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Journal articles on the topic 'Athletic preparation'
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1
Bukstein, Scott. "Practical Strategies for Thought Leaders in College Athletics and Higher Education: Developing a “Meaningful Education and Career Preparation as Compensation” Model." Journal of Higher Education Athletics & Innovation, no. 1 (December 13, 2016): 61–72. http://dx.doi.org/10.15763/issn.2376-5267.2016.1.1.61-72.
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Recent discussion amongst scholars and practitioners related to current issues in National Collegiate Athletic Association (NCAA) Division I college athletics has focused on areas such as the widespread commercialization of amateur sports, consistent corruption within athletics departments at NCAA member institutions, extensive exploitation of student-athletes and the necessity of a “pay for play” employee compensation model for student-athletes (see, for example, Benedict & Keteyian, 2014; Branch, 2011; Huma & Staurowsky, 2012; Nocera & Strauss, 2016; Southall & Staurowsky, 2013; Staurowsky, Maxcy, Karcher, Southall, Berri, & Otto, 2015). However, there has been minimal scholarly and industry discourse on how to leverage some of the revenues generated at the NCAA, conference and individual athletics program levels in order to develop innovative and sustainable higher education solutions that would prepare all student-athletes for career and personal success after participation in college athletics. The primary objective of this journal article is to encourage a more informed conversation about important issues in college athletics in part by proposing several practical strategies that would improve the overall student-athlete experience and further align participation in college athletics with the core goals of institutions of higher education. This research note provides an overview of the college athletics business model at Football Bowl Subdivision (FBS) institutions within Division I of the NCAA. In addition, this article reviews the current NCAA Division I governance structure. An accurate knowledge of the business and governance realities within college athletics is essential to understanding that paying student-athletes an hourly wage or annual salary is actually not one of the main system issues or central student-athlete wellbeing priorities of advocates for student-athletes, athletics leaders and higher education administrators. This article analyzes the primary issues and areas in which key college athletics stakeholders presently seek change and improvement. This article also spotlights innovative, culturally relevant student-athlete career and professional development programs recently developed by the University of Central Florida, Oregon State University and Vanderbilt University. Finally, this article provides a series of recommendations for all stakeholders involved in college athletics to optimize the student-athlete academic and athletic experience and to improve the level of career preparedness of all student-athletes.
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Von Guenthner, Shannon, and Jon Hammermeister. "Exploring Relations of Wellness and Athletic Coping Skills of Collegiate Athletes: Implications for Sport Performance." Psychological Reports 101, no. 3_suppl (December 2007): 1043–49. http://dx.doi.org/10.2466/pr0.101.4.1043-1049.
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In exploring the relationship between wellness and athletic performance, this study assessed the link between wellness, as defined by a high score on five wellness dimensions of emotional, social, spiritual, intellectual, and physical well-being, with psychological variables thought to be related to athletic performance as measured by athletes' self-report of specific athletic coping skills. 142 collegiate athletes completed a survey composed of the Optimal Living Profile to measure wellness dimensions and the Athletic Coping Skills Inventory to measure specific psychological variables. Analysis indicated that athletes scoring higher on the dimensions of wellness also scored significantly higher on athletic coping skills. Specifically, male athletes who scored higher on wellness also reported higher scores on coachability, concentration, goal setting/mental preparation, and peaking under pressure, and female athletes who scored higher on wellness also reported higher scores in coping with adversity, coachability, concentration, goal setting/mental preparation, and freedom from worry. Various dimensions of wellness seem related to better performance by involving the athletic coping skills of intercollegiate athletes. Implications for coaches and sport psychologists are also discussed.
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Mahoney, Michael J., Tyler J. Gabriel, and T. Scott Perkins. "Psychological Skills and Exceptional Athletic Performance." Sport Psychologist 1, no. 3 (September 1987): 181–99. http://dx.doi.org/10.1123/tsp.1.3.181.
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To assess psychological skills relevant to exceptional athletic performance, a 51-item questionnaire was administered to a national sample of 713 male and female athletes from 23 sports. The athlete sample comprised 126 elite competitors, 141 preelite athletes, and 446 nonelite collegiate athletes. Sixteen leading sport psychologists also completed the questionnaire as they thought the ideal athlete might. Omnibus, individual item, discriminant, regression, factor, and cluster analyses all revealed significant differences among the athlete subsamples. The themes of concentration, anxiety management, self-confidence, mental preparation, and motivation were seen to have potential importance in skill-level differentiation, although age-difference confounds as well as gender and sport differences may have been involved. The ideal profile constructed by the sport psychologists generally paralleled the skill differences encountered, although the elite athletes did not report selected amplitudes in the profile.
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Cuneen, Jacquelyn. "Graduate-Level Professional Preparation for Athletic Directors." Journal of Sport Management 6, no. 1 (January 1992): 15–26. http://dx.doi.org/10.1123/jsm.6.1.15.
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The purpose of this research was to design a curriculum for graduate-level preparation of National Collegiate Athletic Association (NCAA) Division I and II athletic directors. A survey instrument, consisting of a composite of 41 courses and based on R. Hay's model, Proposed Sports Management Curriculum and Related Strategies, was mailed to the full population of NCAA Division I and II athletic directors (N=569). A total of 307 completed surveys were returned from directors of men's, women's and merged athletic departments. Respondents rated each course using a 5-point Likert scale ranging fromnot important(1) toessential(5). There were 17 courses that were rated very important according to the acceptance criterion of a mean of 3.5 or greater. Results of a 2 × 3 (Division × Program type) factorial ANOVA, with alpha adjusted from .05 to .001 by Bonferroni's contrasting procedure, indicated that there were no differences in determined levels of course importance. It was concluded that a graduate curriculum to prepare a collegiate director of athletics should be implemented through the collaborative effort of an interdisciplinary faculty and that the program should culminate with a doctoral degree.
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Ungerleider, Steven. "Olympic Athletes' Transition from Sport to Workplace." Perceptual and Motor Skills 84, no. 3_suppl (June 1997): 1287–95. http://dx.doi.org/10.2466/pms.1997.84.3c.1287.
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Research has supported the need for strategies to assist elite athletes with transition from full-time athletic activity to the work place. Early intervention with coaches' and peers' support programs have mediated the problems associated with the termination of athletic careers. The present study is a report about 57 prominent Olympians from 12 disciplines spanning 60 years of competitive sports. Analysis of the data suggests that focussed efforts early in the athletes' careers assisted preparation for life after the full athletic activity. Mentors not only assist in the athletes' careers but also offer guidance and counsel during later life.
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Comeaux, Eddie. "The Occupational Socialization of Athletic Administrators: A Content Analysis of Graduate Program Websites." Journal of Higher Education Athletics & Innovation, no. 2 (September 29, 2017): 75–91. http://dx.doi.org/10.15763/issn.2376-5267.2017.1.2.75-91.
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Employing occupational socialization as an interpretive framework, this study drew on a content analysis of athletic administration graduate program websites to explore the relationship between the programs and key issues facing professionals in the field of intercollegiate athletics. Results revealed that the processes and mechanisms in place to prepare graduate students for careers in intercollegiate athletics appear to be adequate, but could more comprehensively address the increasingly complex business enterprise of college sports, NCAA policies and rules, and key strategies to develop the academic talents of athletes. Formal processes, such as courses and experiential learning activities (e.g., internships, practica, field research) in the studied graduate programs, appeared to dominate role learning; informal processes or unintentional learning, such as interactions with peers and other campus stakeholders, appeared to be absent. This study highlights new directions for future work aimed at understanding the professional preparation of athletic administrators.
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Ward, Russell E. "Athletic Expenditures and the Academic Mission of American Schools: A Group-Level Analysis." Sociology of Sport Journal 25, no. 4 (December 2008): 560–78. http://dx.doi.org/10.1123/ssj.25.4.560.
