Factors that Contribute to Failed Retention in Former Athletic Trainers

BACKGROUND: Athletic trainer retention has been topic of concern for 20 years, with one study indicating a drastic decline within ten years of becoming certified. Burnout, life-work balance, role strain, socialization, salary, in addition to other constructs are potential reasons for a lack of retention. An assessment of individuals who have left the athletic training profession is lacking; therefore, the purpose of this study was to discover the reasons why athletic trainers leave the profession of athletic training. DESIGN: Web-based survey. Qualtrics® was used to survey of 1000 individuals who let their athletic training certification lapse within 5 years of the study. SUBJECTS: Of the 198 (response rate=23%) respondents, the majority were female (n=119, 60%), married (n=149, 75%) with children (n= 127, 64%). MAIN OUTCOME MEASURES: The survey included demographic information and 5-point Likert matrices of factors that contribute to retention. The data were analyzed for demographic and factor analysis information. RESULTS: The data suggests that items of burnout including clinical depression, role strain, ethical and social strain, feelings of sadness, hopelessness, and decreasing sleep consistently contribute to leaving the athletic training profession (44.8% of variability). Employment factors accounted for 10.5% of the variability with variables such as travel demands, work hours, role overload, staffing, work environment, and lack of administrative support contributing to leaving the profession. Personal characteristics (4.5%) and personal fit (9.7%) also contributed variability in the data. CONCLUSIONS: Retention appears to be driven by some extrinsic (burnout and employment) and some intrinsic (personal characteristics and fit) variables. Additional inquiry into the personal factors for persistence may help to better identify those that are more likely to stay in athletic training.

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Perceived Outcomes of Web-Based Modules Designed to Enhance Athletic Trainers' Knowledge of Evidence-Based Practice

Journal of Athletic Training ◽

10.4085/1062-6050-49.2.14 ◽

2014 ◽

Vol 49 (2) ◽

pp. 220-233 ◽

Cited By ~ 21

Author(s):

Cailee E. Welch ◽

Bonnie L. Van Lunen ◽

Dorice A. Hankemeier ◽

Aimee L. Wyant ◽

Jessica M. Mutchler ◽

...

Keyword(s):

Clinical Practice ◽

Athletic Training ◽

Evidence Based Practice ◽

Athletic Trainers ◽

Knowledge Gain ◽

Evidence Based ◽

Web Based ◽

Didactic Instruction ◽

Telephone Interviews ◽

National Athletic Trainers Association

Context: The release of evidence-based practice (EBP) Web-based learning modules to the membership of the National Athletic Trainers' Association has provided athletic trainers (ATs) the opportunity to enhance their knowledge of the various EBP concepts. Whereas increasing the knowledge of EBP among ATs is important, assessing whether this newfound knowledge is being translated into clinical practice and didactic education is crucial. Objective: To explore the effectiveness of an educational intervention regarding EBP on the didactic instruction patterns of athletic training educators and the clinical practice behaviors of clinicians. Design: Qualitative study. Setting: Individual telephone interviews. Patients or Other Participants: A total of 25 ATs (12 educators, 13 clinicians; experience as an AT = 16.00 ± 9.41 years) were interviewed. Data Collection and Analysis: We conducted 1 individual telephone interview with each participant. After transcription, the data were analyzed and coded into common themes and categories. Triangulation of the data occurred via the use of multiple researchers and member checking to confirm the accuracy of the data. Results: Participants perceived the EBP Web-based modules to produce numerous outcomes regarding education and clinical practice. These outcomes included perceived knowledge gain among participants, an increase in the importance and scope of EBP, a positive effect on educators' didactic instruction patterns and on instilling value and practice of EBP among students, and an enhanced ability among clinicians to implement EBP within clinical practice. However, some clinicians reported the Web-based modules had no current effect on clinical practice. Conclusions: Although the EBP Web-based modules were successful at enhancing knowledge among ATs, translation of knowledge into the classroom and clinical practice remains limited. Researchers should aim to identify effective strategies to help ATs implement EBP concepts into didactic education and clinical practice.

