Predictors of Commitment to Athletic Training Education

Abstract

Context In order for athletic training students to be successful in any athletic training education program (ATEP), a certain level of commitment to the program and profession is required. Objective The purpose of this study was to explore the applicability of the sport commitment model (SCM) to an ATEP by applying the SCM in an academic setting to predict ATEP students' commitment to an ATEP. Design Cross-sectional, survey. Setting Commission on Accreditation of Athletic Training Education–accredited ATEP. Patients or Other Participants A total of 99 male and female athletic training students participated. Participants ranged in age from 18 to 24 years of age (mean = 20.10 ± 1.28). Intervention(s) Previously validated measures were used to assess students' perceptions of enjoyment, attractive alternatives, investments, social constraints and support, benefits and costs, and commitment to the ATEP. All measures demonstrated adequate reliability for the current sample (Cronbach α = 0.71–0.93). Main Outcome Measure(s) A simultaneous multiple regression was conducted to determine which of the SCM determinants predicted ATEP commitment. An analysis of variance and a multivariate analysis of variance were conducted to compare preservice and first-, second-, and third-year ATEP students on SCM constructs. Results Perceived enjoyment and investments emerged as the significant predictors for ATEP commitment, with higher perceptions of enjoyment and investments predicting higher ATEP commitment. Students of varying academic years differed on their perceptions of ATEP enjoyment, with preservice students reporting higher enjoyment than first- or third-year students, and second-year students reporting higher enjoyment than third-year students. Additionally, preservice students reported significantly higher commitment and benefits, and lower costs and attractive alternatives, than first- and third-year students. Second-year students reported lower perceived costs than first- and third-year students. Conclusions The SCM may provide a theoretical framework in which to predict ATEP students' commitment to the program, as well as behavioral commitment (eg, stay/leave behavior).