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Most studies find positive correlations at the individual level of analysis between athletic participation and academic success. One opportunity for scholarship left largely unexplored concerns the effect of athletics on group-level processes. The author used a resource-based perspective to explore the influence of athletic investment on academic achievement at the organizational level. Data were collected from 227 school districts. Multiple regression analyses revealed negative but insignificant relationships between athletic expenditures and indicators of basic skills and college preparation. Future research might determine whether the nonassociation observed in this study between athletic spending and academic performance generalizes to different school settings.
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Stiller-Ostrowski, Jennifer Lynn, and John A. Ostrowski. "Recently Certified Athletic Trainers' Undergraduate Educational Preparation in Psychosocial Intervention and Referral." Journal of Athletic Training 44, no. 1 (January 1, 2009): 67–75. http://dx.doi.org/10.4085/1062-6050-44.1.67.
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Abstract Context: “Psychosocial Intervention and Referral” is one of the 12 content areas established by the National Athletic Trainers' Association Education Council and is required to be taught in athletic training education programs (ATEPs). The perceived preparation of athletic trainers (ATs) in this content area has not been evaluated. Objective: To explore the preparation level of recently certified ATs within the content area of “Psychosocial Intervention and Referral.” Design: Qualitative design involving semistructured, in-depth, focus group interviews. Setting: Interviews were conducted at 2 National Collegiate Athletic Association Division I institutions in 2 regions of the United States. Patients or Other Participants: A total of 11 recently certified ATs who met predetermined criteria were recruited. The ATs represented a range of undergraduate ATEPs and current employment settings. Data Collection and Analysis: Focus group interviews were transcribed verbatim and analyzed deductively. Peer debriefing and member checks were used to ensure trustworthiness. Results: The ATEPs are doing an adequate job of preparing ATs for many common communication and interpersonal issues, but ATs report being underprepared to deal with athlete-related issues in the areas of motivation and adherence, counseling and social support, mental skills training, and psychosocial referral. Conclusions: Limitations of undergraduate ATEPs regarding preparation of athletic training students within the “Psychosocial Intervention and Referral” content area were identified, with the goal of improving athletic training education. The more we know about the issues that entry-level ATs face, the more effectively we can structure athletic training education.
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Thrasher, Ashley B., Stacy E. Walker, Dorice A. Hankemeier, and William A. Pitney. "Supervising Athletic Trainers' Perceptions of Graduate Assistant Athletic Trainers' Professional Preparation." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 275–86. http://dx.doi.org/10.4085/1004275.
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Context Recent debate has ensued regarding the readiness of newly credentialed athletic trainers (ATs) to function as independent clinicians. Some ATs believe the professional preparation of athletic training students is not adequate. Objective To describe supervisors' perceptions regarding the preparation of college graduate assistants (GAs) to practice as independent practitioners. Design Consensual qualitative research. Setting Individual phone interviews. Patients or Other Participants Twenty-one collegiate ATs who had supervised GAs in the collegiate setting for a minimum of 8 years (16 men, 5 women; years of supervision experience, 14.6 ± 6.6 years). Participants who met the inclusion criteria were recruited via e-mail from the Board of Certification database and through snowball sampling. Interviews were conducted until data saturation occurred. Main Outcome Measure(s) Data were collected via phone interviews, which were recorded and transcribed verbatim. Data were analyzed by a 4-person consensus team, who independently coded the data and compared ideas until consensus was reached and a codebook was created. Trustworthiness was established through member checks and multi-analyst triangulation. Results Three themes emerged: (1) previous preparation, (2) shortcomings in GAs, and (3) suggestions for athletic training program improvement. Supervisors felt GAs were prepared academically, but there were some gaps in preparation, such as their ability to independently practice and their rehabilitation skills. Shortcomings were professional communication, role execution, and personality. Supervisors felt preparation could be improved by increasing time in clinical education, developing communication skills, and having increased experience with psychosocial intervention, rehabilitation, and nonorthopedic conditions. Conclusions Didactic preparation of GAs is the best it has ever been, yet new ATs still need more experience while being mentored by experienced ATs. Professional programs could implement standardized patient experiences to provide opportunities for new ATs to practice in communication or in other areas of weakness.
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McGuigan, Michael R., Glenn A. Wright, and Steven J. Fleck. "Strength Training for Athletes: Does It Really Help Sports Performance?" International Journal of Sports Physiology and Performance 7, no. 1 (March 2012): 2–5. http://dx.doi.org/10.1123/ijspp.7.1.2.
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The use of strength training designed to increase underlying strength and power qualities in elite athletes in an attempt to improve athletic performance is commonplace. Although the extent to which strength and power are important to sports performance may vary depending on the activity, the associations between these qualities and performance have been well documented in the literature. The purpose of this review is to provide a brief overview of strength training research to determine if it really helps improve athletic performance. While there is a need for more research with elite athletes to investigate the relationship between strength training and athletic performance, there is sufficient evidence for strength training programs to continue to be an integral part of athletic preparation in team sports.
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Hainline, Brian, Jonathan Drezner, Aaron Baggish, Kimberly G. Harmon, Michael S. Emery, Robert J. Myerburg, Eduardo Sanchez, Silvana Molossi, John T. Parsons, and Paul D. Thompson. "Interassociation Consensus Statement on Cardiovascular Care of College Student-Athletes." Journal of Athletic Training 51, no. 4 (April 1, 2016): 344–57. http://dx.doi.org/10.4085/j.jacc.2016.03.527.
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Cardiovascular evaluation and care of college student-athletes is gaining increasing attention from both the public and medical communities. Emerging strategies include screening of the general athlete population, recommendations of permissible levels of participation by athletes with identified cardiovascular conditions, and preparation for responding to unanticipated cardiac events in athletic venues. The primary focus has been sudden cardiac death and the utility of screening with or without advanced cardiac screening. The National Collegiate Athletic Association convened a multidisciplinary task force to address cardiovascular concerns in collegiate student-athletes and to develop consensus for an interassociation statement. This document summarizes the task force deliberations and follow-up discussions, and includes available evidence on cardiovascular risk, pre-participation evaluation, and the recognition of and response to cardiac arrest. Future recommendations for cardiac research initiatives, education, and collaboration are also provided. (J Am Coll Cardiol 2016;doi: 10.1016/j.jacc.2016.03.527.) ©2016 by the American College of Cardiology Foundation.
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Kamphoff, Cindra S., J. Jordan Hamson-Utley, Beth Antoine, Rebecca Knutson, Jeffrey Thomae, and Catherine Hoenig. "Athletic Training Students' Perceptions of and Academic Preparation in the Use of Psychological Skills in Sport Injury Rehabilitation." Athletic Training Education Journal 5, no. 3 (July 1, 2010): 109–16. http://dx.doi.org/10.4085/1947-380x-5.3.109.
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Context: Injured athletes rely on athletic trainers to assist them when recovering from injury. Over the last 20 years, the use of psychological skills to speed recovery has become increasingly popular. Objective: Explore athletic training students' perceptions of the importance and effectiveness of psychological skills in the rehabilitation of sport injury as well as their academic preparation in their use, and examine the differences in perceived effectiveness for those with and without formal training in the skill. Design: Survey. Setting: Athletic training students enrolled in CAATE-accredited athletic training programs. Participants: 180 athletic training students (males, n = 76; females, n = 104) from nine universities. Data Collection & Analysis: The survey included 15 questions from the Attitudes About Imagery (AAI) survey and a demographic section including questions about their educational preparation, use of, and interest in psychological skills training. Two chi-square analyses, two ANOVAs, and a MANOVA were computed to investigate differences in athletic training students' educational preparation, use of, and interest in psychological skills training. Results: While athletic training students agreed that it is important to treat the psychological aspects of injury (mean = 4.47 out of 5), only 50.6% reported that they had taken a course in sport psychology or psychological skills training. No differences in the perception of effectiveness were found between students that reported formal training in psychological skills compared to those that did not (χ24,176= 7.48, P = .11). Overall, the ratings of the effectiveness of psychological skills were positive as indicated by mean AAI scores between 4.31 to 6.17. Conclusions: We found positive perceptions of psychological skills. However, the students' mean AAI scores were generally lower than previously surveyed athletic trainers and physical therapists.