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An Evidence-Based Practice Educational Intervention for Athletic Trainers: A Randomized Controlled Trial

Journal of Athletic Training ◽

10.4085/1062-6050-49.2.13 ◽

2014 ◽

Vol 49 (2) ◽

pp. 210-219 ◽

Cited By ~ 17

Author(s):

Cailee E. Welch ◽

Bonnie L. Van Lunen ◽

Dorice A. Hankemeier

Keyword(s):

Athletic Training ◽

Educational Intervention ◽

Evidence Based Practice ◽

Controlled Trial ◽

Athletic Trainers ◽

Knowledge Assessment ◽

Control Group ◽

Evidence Based ◽

Web Based ◽

Experimental Group

Context: As evidence-based practice (EBP) becomes a necessity in athletic training, Web-based modules have been developed and made available to the National Athletic Trainers' Association membership as a mechanism to educate athletic trainers (ATs) on concepts of EBP. Objective: To assess the effect of an educational intervention on enhancing knowledge of EBP among ATs. Design: Randomized controlled trial. Setting: Web-based modules and knowledge assessment. Patients or Other Participants: A total of 164 of 473 ATs (34.7% response rate), including professional athletic training students, graduate students, clinical preceptors, educators, and clinicians, were randomized into a control group (40 men, 42 women) or experimental group (33 men, 49 women). Intervention(s): Ten Web-based modules were developed that covered concepts involved in the EBP process. Both groups completed the Evidence-Based Practice Knowledge Assessment before and after the intervention phase. During the intervention phase, the experimental group had access to the Web-based modules for 4 weeks, whereas the control group had no direct responsibilities for the investigation. The knowledge assessment consisted of 60 multiple choice questions pertaining to concepts presented in the 10 modules. Test-retest reliability was determined to be good (intraclass correlation coefficient [2,1] = 0.726, 95% confidence interval = 0.605, 0.814). Main Outcome Measure(s): Independent variables consisted of group (control, experimental) and time (preassessment, postassessment). Knowledge scores were tabulated by awarding 1 point for each correct answer (maximum = 60). Between-group and within-group differences were calculated using a 2 × 2 repeated-measures analysis of variance (P ≤ .05), post hoc t tests, and Hedges g effect size with 95% confidence intervals. Results: We found a group × time interaction (F1,162 = 26.29, P < .001). No differences were identified between the control (30.12 ± 5.73) and experimental (30.65 ± 5.93) groups during the preassessment (t162 = 0.58, P = .84). The experimental group (36.35 ± 8.58) obtained higher scores on the postassessment than the control group (30.99 ± 6.33; t162 = 4.55, P = .01). No differences were identified among time instances within the control group (t81 = 1.77, P = .08); however, the experimental group obtained higher scores on the postassessment than the preassessment (t81 = 7.07, P < .001). Conclusions: An educational intervention consisting of 10 Web-based modules was an effective mechanism to increase knowledge of foundational EBP concepts among ATs. However, it is not known whether ATs are integrating EBP into daily clinical practice. Researchers should determine whether increased knowledge of EBP affects the daily clinical decision making of ATs.

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The Relationships of Age and Years of Experience to Professional Development for Athletic Trainers Employed in the Collegiate Setting

Athletic Training Education Journal ◽

10.4085/150119102 ◽

2020 ◽

Vol 15 (3) ◽

pp. 194-200

Author(s):

Christianne M. Eason ◽

Jessica L. Barrett ◽

Stephanie H. Clines

Keyword(s):

