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.

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

2018 ◽  
Vol 53 (3) ◽  
pp. 312-319 ◽  
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.

scholarly journals Work–Family Conflict Among Athletic Trainers in the Secondary School Setting

2011 ◽  
Vol 46 (2) ◽  
pp. 185-193 ◽  
Author(s):  
William A. Pitney ◽  
Stephanie M. Mazerolle ◽  
Kelly D. Pagnotta
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Family Conflict ◽  
Online Survey ◽  
Qualitative Data ◽  
Athletic Trainers ◽  
Two Dimensions ◽  
Work Hours ◽  
Work Family Conflict ◽  
Work Family

Abstract Context: Work–family conflict (WFC) negatively affects a professional's ability to function at work or home. Objective: To examine perceptions of and contributing factors to WFC among secondary school athletic trainers. Design: Sequential explanatory mixed-methods study. Setting: Secondary school. Patients or Other Participants: From a random sample of 1325 individuals selected from the National Athletic Trainers' Association Member Services database, 415 individuals (203 women, 212 men; age = 36.8 ± 9.3 years) provided usable online survey data. Fourteen individuals participated in follow-up interviews. Intervention(s): Online WFC questionnaire followed by in-depth phone interviews. Main Outcome Measure(s): Descriptive statistics were obtained to examine perceived WFC. Pearson product moment correlations were calculated to examine the relationship between work hours, total athletic training staff, and number of children and WFC score. We performed analysis of variance to examine differences between the independent variables of sex and control over work schedule and the dependent variable of WFC score. The a priori α was set at P ≤ .05. Qualitative data were analyzed using inductive content analysis. Multiple-analyst triangulation and member checks established trustworthiness of the qualitative data. Results: Mean WFC scores were 23.97 ± 7.78 for scale 1 (family defined as having a partner or spouse with or without children) and 23.17 ± 7.69 for scale 2 (family defined as individuals, including parents, siblings, grandparents, and any other close relatives, involved in one's life), indicating moderate perceived WFC. A significant relationship was found between the average hours of work per week and WFC scores: those with less scheduling control experienced more WFC. Two dimensions emerged from the qualitative methods that relate to how WFC is mitigated in the secondary school environment: (1) organizational—having colleagues and administration that understood the role demands and allowed for modifications in schedule and personal time and (2) personal—taking time for oneself and having a family that understands the work demands of an athletic trainer resulted in reduced perceived WFC. Conclusions: A large number of work hours per week and lack of control over work schedules affected the perceived level of WFC.

scholarly journals Perceptions of Workplace Bullying Among Athletic Trainers in the Collegiate Setting

2014 ◽  
Vol 49 (5) ◽  
pp. 706-718 ◽  
Author(s):  
Celest Weuve ◽  
William A. Pitney ◽  
Malissa Martin ◽  
Stephanie M. Mazerolle
Keyword(s):  
Athletic Training ◽  
Workplace Bullying ◽  
Administrative Support ◽  
Athletic Trainers ◽  
Certified Athletic Trainers ◽  
Workplace Environment ◽  
Emotional Resilience ◽  
Data Collection And Analysis ◽  
Training Professional ◽  
Member Checks

Context: Bullying has received a vast amount of attention in the recent past. One form of bullying, workplace bullying (WPB), has been a substantial concern explored in many health professions that can negatively influence a health care provider's role in an organization. To date, however, WPB has not been investigated in athletic training contexts. Objective: To examine the perceptions of certified athletic trainers who experienced or witnessed WPB during employment in the collegiate setting. Design: Qualitative study. Setting: College or university. Patients or Other Participants: Fifteen athletic trainers (7 women, 8 men) with an average age of 42 ± 12 years. Data Collection and Analysis: Data were collected via semistructured, in-depth phone interviews or asynchronous online interviews. Data were analyzed using an inductive content analysis. Trustworthiness was established with member checks and peer debriefing. Results: Four themes emerged from the analysis: (1) antecedents of WPB, (2) consequences of WPB, (3) coping with WPB, and (4) lack of workplace environment training. The antecedents of WPB involved the bully's personality and perceptions of the athletic training profession as well as environmental factors including the pressure to win and a lack of administrative support. The consequences of WPB included increased stress, feelings of inadequacy, and increased distrust. Individuals coped with WPB by relying on emotional resilience and avoidance. A final theme, lack of workplace environment training, revealed that little attention was given to interpersonal issues and WPB in the workplace. Conclusions: Workplace bullying incidents occur when administrators tolerate bullying behaviors from controlling and manipulative individuals who lack respect for the athletic training professional. Several negative outcomes result from bullying interactions, including stress and anxiety; WPB is dealt with by learning to be more emotionally resilient and avoiding confrontations. Workplace training is needed to prepare athletic trainers for such negative experiences.