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Kraemer, William, Craig Denegar, and Shawn Flanagan. "Recovery From Injury in Sport: Considerations in the Transition From Medical Care to Performance Care." Sports Health: A Multidisciplinary Approach 1, no. 5 (September 2009): 392–95. http://dx.doi.org/10.1177/1941738109343156.
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Return from athletic injury can be a lengthy and difficult process. The injured athlete commonly receives care from several providers during rehabilitation. As their condition improves, injured athletes resume strength and conditioning programs and sport-specific activities in preparation for return to play. Until full medical clearance is provided to return to sport and the athlete is psychologically ready to return to play, the injured athlete remains a patient regardless of who is developing and supervising each component of the recovery process. An understanding of and commitment to the plan of care for each athlete, as well as communication among health care providers, strength and conditioning specialists, coaches, and the athletes, are essential to the safest and most efficient recovery from injury.
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Jackson, Susan A., Lisa Mayocchi, and Jeremy Dover. "Life after Winning Gold: II. Coping with Change as an Olympic Gold Medallist." Sport Psychologist 12, no. 2 (June 1998): 137–55. http://dx.doi.org/10.1123/tsp.12.2.137.
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The experiences of 18 Olympic gold medallists from Australia are analyzed relative to the changes effected by their Olympic wins. Specifically, the effect an Olympic win has on subsequent athletic performance is addressed as are athletes’ strategies for coping with changes faced after winning a gold medal and recommendations for future Olympic champions. Athletes perceived that both preparation and focus for subsequent competitions were affected by an Olympic win and saw most of these changes as negative influences. Athletes’ coping strategies were similar to those reported by other elite athletes. Recommendations for helping prepare elite athletes for the changes associated with high-level athletic success are discussed.
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Saw, Anna E. "Self-report measures in athletic preparation." British Journal of Sports Medicine 51, no. 18 (October 4, 2016): 1377–78. http://dx.doi.org/10.1136/bjsports-2016-096888.
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Thrasher, Ashley B., Stacy E. Walker, and Dorice A. Hankemeier. "Newly Credentialed Athletic Trainers' Perceptions of Professional Preparation for Their Role as Collegiate Graduate Assistants." Athletic Training Education Journal 13, no. 3 (July 1, 2018): 227–38. http://dx.doi.org/10.4085/1303227.
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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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Osipow, Samuel H. "Review of Psychological Preparation and Athletic Excellence." Contemporary Psychology: A Journal of Reviews 30, no. 10 (October 1985): 826. http://dx.doi.org/10.1037/023291.
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Lenténé Puskás, Andrea. "The connection between academic and athletic performance among elite university student athletes." Applied Studies in Agribusiness and Commerce 9, no. 3 (September 30, 2015): 19–26. http://dx.doi.org/10.19041/apstract/2015/3/3.
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Athletes in higher education are not only expected to produce high level performance but to find the balance between the preparation for post-athletic life and the requirements of the university. The objective of this study is to explore the connections between academic performance and level of sport. Also, to elaborate on the role of relevant policy regulations and institutional support that help elite athletes meet academic requirements. Data collection was conducted by means of online questionnaires involving athletes receiving sport scholarships at the University of Debrecen (N=159). The data from questionnaires were processed by using SPSS 18. Version software. For data analyse four groups were extracted based on level of sport performance and involvement: international elite, division I, division II, division III. The results indicate that the academic performance on the two international elite of sport did not differ from the average, and that these athletes did not experience any difficulties earning course credits at the university while being engaged in doing sport. In most cases, elite athletes did not apply for the various kind of support instruments, thus, they are able to balance athletic preparation and academic requirements without supportive modifications of university policies. The results also shed light on the fact that the academic performance does not only depend on the level of sport and the chosen major at the university, but it is also influenced by the time devoted to study and training, and the sport type (individual or team sport). There are differences observed between athletes participating in individual or team sport concerning the general average of grades, the effectiveness of earning credits, the number of weekly training, as well as the time devoted to training in preparatory and competitive periods. According to the results, the various amount of time devoted to study or sport does not necessarily result in academic performance decline. In addition, results support that athletes do keep academic studies rather important and they are aware that university years are considered to be a significant period in preparation for post-athletic life.
JEL code: Z20
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Potteiger, Kelly, and Andrew Lundgren. "Using an Audience Response System to Prepare Athletic Training Students for the Board of Certification Exam." Athletic Training Education Journal 7, no. 4 (October 1, 2012): 198–204. http://dx.doi.org/10.4085/0704198.
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Objective: To describe a pedagogical method using an Audience Response System (ARS), commonly referred to as “clickers,” for use in preparing athletic training students (ATSs) for the Board of Certification (BOC) exam. Background: The BOC is the only certifying agency for athletic trainers in the United States. ATSs may become a certified athletic trainer (AT) upon graduating from a Commission on Accreditation of Athletic Training Education (CAATE) accredited Athletic Training Education Program (ATEP) and successfully passing the BOC exam. In 2012, CAATE standards were revised to require programs to publish their graduates' recent exam scores on their website (in aggregate form). Description: Preparation for the BOC exam can be a monumental and stress-inducing task for the ATS due to the plethora of information to review. Most ATEPs include test preparation assistance within the curriculum. To date, a review of the literature revealed no published documentation of successful test preparation strategies. Clinical Advantages: The data collected from use of the ARS during BOC exam preparation can be a valuable tool in identifying domain areas in which an ATS may be deficient. In doing so, an ATS may redirect study time to focus on weaker concepts. Additionally this data, when trended, can provide invaluable programmatic information when used as part of a larger assessment plan. As part of the revised CAATE standards, programs are also required to meet or exceed a score of 70% for the first-time pass rate. As a result, there may be a heightened need for test preparation strategies. Conclusion: Athletic training educators seeking a pedagogical method for BOC exam preparation may benefit from the implementation of an ARS to increase ATS motivation and accountability. As an additional benefit, programmatic educational assessment data may also be collected.
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Johns, David. "Fasting and Feasting: Paradoxes of the Sport Ethic." Sociology of Sport Journal 15, no. 1 (March 1998): 41–63. http://dx.doi.org/10.1123/ssj.15.1.41.
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In this study the sociological and philosophical concept of the sport ethic has been utilized to explain the meaning of extreme and overconforming athlete behaviors which manifest themselves as athletic preparation. The study discloses, through the life history of a rhythmic gymnast, how the meanings and values of what it means to be an athlete were transmitted through the day-to-day discourse of athlete practice. By focusing on the dietary preoccupations of gymnasts involved in international competition, it was possible to demonstrate how modern sport preparation is not only distorted but also paradoxical, serving to push the body beyond its limits while insisting on its preservation.
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Gardiner-Shires, Alison, Scott C. Marley, John C. Barnes, and Mark E. Shires. "Professional Baseball Athletic Trainers' Perceptions of Preparation for Job-Specific Duties." Journal of Athletic Training 47, no. 6 (November 1, 2012): 704–13. http://dx.doi.org/10.4085/1062-6050-47.6.09.