Professional Development ◽

Professional Identity ◽

Athletic Training ◽

Online Survey ◽

Athletic Trainers ◽

Years Of Experience ◽

Demographic Information ◽

Cross Sectional ◽

Web Based ◽

Pearson Correlations

Context Professional identity is a process in which individuals forms a self-concept in the context of their profession, and includes an ability to articulate a professional philosophy. Professional identity relates to many aspects of a profession, including practices, ethics, and the requirements for success. Professional development is a component of professional identity and represents the growth of professionals as they acquire skills and confidence in autonomous practice. Currently, little is known in regard to the role age and years of experience play in the professional development of athletic trainers (ATs). Objective To determine the relationships of age and years of experience to professional development. Design Cross-sectional online survey. Setting Collegiate athletic training clinical setting. Patients or Other Participants Four hundred twenty-three (193 men, 230 women) ATs. Intervention(s) Data were collected via a Web-based survey instrument consisting of demographic and Likert-scale questions relating to professional development. Main Outcome Measure(s) Likert responses were summed, and demographic information was analyzed for frequency and distribution. Pearson correlations were run to evaluate the relationships between variables and linear regression was used to determine if age or years of experience could predict professional development scores. Results A positive relationship exists between professional development scores and both age and years of experience. Both age (R2 = 0.066) and years of experience (R2 = 0.075) were statistically significant predictors of variance in overall professional development scores. Conclusions Although age and years of experiences were both positively correlated with, and predicted variance in, overall professional development scores, the predicted variance of both variables was relatively small. Although we can say that both age and years of experience are prognostic in the professional development of collegiate ATs, their impact is statistically minimal.

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Medical Claims at National Collegiate Athletic Association Institutions: The Athletic Trainer's Role

Journal of Athletic Training ◽

10.4085/1062-6050-491-17 ◽

2018 ◽

Vol 53 (10) ◽

pp. 1004-1010

Author(s):

Tyler P. Killinger ◽

Kristen Couper Schellhase

Keyword(s):

Continuing Education ◽

Athletic Training ◽

National Collegiate Athletic Association ◽

Athletic Trainers ◽

Insurance Coverage ◽

Formal Training ◽

Web Based ◽

Medical Claims ◽

And Training ◽

Online Web

Context National Collegiate Athletic Association (NCAA) institutions are required to certify insurance coverage of medical expenses for injuries student-athletes sustain while participating in NCAA events. Institutions assign this role to a variety of employees, including athletic trainers (ATs), athletic administrators, business managers, secretaries, and others. In 1994, Street et al observed that ATs were responsible for administering medical claim payments at 68.1% of institutions. Anecdotally, ATs do not always feel well suited to perform these tasks. Objective To investigate the ways athletic associations and departments coordinate athletic medical claims and the role of ATs in this process. Design Cross-sectional study. Setting Online Web-based survey. Patients or Other Participants All 484 National Athletic Trainers' Association members self-identified as a head AT within an NCAA collegiate or university setting were solicited to respond to the online Web-based survey. Responses from 184 (38%) head ATs employed in collegiate settings were analyzed. Main Outcome Measure(s) Institutional demographic characteristics, type of insurance coverage, person assigned to handle insurance claims, hours spent managing claims, and training for the task. Results In 62% of institutions, an AT was responsible for processing athletic medical claims. The head and assistant ATs spent means of 6.17 and 10.32 hours per week, respectively, managing claims. Most respondents (62.1%) reported no formal training in handling athletic medical insurance claims. When asked when and how it was most appropriate to learn these concepts, 35.3% cited within an accredited athletic training program curriculum, 32.9% preferred on-the-job training, and 31.1% selected via continuing education. Conclusions At NCAA institutions, ATs were responsible for administering athletic medical claims, a task in which most had no formal training. An AT may not possess adequate skills or time to handle athletic medical claims. Even if ATs are not solely responsible for this task, they remain involved as the coordinators of care. Athletic training programs, professional organizations that offer continuing education, and hiring institutions should consider focusing on and training appropriate personnel to manage athletic medical claims.

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Perceptions of Workplace Bullying Among Athletic Trainers in the Collegiate Setting

Journal of Athletic Training ◽

10.4085/1062-6050-49.3.13 ◽

2014 ◽

Vol 49 (5) ◽

pp. 706-718 ◽

Cited By ~ 2

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.

