Professional Athletic Training Research Articles

Advancing Care for Pregnant and Postpartum Athletes: A Call to Action for Athletic Trainers.

There is a need for evidence-based clinical care guidelines for perinatal athletes in the athletic training profession. Limited research on perinatal athletes, in science, exercise, and sports medicine has resulted in barriers to providing patient-centered care for this population. To inspire discussions of female-centric healthcare among athletic trainers to better understand patient values, encourage clinician collaboration and shared decision-making, promote equal representation of males and females in sports medicine research, advocate for safe and effective training guidelines for perinatal athletes, and establish organizational support for providing patient-centered care to pregnant and postpartum athletes. General guidelines have been established by the American College of Obstetricians and Gynecologists (ACOG) for recreational exercise, but most of the current literature in sports medicine is lacking recommendations for perinatal competitive and elite athletes. A call to action is required from athletic training education, clinical practice, research, and professional organizations. Examining perinatal athletes' needs will bring focus to a marginalized population in sports medicine. Comprehensive guidelines and practical coaching methods in the athletic training profession have the potential to improve the monitoring of perinatal health and patient outcomes.

Athletic Training Students' Use of Health Information Technology Professional Behaviors During Clinical Experiences: A Report from the AATE Research Network.

As an essential core competency for high-quality healthcare, health information technology (HIT) leverages the use of technology, such as electronic record systems, to collect and use patient care information to make informed clinical decisions. There is a dearth of information regarding professional athletic training students' (ATSs') use of HIT professional behaviors during clinical experiences. To assess HIT professional behaviors ATSs engage with during clinical experience patient encounters (PEs). Multisite panel design. 12 professional athletic training programs. 363 ATSs enrolled across the participating professional athletic training programs entered patient encounter information within E*Value during their scheduled clinical experiences. Characteristics of PEs (length of encounter, student role, clinical site type) were tracked in E*Value by students over three semesters. We used generalized estimating equation models to analyze the likelihood that students included HIT professional behaviors during 30,518 PEs. Clinical site type (p=0.04), length of encounter (p<0.001), and student role (p<0.001) had the greatest influence on students' documentation of PEs in electronic records systems; PEs occurring at the college/university setting, longer PEs, and full student autonomy increased the likely of this professional behavior. Length of encounter (p<0.001) and clinical site type (p<0.001) influenced students' use of information documented in electronic records systems to assist with clinical decision-making; PEs longer than 60 minutes and PEs in the clinic setting increased this professional behavior likelihood. Since HIT is integral to providing high-quality patient care, and its use is developed and improved upon across the continuum of the professional career, program administrators and preceptors must seek out opportunities for students to engage in HIT behaviors during clinical experiences. Secondary school clinical sites, sites that typically have shorter patient encounters, and preceptors that offer less autonomy are most in need of intentional efforts toward HIT inclusion.

Программа силовой и кондиционной подготовки профессиональных спортсменов смешанных единоборств

The purpose of the study is the experimental justification and development of a program aimed at enhancing the strength and conditioning readiness for fights among professional MMA athletes. Organization of the research. 24 professional mixed martial arts fighters underwent two different strength and conditioning training programs over a period of 12 weeks. Research results. It was established that the strength and conditioning training of professional mixed martial arts athletes is divided into two blocks – the off-season (preparatory period) and the training camp (competitive period). The application of the experimental program on professional mixed martial arts fighters revealed a significant impact on indicators of strength endurance and maximum strength. Conclusions. A positive correlation was established between the characteristics of strength and conditioning preparedness and the technical-tactical indicators of the fighters. The effectiveness of technical-tactical actions increased by 27.1%, and the reliability of defensive actions increased by 13.6%.

Frequency and Attributing Factors to Food Insecurity Experienced by Professional Athletic Training Students

Context Many college students struggle with food insecurity due to limited income and competing financial interests for tuition and housing. Students in health care professions may be at an even higher risk of food insecurity; for instance, researchers have indicated that over 50% of nursing students experience food insecurity. However, little is known about the frequency and attributing factors to food insecurity in professional athletic training students. Objective To investigate the frequency and attributing factors of food insecurity experienced by professional athletic training students. Design Cross-sectional study. Patients or Other Participants One hundred sixteen participants completed the survey (11.6% completion rate). Twenty-four were males, and 92 were females. Main Outcome Measure(s) Participants received an e-mail with a link to the online survey by the National Athletic Trainers’ Association Research Survey Services. Participants completed the US Household Food Security Survey Module: Six-Item Short Form to identify food insecurity frequency, along with demographic questions and questions about dietary habits, academic demands, and mental health to identify factors that may contribute to food insecurity. We used a series of χ2 tests to determine if any significant group differences existed between food security groups and the personal and demographic questions. Results One hundred sixteen participants completed the survey; 35.3% reported having high or marginal food security, 37.1% reported low food security, and 27.6% reported very low food security. We found that participants with high to marginal food security were more likely to live with family or a spouse. Conclusions Over 60% of professional athletic training students reported low to very low food security. Professional athletic training programs should be aware of this risk and create policies to help ease the challenges to food security among their students.