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Context The extent to which individuals are prepared completely for work in a particular athletic training setting (eg, professional sports, college, high school) is unknown. This issue is critical today, and findings in this area have implications for athletic training education policy and employers. Objective To determine the perceptions of preparation for work-specific tasks by professional baseball athletic trainers (PBATs). We also wanted to determine whether various preparation experiences interact with perceived skills. Design Cross-sectional study. Setting Online survey administered via SurveyMonkey. Patients or Other Participants Two hundred seventy-five PBATs. Intervention(s) The PBATs reported their levels of preparation before employment in their positions and their current skills in each of the 8 work task domains: evaluation of elbow injuries; evaluation of shoulder injuries; evaluation of general injuries; acute care; injury prevention; treatment, rehabilitation, and reconditioning; organization and administration; and non–athletic-training tasks. Main Outcome Measure(s) Nine repeated-measures analyses of covariance were performed with each perception of preparation (retrospective, current) as a within-subject factor. Preparation experiences were included as between-subjects factors, and number of years working in baseball was the covariate. Results Subscale reliabilities were calculated and found to be between 0.79 and 0.97. A total of 180 PBATs (65%) completed the survey. The backgrounds and routes by which PBATs gained employment in the professional baseball setting varied. Individuals who completed professional baseball internships, had previous work experience, and immediately entered the professional baseball setting after graduation had noted differences in their perceptions of preparation for work tasks. The PBATs indicated they were substantially underprepared for tasks in the organization and administration and non–athletic-training task domains. Conclusions The organizational socialization process is complex, and no 1 experience appears to completely prepare an individual for work in the professional baseball setting.
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Mortensen, Janne, Kristoffer Henriksen, and Reinhard Stelter. "Tales from the Future: A Narrative Investigation of the Imagined Career Paths of Young Athletes." Sport Science Review 22, no. 5-6 (December 1, 2013): 305–27. http://dx.doi.org/10.2478/ssr-2013-0015.
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Abstract Athletes’ paths to international sporting success are unique but always include a number of transitions within sport, as well as outside of it, which hold the potential for crisis or growth. Particularly the transition from talented junior to elite senior athlete plays a critical role in the overall athletic career. The present study is a qualitative inquiry using semistructured interviews as data. We asked eight young and very talented athletes to imagine they were at the end of a successful career in their chosen sport and invited them to describe how they got there. The qualitative interview strategy was narrative in its attempt to elicit how the young athletes made meaning of their endeavours through narratives, and biographical in its attempt to ask the athletes to describe their future career paths. We analysed the interviews as single case studies, subjected them to meaning condensation and then constructed the final narratives. Common features of the tales pertain to the fact that these athletes are still young and have yet to grasp the reality of what they are embarking on, which is clear from the simplicity and lightness that is portrayed in their perspectives. The athletes give little emphasis to the challenges and need of social support inherent in an athletic career. On the one hand, the poor preparation of the athletes for the time to come is worrying; on the other hand, the unworried lightness and optimism of the athletes’ stories could also be seen as a strength.
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Hodax, Jonathan D., Andrew D. Sobel, Steven DeFroda, Alison B. Chambers, and Michael J. Hulstyn. "Orthopaedic Resident Preparation and Confidence in Treating On-Field Injuries." Orthopaedic Journal of Sports Medicine 5, no. 5 (May 1, 2017): 232596711770828. http://dx.doi.org/10.1177/2325967117708286.
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Background: Orthopaedic surgery residents may cover athletic events, although the training provided to prepare residents for this role and oversight from attending physicians during these activities is not well understood. Purpose: To survey orthopaedic residents about the training provided by their residency program for on-field athletic coverage and to understand their levels of preparation for this role and confidence in treating commonly encountered on-field conditions. Study Design: Descriptive epidemiology study. Methods: An anonymous survey was emailed to residents in all American College of Graduate Medical Education–accredited, allopathic, nonmilitary orthopaedic surgery residency programs. This survey queried residents about their demographics, the opportunities their residencies require or allow for athletic coverage, their level of preparation for serving an on-field physician, and their comfort level with treating a number of on-field conditions. Likert-type scales were used to assess resident comfort level for treating 13 orthopaedic and nonorthopaedic conditions as well as their perceived level of preparedness. Results: Of 148 residency programs contacted, 57 programs responded (39%). Of the 57 programs responding, 51 (89.5%) allowed or required residents to cover athletic events, and 27 of 51 (52.9%) reported that training to prepare for this role was provided. Only 6 of 24 programs without training available (25%) had direct attending supervision of residents at all athletic events. Residents who answered that their residency programs mandate training prior to their participation in athletic coverage activities reported a higher level of preparation for this role than those with no training, optional training, or those who were unsure of their training requirement ( P < .0001, P = .035, and P = .013, respectively). In addition, the more senior the resident was, the higher the level of confidence was in treating all orthopaedic and some nonorthopaedic conditions. Residents who had mandatory training displayed a higher comfort level in treating on-field orthopaedic and nonorthopaedic conditions than those without training. Conclusion: Formal training of orthopaedic residents prior to their covering athletic events can improve confidence in treating orthopaedic and nonorthopaedic conditions. Many programs do not ensure that residents are familiar with key and potentially life-saving equipment. An opportunity exists to improve resident education.
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Lesčinskis, Māris, and Leonīds Čupriks. "Dynamics of Physical Preparedness of LASE Students in Revelation to the Number of Practical Methodological Classes." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 308. http://dx.doi.org/10.17770/sie2012vol2.145.
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One of the tasks in study course “Athletic preparation” is to develop strength abilities, and, after study course, to determine development level of strength abilities. Planning of study course “Athletic preparation” in the period from 2005/2006 to 2008/2009 year of study, the practical methodological classes was different. In the period from 2005/2006 to 2006/2007 year of study the practical methodological classes was planned three times per week. In the period from 2007/2008 to 2008/2009 year of study the practical methodological classes was planned one time per week. On the basis of the study schedule changes there was the assumption that, planning study course “Athletic preparation” all year once a week, it is not possible to achieve as good physical development as during three classes per week planning during one semester. Evaluation of physical preparedness dynamic of LASE first course students in the study course “Athletic preparation” with a variety of practical methodological classes will allow us to evaluate the effectiveness of study courses releated to physical preparedness. Research data obtained will make it possible in the future to better plan the different course volume and incidence of classes, associated with increasement of physical preparedness.
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Dodge, Thomas M., Stacy E. Walker, and R. Mark Laursen. "Promoting Coherence in Athletic Training Education Programs." Athletic Training Education Journal 4, no. 2 (April 1, 2009): 46–51. http://dx.doi.org/10.4085/1947-380x-4.2.46.
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Objective: To present athletic training educators with guidelines for developing coherent athletic training education programs. Background: Coherent athletic training education programs are marked by a clear relationship between program goals and learning activities. These learning activities follow a logical progression that facilitates knowledge and skill development and enhances professional preparation. Coherent programs also work to socialize athletic training students in purposeful and positive ways. We have identified fourteen indicators of coherence in teacher education programs that are applicable to athletic training education. Both teacher certification and athletic training programs are similar in that they serve as professional preparation for their respective fields and have practical application (i.e., clinical education or student teaching practicum) components. Description: Coherence begins with a clearly defined mission statement. The academic faculty and clinical staff/instructors strive to achieve the mission and goals of the athletic training education program. Next, the coursework must follow a logical progression to allow students to make connections between subject matter. Clinical learning experiences should compliment academic learning experiences. In addition, clinical education experiences should follow students' skill levels and needs. Finally, the students themselves are encouraged to interact with their fellow students and form learning communities. Clinical Advantages: Coherent education programs have the most potential to produce athletic trainers who are competent and well socialized into professional practice. We believe graduates of such programs are properly prepared to be certified athletic trainers.
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Leone, James E., Michael R. Judd, and Robert M. Colandreo. "Descriptive Qualities Of Athletic Training Education Program Directors." Athletic Training Education Journal 3, no. 2 (April 1, 2008): 43–49. http://dx.doi.org/10.4085/1947-380x-3.2.43.