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Role Strain in Collegiate Athletic Training Approved Clinical Instructors

Journal of Athletic Training ◽

10.4085/1062-6050-43.3.275 ◽

2008 ◽

Vol 43 (3) ◽

pp. 275-283 ◽

Cited By ~ 44

Author(s):

Jolene M. Henning ◽

Thomas G. Weidner

Keyword(s):

Athletic Training ◽

Health Care Providers ◽

Athletic Trainers ◽

Role Strain ◽

Division I ◽

Care Providers ◽

Clinical Instructors ◽

Graduate Assistant ◽

Cross Sectional Survey ◽

Approved Clinical Instructors

Abstract Context: Certified athletic trainers who serve as Approved Clinical Instructors (ACIs) in the collegiate setting are balancing various roles (eg, patient care and related administrative tasks, clinical education). Whether this balancing act is associated with role strain in athletic trainers has not been examined. Objective: To examine the degree of, and contributing factors (eg, socialization experiences, professional and employment demographics, job congruency) to, role strain in collegiate ACIs. Design: Cross-sectional survey design. Setting: Geographically stratified random sample of ACIs affiliated with accredited athletic training education programs at National Collegiate Athletic Association (NCAA) Division I, II, and III institutions. Patients or Other Participants: 118 collegiate ACIs (47 head athletic trainers, 45 assistant athletic trainers, 26 graduate assistant athletic trainers). Main Outcome Measure(s): The Athletic Training ACI Role Strain Inventory, which measures total degree of role strain, 7 subscales of role strain, socialization experiences, professional and employment characteristics, and congruency in job responsibilities. Results: A total of 49% (n = 58) of the participants experienced a moderate to high degree of role strain. Role Overload was the highest contributing subscale to total role strain. No differences were noted between total role strain and role occupant groups, NCAA division, or sex. Graduate assistant athletic trainers experienced a greater degree of role incompetence than head athletic trainers did (P = .001). Division II ACIs reported a greater degree of inter-role conflict than those in Division I (P = .02). Female ACIs reported a greater degree of role incompetence than male ACIs (P = .01). Those ACIs who stated that the ACI training provided by their institution did not adequately prepare them for the role as an ACI experienced greater role strain (P < .001). Conclusions: The ACIs in the collegiate setting are experiencing role strain in balancing their roles as health care providers, clinical educators, and administrators. Methods to reduce role strain need to be considered.

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Benefits of and Barriers to Using Patient-Rated Outcome Measures in Athletic Training

Journal of Athletic Training ◽

10.4085/1062-6050-49.3.15 ◽

2014 ◽

Vol 49 (5) ◽

pp. 674-683 ◽

Cited By ~ 34

Author(s):

Alison R. Snyder Valier ◽

Amy L. Jennings ◽

John T. Parsons ◽

Luzita I. Vela

Keyword(s):

Athletic Training ◽

Outcome Measures ◽

Health Care Professionals ◽

Treatment Effectiveness ◽

Athletic Trainers ◽

Cross Sectional Study ◽

Cross Sectional ◽

Web Based ◽

Occupational Setting ◽

E Mail

Context: Patient-rated outcome measures (PROMs) are important for driving treatment decisions and determining treatment effectiveness. However, athletic trainers (ATs) rarely use them; understanding why may facilitate strategies for collection of these outcomes. Objective: To identify the benefits of and barriers to using PROMs in athletic training. Design: Cross-sectional study. Setting: Web-based survey. Patients or Other Participants: A total of 1469 randomly sampled ATs (age = 36.8 ± 9.8 years; 48% female) working in the college/university, 2-year institution, secondary school, clinic, hospital, or industrial/occupational setting. Intervention(s): An e-mail was sent to ATs inviting them to complete a survey regarding the use, benefits, and barriers of PROMs. Athletic trainers who indicated they used PROMs (AT-PRs) completed 65 questions about the benefits of and barriers to their use. Athletic trainers who indicated no use of PROMs (AT-NONs) completed 21 questions about barriers of use. Main Outcome Measure(s): Dependent variables were the endorsements for the benefits of and barriers to the use of PROMs. Results: A total of 458 ATs initiated the survey and 421 (AT-PR = 26%, AT-NON = 74%) completed it (response rate = 28.7%). The most frequently endorsed benefits by AT-PRs were enhancing communication with patients (90%) and other health care professionals (80%), directing patient care (87%), and increasing examination efficiency (80%). The most frequently endorsed barriers by AT-PRs were that PROMs are time consuming (44%), difficult (36%), and confusing (31%) for patients and time consuming for clinicians to score and interpret (29%). The most frequently endorsed problems by AT-NONs were that PROMs are time consuming for clinicians to score and interpret (31%), time consuming (46%) and irrelevant to patients (28%), and lacking a support structure for clinicians (29%). Conclusions: These results suggest that, although benefits to using PROMs exist, there are also barriers. Barriers are similar for AT-PRs and AT-NONs. Strategies to decrease barriers and facilitate the use of PROMs warrant investigation.

