Results: Organizational and personal factors emerged as the 2 major themes that described challenges for women assuming the role of the head AT. Organizational barriers were defined by gender stereotyping and the “good old boys” network. Personal influences included a lack of leadership aspirations, motherhood and family, and a lack of mentors. Conclusions: Female ATs working in Divisions II or III experienced similar barriers to assuming the role of the head AT as those working in the Division I setting. Stereotyping still exists within collegiate athletics, which limits the number of women in higher-ranking positions; however, a lack of desire to assume a higher position and the desire to balance work and home inhibit some women from moving up.

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

2016 ◽  
Vol 51 (7) ◽  
pp. 550-556 ◽  
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.

scholarly journals Life is an Adventure: From Action Theory to Action

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Margaret Brand Weiser
Keyword(s):  
Social Justice ◽  
Intercollegiate Athletics ◽  
National Collegiate Athletic Association ◽  
Action Theory ◽  
Applied Philosophy ◽  
Philosophy Of Sport

Myles Brand was the fourth President of the National Collegiate Athletic Association (NCAA). This essay tracks the progression of Brand's early work in action theory, his theoretical turn to the moral role of education, and finally his legacy of principled leadership on issues of ethics and social justice within intercollegiate athletics during what I refer to as "The Brand Era." I show that Brand's writings and speeches from 1970 through 2002 offer a foundation for the conceptual strategies employed in meeting NCAA challenges from 2003 through 2009. His innovative conceptualization of the applied philosophy of sport moved him forward from action theory into action.

scholarly journals A Longitudinal Examination of Work-Life Balance in the Collegiate Setting

2016 ◽  
Vol 51 (3) ◽  
pp. 223-232 ◽  
Author(s):  
Stephanie Mazerolle ◽  
Christianne Eason
Keyword(s):  
National Collegiate Athletic Association ◽  
Life Stage ◽  
Work Life ◽  
Division I ◽  
Work Life Balance ◽  
Life Balance ◽  
Personal Support ◽  
Time Of Year ◽  
Mind Set ◽  
College Setting

The literature regarding work-life balance (WLB) is plentiful, particularly in the National Collegiate Athletic Association Division I collegiate setting due to its demanding nature as defined by work hours and travel. Despite the comprehensive understanding of factors contributing to WLB for athletic trainers (ATs) in this setting, the effect of time of year has yet to be investigated.Context: To determine the influence sport season timing (ie, preseason, in-season, off-season) can have on perceptions and experiences of WLB for ATs.Objective: Qualitative, case-study design.Design: Division I collegiate practice setting.Setting: Six ATs employed in the Division I college setting (3 women, 3 men) volunteered and completed our study over 1 year. The average age of participants was 31.0 ± 3 years, and they had 9.0 ± 3 years of experience.Patients or Other Participants: We conducted semistructured one-on-one phone interviews with each participant at 4 points during the year (August, November, February, June). All interviews were transcribed verbatim. Data were analyzed inductively, and we used peer review, multiple-analyst triangulation, and member checks for credibility.Data Collection and Analysis: Time of year (eg, competitive in-season), organizational demands (eg, hours and travel), and life stage (eg, roles assumed) were factors that influenced WLB for ATs in the collegiate setting. Having a positive and adaptable mind-set; having coworker, supervisor, and personal support; and engaging in personal or family time were factors that counterbalanced the inhibitors.Results: Our results indicate that a career as an AT in the collegiate setting can create WLB concerns; these concerns, however, seem to peak during the competitive in-season for the AT's primary coverage team. Additionally, conflict that arises for ATs seems to be stimulated by time, as work roles are often less accommodating due to the athletic atmosphere.Conclusions:

scholarly journals Female Athletic Training Students' Perceptions of Motherhood and Retention in Athletic Training

2013 ◽  
Vol 48 (5) ◽  
pp. 678-684 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
Kerri Gavin
Keyword(s):  
Athletic Training ◽  
Role Model ◽  
National Collegiate Athletic Association ◽  
Athletic Training Education ◽  
Work Life ◽  
Work Life Balance ◽  
Athletic Trainer ◽  
Athletic Training Students ◽  
Family Responsibilities ◽  
Life Balance

