Athletic Trainers' Perceptions of the Importance, Preparation and Time Spent in the Athletic Training Content Areas

Abstract

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.