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Context: Limited literature explores professional preparation of program directors (PD) to lead an athletic training education program (ATEP). Objective: To explore challenges, effectiveness, leadership, and PD role selection. Design: Descriptive and qualitative exploratory email survey. Setting: Educational. Participants: Emails were sent to 345 PDs from a Commission on Accreditation of Athletic Training Education (CAATE) listing. Main Outcome Measure(s): Measures of central tendency were used to observe years of experience, role selection (applied versus appointed), education level, and gender. Program Director effectiveness, leadership, and challenges were grouped according to common themes. Results: Most PDs (82.5%; n = 99) reported having one to ten years of experience. Mean years of experience was 7.46 (±6.36) years. A majority, 61.7% (n = 74), reported having applied for their position. Educationally, 54.2% (n = 65) held doctoral degrees compared to 45.8% (n = 55) whose highest degree was a masters degree. Six themes emerged for PD effectiveness and challenges. Lastly, seven themes regarding leadership were described. Conclusions: Program Directors should approach their role with savvy, caring, and humanistic attitudes, developed by professional preparation. Firm in their convictions and vision, PDs also are viewed as empathetic advocates for students. Program Directors play a critical role in the advocacy of the profession within institutions of higher education through professional preparation of students. Several themes pertaining to professional preparation of PDs may positively impact the profession. Future PD's should seek educational programs that prepare them for these challenges of the position, such as professional preparation in education and higher administration or curriculum and instruction.
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Hollis, Leah P. "Service Ace? Which Academic Services and Resources Truly Benefit Student Athletes." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (November 2001): 265–84. http://dx.doi.org/10.2190/wvud-rqkx-54m3-ma13.
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As all students are guaranteed equal opportunity in education by the Fourteenth Amendment of the constitution and interpretations from the 1954 Supreme Court Decision, Brown versus the Board of Education, disadvantaged students need support to have the capacity to take advantage of the equal opportunity. In this study, student athletes are considered a disadvantaged population due to the constant conflicts between athletic and academic commitments. Consequently, collegiate institutions have a responsibility to provide educational equal opportunity for their student-athletes. The major objective of the study is to determine the relationship between student-athlete graduation rates and a set of variables (services, administrative support, staff, budget, and space) which exist at NCAA Division-I programs, which are members of the National Association of Academic Advisors for Athletes (N4A). After a multiple regression test was run on the variables, with the student-athlete graduation rate as the dependent variable, the researcher found an inverse relationship between services offered by institutions in the study and the student-athlete graduation rate. This finding leads the researcher to examine the student-athletes' academic preparation. Those student athletes with higher high school grade point averages posted higher college graduation rates. The data showed that summer school before the beginning of the freshmen year of college is statistically significant and has a positive impact on student-athlete graduation rates.
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Grimes, Anna M., Elizabeth R. Neil, Cameron M. Eldred, Stacy E. Walker, Zachary J. Dougal, and Lindsey E. Eberman. "Athletic Training Students' Perceptions of the Immersive Clinical Experience and its Influence on their Development." Athletic Training Education Journal 16, no. 1 (January 1, 2021): 32–41. http://dx.doi.org/10.4085/1947-380x-20-31.
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Context Immersive clinical experiences are critical clinical education components in athletic training. Program directors have indicated potential isolation from peers and faculty, a financial burden, and less engagement in quality learning during immersive clinical experiences. Objective To explore athletic training students' perceptions of the immersive clinical experience as it pertains to their development. Design Qualitative study. Setting Individual virtual interviews. Patients or Other Participants A total of 15 athletic training students who participated in the immersive clinical experience in the last 9 months took part in our study (males = 4, females = 11; age = 25 ± 5 years, range = 21–36 years). Data Collection and Analysis We conducted interviews and recorded and transcribed them verbatim. We developed a codebook using the consensual qualitative research tradition to identify domains and categories. Trustworthiness was established using member-checking, multiple researchers, and an auditor. Results Athletic training student perceptions of the immersive clinical experience revealed 2 domains: exposure and improved preparation for clinical practice. From increased exposure, participants gained additional experience with administrative duties, communication and relationships, interprofessional and collaborative practice, an increased quantity and quality of patient encounters, and preceptor influence on learning opportunities. From improved preparation, participants experienced socialization in which they were more integrated in facility activities, gained a greater appreciation for the value of the profession, had greater autonomy and inclusion, and perceived more value in the immersive clinical experience than in nonimmersive experiences. Conclusions Athletic training students who participate in immersive clinical experiences feel that they have increased exposure to athletic training practice and improved preparation for transition to practice.
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Christino, Melissa A., Ryan P. Coene, Madeline O’Neil, Mary Daley, Kathryn A. Williams, Kathryn E. Ackerman, Dennis E. Kramer, and Andrea Stracciolini. "SPORT SPECIALIZATION, ATHLETIC IDENTITY, AND COPING STRATEGIES IN YOUNG ATHLETES." Orthopaedic Journal of Sports Medicine 9, no. 7_suppl3 (July 1, 2021): 2325967121S0011. http://dx.doi.org/10.1177/2325967121s00111.
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Background: Child and adolescent sports participation continues to rise, often with specialization in a single sport at an early age. Psychological associations with sport specialization have been reported, although targeted research is lacking. Hypothesis/Purpose: The purpose of this study was to examine associations between sport specialization, levels of athletic identity, and coping skills among adolescent athletes. Methods: A cross-sectional survey study of sports medicine patients, 12-18 years, was performed. Athletes completed a one-time, voluntary, anonymous survey. Surveys included demographics, sport participation information, Athletic Identity Measurement Scale (AIMS,10-item, range 7-70), Jayanthi Sport Specialization Scale (range 0-6), and Athletic Coping Skills Inventory (ACSI, 7 subscales, range 0-84). Statistical analysis included Fisher’s exact tests, t-tests, Pearson correlations, and linear regression. Results: 334 out of 430 eligible patients completed surveys, with a response rate of 78%. Mean age was 15.0±1.8 years and participants were 64.6% female. 97.7% of participants designated participation in a primary sport, where they spent most of their time. Athletes reported starting this primary sport at a mean age of 7.2±3.7 years. Using the Jayanthi scale, 52.1% of respondents were classified as low specialization (score 0-3) and 47.9% as highly specialized (score 4-6). Sport specialization patterns did not significantly differ by age, sex, or sport. AIMS and Jayanthi scores positively correlated (r=0.39, p<0.0001), and athletes with the highest athletic identities (top 25%) were significantly more specialized than those with the weakest (bottom 25%) athletic identities (4.1 vs 2.5, p<0.001). Regression analysis demonstrated that every 1 point increase in the Jayanthi specialization scale was associated with an AIMS score increase of 2.7 points (p<0.001). The AIMS score also increased 0.83 points for every one month increase in playing their primary sport (p<0.001), and decreased 0.42 points with each year delay in starting their primary sport (p=0.02). Highly specialized athletes had significantly higher overall coping skills scores compared to low specialization athletes (51.6 vs 48.4, p<0.02), particularly on ACSI subscales of Coachability, Concentration, Confidence & Achievement Motivation, and Goal Setting & Mental Preparation (Table 1), however highly specialized athletes reported less Freedom From Worry compared to those with less specialization (5.8 vs 6.7, p=0.02). Conclusion: Athletic identity was higher in athletes who were more specialized and started their primary sport earlier in life. Greater sport specialization may confer some advantages in developing coping strategies in young athletes, however these athletes may be at risk for more worry compared to less specialized athletes. [Table: see text]
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Benes, Sarah S., and Stephanie M. Mazerolle. "Factors Influencing Athletic Training Students' Perceptions of the Athletic Training Profession and Career Choice." Athletic Training Education Journal 9, no. 3 (July 1, 2014): 104–12. http://dx.doi.org/10.4085/0903104.