Context: Motherhood appears to be a catalyst in job turnover for female athletic trainers, especially those employed at the National Collegiate Athletic Association Division I level. However, most researchers examining this topic have investigated the perspectives of those who are currently employed rather than those who are preparing to enter the profession. Objective: To evaluate female athletic training students' perceptions of motherhood and retention. Design: Qualitative study. Setting: Athletic training education program. Patients or Other Participants: A total of 18 female athletic training students volunteered to participate. They were enrolled in 1 Commission on Accrediting Athletic Training Education–accredited athletic training program and represented 3 levels of academic study. Data Collection and Analysis: The participants responded to a series of questions related to work–life balance and retention in athletic training. Analysis of the data followed a general inductive process. Credibility was established by interpretive member checks and peer review. Results: The first theme, clinical setting, speaks to the belief that work–life balance and retention in athletic training require an employment setting that fosters a family-friendly atmosphere and a work schedule (including travel) that allows for time at home. The second theme, mentorship, reflects the acknowledgment that a female mentor who is successful in balancing the roles of mother and athletic trainer can serve as a role model. The final theme, work–life balance strategies, illustrates the need to have a plan in place to meet the demands of both home and work life. Conclusions: A female athletic trainer who is successfully balancing her career and family responsibilities may be the most helpful factor in retention, especially for female athletic training students. Young professionals need to be educated on the importance of developing successful work–life balance strategies, which can be helpful in reducing attrition from the profession.

scholarly journals Experiences of Work-Life Conflict for the Athletic Trainer Employed Outside the National Collegiate Athletic Association Division I Clinical Setting

2015 ◽  
Vol 50 (7) ◽  
pp. 748-759 ◽  
Author(s):  
Stephanie M. Mazerolle ◽  
William A. Pitney ◽  
Christianne M. Eason
Keyword(s):  
Phase I ◽  
Phase Ii ◽  
National Collegiate Athletic Association ◽  
Junior College ◽  
Work Life ◽  
Division I ◽  
Work Life Balance ◽  
Athletic Trainer ◽  
Life Balance ◽  
Work Life Conflict

Context The intercollegiate setting receives much of the scholarly attention related to work-life conflict (WLC). However research has been focused on the National Collegiate Athletic Association Division I setting. Multiple factors can lead to WLC for the athletic trainer (AT), including hours, travel, and lack of flexibility in work schedules. Objective To investigate the experiences of WLC among ATs working in the non-Division I collegiate setting and to identify factors that contribute to fulfillment of work-life balance in this setting. Design Qualitative study. Setting Institutions in the National Collegiate Athletic Association Divisions II and III, the National Association of Intercollegiate Athletics, and the National Junior College Athletic Association. Patients or Other Participants A total of 244 ATs (128 women, 114 men; age = 37.5 ± 13.3 years, experience = 14 ± 12 years) completed phase I. Thirteen participants (8 women, 5 men; age = 38 ± 13 years, experience = 13.1 ± 11.4 years) completed phase II. Data Collection and Analysis For phase I, participants completed a previously validated and reliable (Cronbach α > .90) Web-based survey measuring their levels of WLC and work-family conflict (WFC). This phase included 2 WFC scales defining family; scale 1 defined family as having a partner or spouse with or without children, and scale 2 defined family as those individuals, including parents, siblings, grandparents, and any other close relatives, involved in one's life. Phase II consisted of an interview. Qualitative data were evaluated using content analysis. Data source and multiple-analyst triangulation secured credibility. Results The WFC scores were 26.33 ± 7.37 for scale 1 and 20.46 ± 10.14 for scale 2, indicating a moderate level of WFC for scale 1 and a low level of WFC for scale 2. Qualitative analyses revealed that organizational dimensions, such as job demands and staffing issues, can negatively affect WLC, whereas a combination of organizational and personal dimensions can positively affect WLC. Conclusions Overload continues to be a prevalent factor in negatively influencing WLC and WFC. Supervisor and peer support, personal networks, and time away from the role positively influenced work-life balance and WFC. Athletic trainers are encouraged to support one another in the workplace, especially when providing flexibility in scheduling.

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