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

Journal of Athletic Training ◽

10.4085/1062-6050-48.4.04 ◽

2013 ◽

Vol 48 (4) ◽

pp. 483-492 ◽

Cited By ~ 17

Author(s):

Tamara C. Valovich McLeod ◽

Kellie C. Huxel Bliven ◽

Kenneth C. Lam ◽

R. Curtis Bay ◽

Alison R. Snyder Valier ◽

...

Keyword(s):

Secondary School ◽

Secondary Schools ◽

Medical Care ◽

Athletic Training ◽

Athletic Trainers ◽

School Setting ◽

Practice Setting ◽

Web Based ◽

Practice Characteristics ◽

Training Practice

Context: Increased rates of sport participation and sport-related injury have led to greater emphasis on and attention to medical care of student-athletes in the secondary school setting. Access to athletic training services is seen as a critical factor for delivering adequate injury prevention and medical care to student-athletes. However, few data are available regarding practice characteristics of athletic trainers (ATs) in this setting. Objective: To characterize the practices of secondary school athletic trainers (ATs). Design: Descriptive study. Setting: Web-based survey. Patients or Other Participants: A total of 17 558 ATs with current National Athletic Trainers' Association membership were identified for survey distribution. Of these, 4232 ATs indicated that they practiced in the secondary school setting, and 4045 completed some part of the survey. Main Outcome Measure(s): A Web-based survey was used to obtain demographic information about ATs and their secondary schools and characteristics of athletic training practice. Descriptive data regarding the athletic trainer's personal characteristics, secondary school characteristics, and practice patterns are reported as percentages and frequencies. Results: Most respondents were in the early stages of their careers and relatively new to the secondary school practice setting. Nearly two-thirds (62.4%; n = 2522) of respondents had 10 or fewer years of experience as secondary school ATs, 52% (n = 2132) had been certified for 10 or fewer years, and 53.4% (n = 2164) had 10 or fewer years of experience in any practice setting. The majority of respondents (85%) worked in public schools with enrollment of 1000 to 1999 (35.5%) and with football (95.5%). More than half of respondents were employed directly by their school. Most respondents (50.6%) reported an athletic training budget of less than $4000. The majority of ATs performed evaluations (87.5%) on-site all of the time, with a smaller percentage providing treatments (73.3%) or rehabilitation (47.4%) services all of the time. Conclusions: This is the first study to describe secondary school athletic training that reflects national practice trends. To improve the quality of athletic training care and to support and improve current working conditions, the profession must examine how its members practice on a day-to-day basis.

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Athletic Trainers' Selection Behaviors Related to Multi-Session Continuing Education Conferences

Athletic Training Education Journal ◽

10.4085/1947-380x-19-083 ◽

2021 ◽

Vol 16 (1) ◽

pp. 59-70

Author(s):

Adam M. Babiarz ◽

Jessica R. Edler Nye ◽

Elizabeth R. Neil ◽

Lindsey E. Eberman

Keyword(s):