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Context Successful athletic training programs should help students develop a desire to work within the athletic training profession while providing adequate preparation for them to enter the workforce. Understanding athletic training students' perceptions of the profession as they leave programs and the factors that influence these perceptions is critical in ensuring retention of graduating students in the field. Objective To examine senior athletic training students' [SATSs] attitudes, opinions, and perceptions of the athletic training profession and to gain insight into the factors that influence their career choice. Design Qualitative study. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training education programs. Patients or Other Participants A total of 26 SATSs (7 men, 19 women) who graduated in 2011. Main Outcome Measure(s) We collected data using semistructured phone interviews and implemented a grounded theory approach to analyze the data. We used member checks and multiple-analyst triangulation strategies to establish the trustworthiness of the data. Results The SATSs reported positive and negative perceptions about the profession within 2 major categories: (1) aspects of the profession and (2) public understanding of the profession. “Aspects of the profession” was described by long hours/schedule, low salary, family conflict issues, future of the profession, dynamism of the profession, and profession people enjoy. The “Public understanding of the profession” was articulated by public misconception and a lack of respect for the profession. Factors that influence their perceptions are related to prior experience with athletic training/sports, clinical experiences, and interaction with athletic training professionals. Conclusions The SATSs have developed positive and negative perceptions about the profession through their professional preparations. These are influenced by their progression through the program wherein they develop confidence and feel prepared to enter the workforce with a better understanding of and passion for the profession.
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Whitson, Emily, Mitchell L. Cordova, Timothy Demchak, Catherine L. Stemmans, and Keith A. King. "Certified Athletic Trainers Knowledge And Perception Of Professional Preparation Involving Eating Disorders Among Athletes." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S179. http://dx.doi.org/10.1249/00005768-200505001-00931.
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Whitson, Emily, Mitchell L. Cordova, Timothy Demchak, Catherine L. Stemmans, and Keith A. King. "Certified Athletic Trainers Knowledge And Perception Of Professional Preparation Involving Eating Disorders Among Athletes." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S179. http://dx.doi.org/10.1097/00005768-200505001-00931.
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Donahue, Martin. "Athletic Trainers' Perceptions of the Importance, Preparation and Time Spent in the Athletic Training Content Areas." Athletic Training Education Journal 4, no. 3 (July 1, 2009): 88–97. http://dx.doi.org/10.4085/1947-380x-4.3.88.
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Context: Graduates of professional programs accredited by the Commission on Accreditation of Athletic Training Education are expected to be competent and proficient in the athletic training content areas. Objective: The unique skills and knowledge that an athletic trainer (AT) must possess may have more importance in one clinical setting than in another. The purpose of this study was to determine how ATs in the six largest employment categories perceive the athletic training content areas. Design: Descriptive, exploratory. Setting: Survey instrument mailed to ATs practicing in the clinical settings identified by the National Athletic Trainers' Association (NATA) as employing the most ATs. Patients or other Participants: Participants were ATs assigned to groups based on their current clinical setting. Intervention(s): Participants were asked to rate the athletic training content areas regarding: importance for successful practice, time on task, importance for patient care, educational preparation, and educational emphasis. Main Outcome Measures: ANOVA was repeated for the seven groups, each of the 12 content areas and for each of the five research questions, producing 60 analyses. Post hoc analysis was used to determine group differences (p< 0.01). Results: ATs largely agree on the ratings of the content areas in relation to preparation, patient care, and educational emphasis. Significant differences were related to time, and importance for success. Conclusions: Findings indicate ATs do not feel well prepared in six (Pharmacology, General Medical Conditions and Disabilities, Nutritional Aspects of Injury and Illness, Psychological Intervention and Referral, Health Care Administration, and Professional Development and Responsibilities) of the twelve content areas.
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Javorek, Istvan. "PROGRAM CONSIDERATIONS: Steroid-free physical preparation in athletic development." National Strength & Conditioning Association Journal 11, no. 6 (1989): 34. http://dx.doi.org/10.1519/0744-0049(1989)011<0034:sfppia>2.3.co;2.
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Issurin, Vladimir, and Ilona Judita Zuoziene. "Retrospective analysis of long-term preparation of outstanding athletes for earlier identifiсation of athletic talent." Sporto mokslas / Sport Science 2, no. 80 (June 20, 2015): 40–44. http://dx.doi.org/10.15823/sm.2015.7.
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Sopa, Ioan Sabin, and Marcel Pomohaci. "Physical and Technical Training in Firefighter’s Ladder Competition." Land Forces Academy Review 25, no. 1 (March 1, 2020): 36–46. http://dx.doi.org/10.2478/raft-2020-0006.
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AbstractNowadays, firefighting is becoming more and more demanding with a lot of natural disasters and disasters caused by men, the firefighters must be very well prepared for rapid and efficient intervention, physical training has become one of the key skills that an emergency intervention employee must have. Our research paper is focused on the athletic preparation of firefighting in the ladder climbing competition. The research experimental group was formed by 10 males with age of 30 ± 3.5 years old with experience in this kind of competitions between 2 and 7 years. We highlighted the intervention plan and training and their effects on the results of our athletes and also analyze the efficiency of developing motor qualities such as strength, speed, resistance, and coordination. The results show relatively good improvements in the performance time at all 10 athletes and also in the motor qualities level. Conclusions of our research present the efficiency of training athletic skills and also the motor qualities in obtaining better results at the ladder climbing competition.
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Sailes, Gary A. "An Investigation of Campus Stereotypes: The Myth of Black Athletic Superiority and the Dumb Jock Stereotype." Sociology of Sport Journal 10, no. 1 (March 1993): 88–97. http://dx.doi.org/10.1123/ssj.10.1.88.
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This investigation examined the beliefs of college students regarding specific stereotypes about African American athletes and about college student-athletes. Beliefs about intelligence, academic integrity, and academic competitiveness among male college student-athletes, as well as assumptions about intelligence, academic preparation, style of play, competitiveness, physical superiority, athletic ability, and mental temperament in African American athletes, were investigated. A fixed alternative questionnaire was administered to 869 graduate and undergraduate students. The findings indicate that white and male students believe that athletes are not as intelligent as the typical college student and that they take easy courses to maintain their eligibility and that African American athletes are not academically prepared to attend college, are not as intelligent and do not receive as high grades as white athletes, and are generally temperamental. African American and female students believe that African American athletes are more competitive and have a different playing style than white athletes.
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Laughlin, Mitzi. "Practical Exam Preparation Guide of Clinical Skills for Athletic Training." Journal of Sport Rehabilitation 12, no. 4 (November 2003): 378. http://dx.doi.org/10.1123/jsr.12.4.378.
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Eberman, Lindsey E. "Preparation, Expectations, Experience, and Environment of a College/University Athletic Training Residency: An Ethnographic Study." Athletic Training Education Journal 16, no. 3 (July 1, 2021): 178–87. http://dx.doi.org/10.4085/1947-380x-20-114.
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Context Athletic training residency programs are proliferating rapidly, yet only 1 accredited residency is housed outside of physician-practice or clinic settings. Objective The focus of this article was to explore the structural and cultural factors that support a residency program in a college/university athletic training facility. Design Qualitative ethnographic study. Setting Boston University Commission on Accreditation of Athletic Training Education–accredited residency program. Patients or Other Participants The unit includes 16 full-time athletic trainers (2 of whom are residents, 6 of whom are residency faculty/preceptors) and 3 fellowship-trained primary care sports medicine physicians. Data Collection and Analysis I made observations, engaged in discussions, and conducted interviews for 34 days (159.5 hours) over 4 months. Data analysis involved examining transcriptions, field notes, and observational summaries of dialogue and behaviors, reactions, and my own interpretations. I used an inductive coding process to develop meaningful concepts, grouping them together to classify the data and identify themes and subthemes characterizing the structures of the culture. Results I identified 3 themes: resident preparation and expectations, residency experience, and environment. In the first theme, I identified that the residents came into the residency having some deficiencies and incongruent expectations of the program. In the second theme, I observed the residents gained depth of knowledge, skills, and abilities in their focused area of practice, and they improved self-reflective practices through their exposure to clinical specialists and the varied pedagogical approaches within the program. The environment included both benefits and challenges in having a residency. Engagement in interprofessional and collaborative practice and a culture of teaching and learning supported the residency environment. Conclusions Athletic health care administrators must clearly communicate expectations when recruiting candidates, consider the training and commitment of their staff, and ensure culture of health care education within their unit before developing a residency, regardless of setting.