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 Work-Family Conflict of Collegiate and Secondary School Athletic Trainers Who Are Parents

2020 ◽  
Vol 55 (11) ◽  
pp. 1153-1159
Author(s):  
Stephanie Mazerolle Singe ◽  
Kelsey M. Rynkiewicz ◽  
Christianne M. Eason
Keyword(s):  
Social Support ◽  
High School ◽  
Secondary School ◽  
Athletic Training ◽  
Family Conflict ◽  
Athletic Trainers ◽  
Work Life ◽  
Work Family Conflict ◽  
Work Family ◽  
Social Provisions

Context The work-life interface has been a much discussed and researched area within athletic training. The National Athletic Trainers' Association position statement on work-life balance highlighted the profession's interest in this topic. However, gaps in the literature remain and include the roles of time-based conflict and social support. Objective To compare work-family conflict (WFC) and social support among athletic trainers (ATs) employed in the 2 most common practice settings. Design Cross-sectional observational survey. Setting Collegiate and secondary school settings. Patients or Other Participants A total of 474 (females = 231, males = 243) ATs who were employed in the collegiate (205, 43.2%) or secondary school (269, 56.8%) setting. Main Outcome Measure(s) Data were collected through a Web-based survey designed to measure conflict and social support. Likert responses were summed. Demographic information was analyzed for frequency and distribution. Independent t tests and Mann-Whitney U tests were calculated to determine group differences. Linear regression was used to determine if social support predicted WFC. Results Social provisions and WFC were negatively correlated, and the social provisions score predicted WFC. No WFC differences (P = .778) were found between collegiate and high school ATs even though collegiate ATs worked more hours (63 ± 11) during their busiest seasons compared with those in the high school setting (54 ± 13, P < .001). Similarly, no difference (P = .969) was present between men and women, although men worked more hours. Our participants scored highest on time-based WFC items. Conclusions Work-family conflict was experienced globally in 2 of the most common athletic training settings and between sexes. This indicates WFC is universally experienced and therefore needs to be addressed, specifically with a focus on time-based conflict. In addition to time-management strategies, ATs need support from coworkers, peers, and family members.

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

2010 ◽  
Vol 45 (2) ◽  
pp. 198-204 ◽  
Author(s):  
William A. Pitney
Keyword(s):  
Secondary School ◽  
Athletic Training ◽  
Athletic Trainers ◽  
School Setting ◽  
Professional Role ◽  
Professional Responsibility ◽  
Strong Sense ◽  
Athletic Trainer ◽  
Professional Commitment ◽  
Role Commitment

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.

Who Should Mentor Me? Giving a Voice to Black Women Athletic Training Students

2015 ◽  
Vol 10 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Bonnie J. Siple ◽  
Rodney K. Hopson ◽  
Helen C. Sobehart ◽  
Paula S. Turocy
Keyword(s):  
Black Women ◽  
Athletic Training ◽  
Athletic Trainers ◽  
Athletic Training Students ◽  
Certified Athletic Trainers ◽  
Race And Gender ◽  
Perceived Effects ◽  
And Gender ◽  
Member Checks ◽  
Constant Comparative Analysis

Context Black women are dramatically underrepresented in the health care profession of athletic training. It may be theorized that one of the reasons more black female students are not entering into the profession of athletic training is that they do not have adequate mentors to successfully guide them. Objective The purpose of our qualitative study was to examine the perceived effects of mentoring on the retention and credentialing of black women athletic trainers. Design Qualitative. Setting Clinical settings. Patients or Other Participants Ten certified athletic trainers who self-designate as black women. Main Outcome Measure(s) We conducted one-on-one phone interviews and follow-up on personal case study interviews, which were transcribed verbatim. We performed constant comparative analysis of the data and established trustworthiness via member checks and peer review. Results (1) Mentoring promotes matriculation and successful college completion and credentialing of black women athletic training students, and (2) although shared race and gender are favorable mentor characteristics, accessibility and approachability are more essential traits of mentors. Conclusions These findings offer athletic training educators potential insight into ways to improve the athletic training educational success of black women enrolled in athletic training education programs that may lead to their increased participation/advancement in the athletic training profession.

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