Perspective Transformation: A Mechanism to Assist in the Acceptance of Contemporary Education Reform in Athletic Training

Abstract

Context:Athletic training education is experiencing major reform. As professionals consider the implications of these initiatives, the perspective transformation approach to change processes and future impact provides a viable model for all constituents.Objectives:Transformative learning is used as a construct for framing perspective transformation. The purposes of this commentary are to contextualize athletic training education reform through perspective transformation as a mechanism for understanding and to facilitate acceptance of the transition process through the use of learning theory. Proactive encouragement for stakeholders uses transformative perspectives to create critical dialogue, cultural shifts, and behavioral changes that are inclusive, reciprocal, and broad focused.Background:Perspective transformation theory encourages critical reflection on personal bias, fears and assumptions, and understanding to promote critical growth. Through a 10-step process, perceptual shifts and ongoing dialogue create a culture for transformative learning.Synthesis:Perspective transformation theory provides a strategy for athletic training education programs across the country to embrace change and create meaning from the disorienting dilemma of considering the impact of the educational directive on their programs and students and the profession as a whole.Results:Ongoing dialogue and inclusive perspectives will help reorient educational programs while protecting the future of the profession.Recommendation(s):Dissonance within a profession creates animosity and divides stakeholders. Providing encouragement and specific mechanisms for dealing with disorienting dilemmas helps adult learners realize their assumptions and how they impact their perspectives on change initiatives.Conclusion(s):As a widely supported construct, perspective transformation provides a viable framework for addressing the emerging dissonance and uncertainty associated with educational reform in athletic training. Despite previously surviving tremendous change in athletic training education, this theory provides insights into resolving new fears and creates perspective transformation within the profession.