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Fitz-Clarke, J. R., R. H. Morton, and E. W. Banister. "Optimizing athletic performance by influence curves." Journal of Applied Physiology 71, no. 3 (September 1, 1991): 1151–58. http://dx.doi.org/10.1152/jappl.1991.71.3.1151.
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Recent application of modeling techniques to physical training has opened the possibility for prediction from training. Solution of the inverse problem, determining a training program to produce a desired performance at a specific time, is also possible and may yield strategies for achieving better training and tapering (complete or relative rest for a period before competition) regimens for competitive athletes. A mathematical technique derived from model theory is described in this paper that allows the design of an optimal strategy of physical preparation for an individual to do well in a single future competitive event or cluster of events. Simulation results, using default parameters of a training model, suggest that presently accepted forms of taper for competition may remain too rigorous and short in duration to achieve the best result possible from the training undertaken.
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Massie, J. Brett, Adam J. Strang, and Rose Marie Ward. "Employer Perceptions of the Academic Preparation of Entry-Level Certified Athletic Trainers." Athletic Training Education Journal 4, no. 2 (April 1, 2009): 70–74. http://dx.doi.org/10.4085/1947-380x-4.2.70.
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Objective: To determine employers' (clinic based ATs) perceived satisfaction of the academic preparation of entry-level ATs, and to identify perceived inadequacies of the (ATEP) curriculum. Design and Setting: Athletic trainers employed in clinical setting completed an online survey instrument. Subjects: One-hundred-four ATs serving in the NATA defined clinical employment setting who had supervised an entry-level employee. Measurements: Participants completed an online survey evaluating their employee's didactic and clinical preparation for entry-level employment on a 4-point scale and 34 statements on a 5-point Likert scale to ascertain their satisfaction of the employee's academic preparation across the content areas comprising the BOC domains of knowledge and skills. Statistical analysis was conducted using a Cronbach's Alpha to evaluate internal consistency (.79–.88) of the scales. Results: Only 104/1716 (6%) of employers responded to the survey. These employers rated the didactic and clinical preparation of their entry-level employees as adequate (75%, N=77), and there were no apparent deficiencies in employee preparation when comparing across content areas. Employers did report that interpersonal skills, as opposed to technical skills, were an area that could be expanded upon. Conclusions: Employers perceived that ATEP's are adequately preparing students, both academically and clinically, for entry-level positions within the profession, although they should provide students more opportunities for interpersonal communications with coaches, parents, and the medical community.
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Greendorfer, Susan L., and Elaine M. Blinde. "“Retirement” from Intercollegiate Sport: Theoretical and Empirical Considerations." Sociology of Sport Journal 2, no. 2 (June 1985): 101–10. http://dx.doi.org/10.1123/ssj.2.2.101.
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Survey data from 1,123 former intercollegiate athletes (427 males and 697 females) were examined relative to commitment to a sport role, educational and occupational preparation, postcareer sport participation, social interests, and adjustment to sport retirement. Chi-square and factor analyses revealed that the former athletes in this study did not totally withdraw from the system of sport, that some shifting or reprioritization of interests occurred during their athletic career, and that the process of leaving sport may be more gradual or transitional than previously believed. Patterns obtained were similar for both males and females, and there was little evidence to suggest these athletes experienced adjustment difficulties. In light of these findings, an alternative conceptualization of the sport “retirement” process is offered.
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Mazerolle, Stephanie M., Kelly D. Pagnotta, Douglas J. Casa, Lawrence Armstrong, and Carl Maresh. "Professional Preparation Regarding The Recognition And Treatment Of Exertional Heat Stroke: The Student Perspective." Athletic Training Education Journal 6, no. 4 (October 1, 2011): 182–93. http://dx.doi.org/10.4085/1947-380x-6.4.182.
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Context: Current evidence suggests rectal temperature(Tre) and cold-water immersion (CWI) are the most effective means to diagnose and treat exertional heat stroke (EHS), respectively. Educators, clinicians, and students should be apprised of this evidence to guide their practice. Objective: Investigate what athletic training students (ATS) are learning regarding EHS, both in the classroom and clinical settings that may one day influence their practices as athletic trainers (AT). Design: Qualitative design using in-person focus groups. Setting: National meeting in San Antonio, Texas, 2009. Patients or Other Participants: Thirteen rising senior ATS in a Commission on Accreditation of Athletic Training Education (CAATE)-accredited athletic training education program. Data Collection and Analysis: Interviews were transcribed verbatim and analyzed using open coding techniques. Peer debriefing and multiple-analyst triangulation were used to ensure trustworthiness of the data. Results: Two higher order themes emerged from the data analysis: Lack of Experience and Educators' Influence. Lack of Experience summarizes the ATS lack of exposure, both in the classroom and in the clinical setting regarding the skills associated with EHS. It was apparent that the participant's lack of understanding of EHS was a direct result of a lack of time spent with the topic. The higher order theme of Educators' Influence highlights the role that educators play in influencing and shaping ATS retention of materials, competence, and future practice beliefs regarding EHS. Conclusion: A cyclic reaction occurs with regards to EBP that directly influences ATS. Until the cycle is broken, ATs will continue to struggle implementing best practices identified from research into clinical practice.
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Neil, Elizabeth R., Lindsey E. Eberman, Kenneth E. Games, and Leamor Kahanov. "Emergency Health Care Providers Lack Knowledge About Managing the Spine-Injured Athlete." Athletic Training Education Journal 13, no. 3 (July 1, 2018): 219–26. http://dx.doi.org/10.4085/1303219.
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Context: Current practice in management of the spine-injured athletes appears to be inconsistent with literature. Moreover, evidence expands faster than integration into instruction, practice, and evaluation, likely leading to an overall lack of knowledge, both perceived and actual. Objective: The primary purpose was to evaluate athletic trainers' (ATs), paramedics', emergency medical technicians' (EMTs), and dual-credentialed personnel's actual and perceived knowledge regarding management of the spine-injured athlete. Design: Cross-sectional. Setting: Web-based knowledge assessment Patients or Other Participants: We recruited participants (N = 1305) from the National Athletic Trainers' Association, Facebook, and Twitter. Only those participants (N = 785, 60.2% completion rate) who completed the actual knowledge assessment were used in analysis (age = 35.5 ± 10.8 years, male = 378 [48.2%], female = 375 [47.8%], sex not indicated = 32 [4.1%], ATs = 726, emergency personnel = 30, dual credentialed = 29). Main Outcome Measure(s): We measured perceived and actual knowledge (10 items, 9 scored) among participants and compared subgroups (ATs, emergency personnel [paramedics and EMTs], and dual credentialed [AT and either paramedic or EMT]). Results: Participants performed poorly on the actual knowledge assessment (5.5 ± 1.2, 60.8% ± 13.5%). Participants had limited change between preassessment perceived knowledge (5.0 ± 0.7) and postassessment perceived knowledge (4.7 ± 0.8). Conclusions: We identified that participants performed poorly on the actual knowledge assessment, indicating the need for more preparation and continued training in managing spine-injured athletes. Interprofessional practice and education may improve knowledge and behavioral skills, given that diverse training and increased exposure to spine boarding likely contributed to higher performance. A lack of actual knowledge, particularly regarding life-preserving skills for spine-injury management, has potentially serious consequences for patients.
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Schilling, Jim, and Martha Combs. "Educational Preparation for the Clinic Job Setting: Clinical Athletic Trainers' Perspectives." Athletic Training Education Journal 6, no. 1 (January 1, 2011): 15–26. http://dx.doi.org/10.4085/1947-380x-6.1.15.