Continuing Education ◽

Athletic Training ◽

Athletic Trainers ◽

Health Care Administration ◽

Learning Preferences ◽

Face Validity ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Web Based ◽

Ideal Number

Context Continuing education (CE) in athletic training is commonly achieved at multi-session conferences. Objectives To explore athletic trainers' (ATs') planning practices at multi-session conferences regarding format types, preferred domains of athletic training practice, and ideal number of concurrent sessions. Design Cross-sectional survey with quantitative and qualitative questions. Setting Web-based Patients or Other Participants 8660 ATs surveyed Intervention(s) We established content and face validity and piloted the tool before use. We distributed the survey via email weekly for 6 weeks. Trustworthiness of qualitative data was established with multiple-analyst triangulation and external auditing. Data were collected through a Web-based survey comprised of demographic questions and questions regarding CE choices. Main Outcome Measure(s) Quantitative data- measures of central tendency, standard deviations, and frequencies; qualitative- inductive coding method. Results 908 ATs responded (response rate = 10.5%) and 767 were included in analysis. Respondents (age, y = 38 ± 11; females = 367, males = 249, missing/prefer not to answer = 151; 15 ± 11 years of clinical experience) most preferred to attend workshops (78%, n = 598/767), large-group lectures (75.9%, n = 582/767), and small-group lectures (63.5%, n = 487/767). They were motivated to select preferred session formats by learning preferences (38.4%, n = 239/623) and interest in the topic (37.4%, n = 233/623). Examination, assessment, and diagnosis was the most preferred domain (80.7%, n = 619/767). Health care administration and professional responsibility was least preferred (41.9%, n = 321/767). Practical application was the main influencer (53.4%, n = 337/631) to attend sessions. Almost half (49.7%, n = 381/671) of respondents stated that their CE selection behaviors changed depending on the number of concurrent sessions. They prioritized sessions by interest when conflicts occurred (31.4%, n = 211/671). Conclusion Reducing feelings of indecision and ensuring applicable sessions for ATs is important. Multi-session conferences should include sessions that align with attendee preferences relative to domains of practice and session formats. However, attendee preferences provide faulty guidance for CE decision-making and should not be the only mechanism to drive planning.

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Role Strain, Part 1: Experiences of Athletic Trainers Employed in the Professional Sports Setting

Journal of Athletic Training ◽

10.4085/1062-6050-213-16 ◽

2018 ◽

Vol 53 (2) ◽

pp. 184-189 ◽

Cited By ~ 2

Author(s):

Manuel G. Romero ◽

William A. Pitney ◽

Kirk Brumels ◽

Stephanie M. Mazerolle

Keyword(s):

National Football League ◽

Athletic Trainers ◽

Role Strain ◽

Strain Differences ◽

Professional Sports ◽

Workplace Stress ◽

Role Overload ◽

Interrole Conflict ◽

Major League ◽

Explanatory Mixed Methods

Context: The demands and expectations of athletic trainers employed in professional sports settings (ATPSSs) have increased over the years. Meeting these demands and expectations may predispose the athletic trainer to workplace stress and ultimately role strain. Objective: To investigate the concept of role strain among ATPSSs. Design: Sequential, explanatory mixed-methods study consisting of 2 phases: (1) population role-strain survey and (2) personal interviews. Patients or Other Participants: From a purposeful sampling of 389 athletic trainers employed in the 5 major sports leagues (Major League Baseball, Major League Soccer, National Basketball Association, National Football League, and National Hockey League), 152 individuals provided usable data (39% response rate). Main Outcome Measure(s): A previously validated and reliable role-strain survey using a 5-point Likert scale (1 = never, 5 = nearly all the time) was administered. Measures of central tendency were used to identify the presence and degree of role strain; inferential statistics were calculated using analysis of variance to determine group differences in overall role strain and its subcomponents. Results: More than half of the participants (53.9%) experienced a moderate to high degree of role strain. Interrole conflict (2.99 ± 0.77) and role overload (2.91 ± 0.75) represented the most prominent components of role strain. Differences existed by sport leagues and employment. Conclusions: Role strain existed at moderate to high levels (mean Role Strain Score > 2.70) among ATPSSs. Interrole conflict and role overload contributed the most to overall role strain. The ATPSSs experienced role strain to a higher degree than reported in other settings.

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