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Context: Acquiring input from all stakeholders on the importance of existing competencies and suggestions for new ones is essential to competency-based pedagogical design quality. Objective: To survey athletic trainers (ATs) employed in clinical settings to assess their perceptions of the competencies most pertinent to their settings and whether additional specific competencies are necessary. Design: Survey. Setting: Clinic Job Setting. Participants: A total of 554 ATs listed under the Clinic Job Setting category. Main Outcome Measures: The level of importance clinical ATs assign to competencies in the Athletic Training Educational Competencies document (4th edition) that pertain most to clinical settings, the relationship between demographic factors and the importance level clinical ATs assign to these competencies, and additional competencies suggested by clinical ATs were measured. The importance of competencies was rated on a 4-point Likert type scale ranging from not important (1) to very important (4). Results: The average ratings of level of importance from all the competencies surveyed ranged from 2.50 to 3.87, with an overall mean of 3.27. The demographic data demonstrated significant differences in perceived importance of specific competencies between groups within factors, including gender, age, highest degree, years as a AT, years in a clinical setting, clinical practice settings, and percentage of total working hours spent within the clinic. Additional competencies related to communication and documentation skills were recommended most frequently. Conclusion: Although not of equal importance, arguably, all the competencies included in this study are needed in athletic training education programs to prepare students for careers in clinical settings
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Wetherington, Jefferson J., Forrest Q. Pecha, and Alejandro Homaechevarria. "Self-Funding a Postprofessional Athletic Training Residency." Athletic Training Education Journal 11, no. 2 (April 1, 2016): 119–22. http://dx.doi.org/10.4085/1102119.
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Context: Postprofessional athletic training residencies (PP-ATRs) are formal educational programs that provide advanced professional preparation for an athletic trainer. These programs are intended to provide clinical and didactic education in a focused area of clinical practice. Identifying and procuring funding to support athletic training residencies can be extremely difficult. Objective: To provide a basic understanding of the foundational requirements of a PP-ATR and to explain some of the basic principles behind funding a PP-ATR. Conclusion(s): Orthopaedic and physical therapy residencies have been able to demonstrate supporting the costs of those residencies through billable patient visits and/or improving clinic efficiency. As they progress through training, athletic training residents are able to increase patient volumes by 3-4 patients in a physician practice setting. In addition, the resident also indirectly generates revenue for the practice, thus offsetting the cost of the residency.
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Sun, Greg. "Exploring the use of goal proximity by Olympic athletes: A preliminary study." International Journal of Physical Education, Fitness and Sports 9, no. 3 (September 12, 2020): 18–23. http://dx.doi.org/10.34256/ijpefs2033.
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An athlete’s 4-year Olympic preparation cycle requires systematic planning involving the use of short- and long-term goals. These goals provide athletes with increased motivation, persistence, effort and direction in their goal pursuit. Short-term goals can be viewed as steppingstones towards the long-term goals. Therefore, the purpose of this study was to explore the use of short- and long-term goals by Olympic athletes. A qualitative design was used, with semi-structured interviews as the major data source. Participants were purposefully sampled from a typically understudied sports population. Four male Olympians, representing swimming and athletics, shared their experiences about how and why they set and used short- and long-term goals. The athletes spent an average of 11.3 years training and competing at the elite level. Findings revealed that winning a national championship and competing at the Olympic Games were their major long-term goals. Furthermore, these goals did not change during their athletic career. Short-term goals were primarily set to learn, develop and improve their skills/techniques that would allow them to reach their ultimate goals. Major competitive events (e.g. national championships, Pan Am Games, Olympic Games) dictated how they planned these goals. The findings also support previous research suggesting the use of both short and long-term goals. Coaches and young athletes can use the information provided to plan their sports goals. Future research should investigate the goal setting practices of team versus individual sport Olympic athletes.
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Demirhan, Bilal, Dciparkul Abdırahmanova, Kanat Canuzakov, and Serdar Geri. "Evaluation of some respiratory functions of Kyrgyz National Team Athletes before 2016 Summer Olympic Games." Journal of Human Sciences 15, no. 3 (August 6, 2018): 1711. http://dx.doi.org/10.14687/jhs.v15i3.5431.
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In this study, some respiratory functions of athletes from four different sport branches who constitute Kyrgyzstan National Team have been examined. To research, 9 Greco-Roman style wrestlers (24±4,5years), 10 freestyle wrestlers (22,10±3,21 years), 8 judoists (23,6±1,89 years), 8 male athletes (22,29±2.87 years) and 3 female athletes (21.67±2.08 years) totally 35 male and 3 female national athletes have been included. Forced vital capacities (FVC), forced ventilation volumes (FEV1) and peak expiratory flow (PEF) which connected the respiratory levels of the athletes have been measured in preparation stage before 2016 Summer Olympic Games. By being performed istatistical evaluation by SPSS 21.0, it was usedthe computer package program. “One Way ANOVA” test an identifying the differences between the groups and the differences at (P<0,05) level have been accepted as significant. FVC values taken from Judoists were similar to those of male athletes (p>0,05) and significantly higher than other branches (p<0,05). FVC levels of wrestling and athletic athletes reflected similar results (p>0,05). When PEF levels examined, the results of judo and male athletes have been found statistically similar (p>0,05). PEF scores of Greco-Roman wrestling, freestyle wrestling and female athletes have not been found statistically different (p>0,05). FEV1 results of the judoists have been found similar to those of the Greco-Roman style wrestlers (p>0,05) while these results have been found significantly higher than the results of freestyle wrestling and athletic athletes (p<0,05). As a result, Judo athletes' FVC, PEF and FEV1 levels have been found better than other branches involved in the study.
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Lawton, George W., Tsung Min Hung, Pekka Saarela, and Bradley D. Hatfield. "Electroencephalography and Mental States Associated with Elite Performance." Journal of Sport and Exercise Psychology 20, no. 1 (March 1998): 35–53. http://dx.doi.org/10.1123/jsep.20.1.35.
Full textAbstract:
High levels of athletic performance are frequently attributed to mental states. Evidence for this attribution comes mainly from phenomenological reports of athletes. However, research with elite performers using electrophysiological measures has tracked changes in nervous system activity in real time during performance, which may further understanding of such states. Specific patterns of psychophysiological activity from the cerebral cortex, in the form of event-related slow potentials (SPs), as well as spectral content measured by electroencephalography (EEG), occur in the few seconds of performance (preshot) preparation. We discuss these data. We suggest that the logical structure of research with athletes differs from other psychophysiological research. We emphasize the theoretical mind-body issues and the logical structure of these investigations to suggest directions for future research.
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Németh, Kata, and László Balogh. "THE RELATIONSHIP BETWEEN AROUSAL ZONE, ANXIETY, STRESS AND SPORTS PERFORMANCE." Stadium - Hungarian Journal of Sport Sciences 3, no. 2 (January 11, 2021): 1–14. http://dx.doi.org/10.36439/shjs/2020/2/8603.
Full textAbstract:
This study aimed to examine the relationship between optimal functioning zone, anxiety, stress, and athletic performance. We conducted a systematic review of the available scientific articles and publications. Related literature was analyzed, relevant, or helpful in understanding the psychological aspects of athletic performance. It discusses the method and validity of hypotheses and approaches that have already appeared scientifically. We examined multidimensional approaches, which discuss the suitability and implications of some recent and more complex models of stress and performance. We may conclude that the relationship between stress and athletic performance is multidimensional. We also examined several factors, such as the interaction between the nature of the stressor, the cognitive needs of the task, and the individuals' psychological characteristics. Both physical and mental preparation is critical to successful sports performance. This way, the level of physical skills, mental preparedness significantly determine overall athletic performance. The article aims to provide a historical overview of the implementation, testing, and measurement of IZOF and other applied models.