Factors Influencing Athletic Training Services in California Secondary Schools: A 5-Year Update.

California is the only state that does not regulate the athletic training profession, allowing unqualified personnel to be hired and call themselves athletic trainers (ATs). The benefits of employing a certified AT in the secondary school setting are numerous, but efforts to push regulation legislation continue to fail in California. To describe the availability of certified ATs in California secondary schools and explore factors influencing AT employment. Cross-sectional study. Online survey. Participants from 1538 California secondary schools. Officials from member schools completed the 2022-2023 California Interscholastic Federation Participation Census. Participants provided information specific to enrollment, sport participation, access to automated external defibrillators, and whether the school had ATs on staff. The AT's certification status was independently verified. Enrollment data specific to ethnicity, race, and percentage of students eligible for free meals were obtained through the California Department of Education Statistics. More than half (51.6%) of California secondary schools did not employ a certified AT, and 8.3% employed unqualified personnel as ATs. Nearly half (43%) of student-athlete participants were enrolled at schools with no certified AT. Schools that employed certified ATs had a lower proportion of students eligible to receive free and reduced-price meals. The average percentage of Hispanic or Latino students was greater in schools with no certified AT and schools that employed unqualified personnel as ATs than schools that employed certified ATs. Data indicate that, in a 5-year period, access to athletic training services in California secondary schools has not improved. Large gaps in access to athletic training services and clear socioeconomic and racial and ethnic disparities exist. Efforts to educate stakeholders on the importance of athletic training regulation in California should continue.

Autograft Choice and Jumping Performance After Anterior Cruciate Ligament Reconstruction: A Comparative Study on Professional Athletes.

The extensor apparatus of the knee is of paramount importance in generating the torque needed for a countermovement jump (CMJ), especially in jumping athletes. In anterior cruciate ligament reconstruction (ACLR) procedures, graft harvesting from the extensor apparatus may dramatically affect extensor strength and jumping performance. The focused jump training of professional jumping athletes would increase the likelihood of restoring jumping performance after ACLR, despite the graft choice (autologous bone-patellar tendon-bone [BPTB] or hamstring [HS] tendon). Cohort study; Level of evidence, 3. A retrospective evaluation of prospectively collected data was carried out. Only professional athletes were included, and all surgical procedures were performed by a single experienced surgeon. Data collection considered the type of surgery, sports activity, and functional evaluation at 3 months after surgery. From the functional evaluation, data on single-leg hop (SLH) test, triple hop (TH) test, and CMJ were extracted. Limb symmetry index (LSI) for maximal voluntary isometric contraction of the quadriceps and for each of the jumping tests was calculated. Multiple analysis of covariance (ANCOVA) models were used to assess mean differences among groups for the LSI in CMJ, SLH, and TH and estimate the effect of confounders. From a subsequent series of 208 athletes, 44 professional athletes were included for data collection. Of these, 26 were male and 18 were female. A jumping sport (basketball, volleyball) was played by 17 athletes, while a running sport (soccer, judo, rugby, tennis, ski) was performed by 27 athletes. The mean time from injury to surgery was 17.8 ± 14.5 days. At 90 days from surgery, the overall mean LSI for CMJ was 85.3% ± 8.9%, for SLH was 92.2% ± 6.4%, and for TH was 90.8% ± 6.1%. When ANCOVA was fitted using the interaction term with BPTB autograft and jumping sport, a nonsignificant effect on LSI for CMJ (P = .56), SLH (P = .72), and TH (P = .98) was observed. The results of the present investigation on professional athletes showed that no difference occurred within the study cohort in overall jumping performance between jumping and running athletes undergoing ACLR either with BPTB or with HS tendon grafts. Although some evidence suggests that quadriceps strength may be dramatically affected by the harvesting of BPTB, the overall performance of the jump was not compromised.

Assessment of Perceived Diversity and Inclusivity of Athletic Training Textbooks

Context Adopting diverse perspectives is increasingly important for athletic trainers (ATs) to provide care that fosters inclusion for all patients. Despite the NATA’s commitment to diversity, NATA membership remains approximately 80% White. Additionally, although ATs work with people from ethnically diverse backgrounds with unique body expression and body-size characteristics, it is unknown whether athletic training textbooks represent this diversity. Objective To investigate diversity characteristics of images including patients and clinicians within athletic training textbooks. Design Cross-sectional study. Patients or Other Participants Twenty percent (n = 15) of athletic training and health care textbooks included on the Board of Certification reference list were selected. Twenty percent of chapters from those textbooks were then randomly selected for inclusion. Main Outcome Measure(s) Descriptive statistics were calculated for person (athlete, nonathlete, clinician), setting (athletic venue, clinic, physician office, other), and demographic categories (perceived skin tone, race/ethnicity, age, gender, body size, body expression). Chi-square tests of goodness of fit were performed to determine significant differences between categories, and χ2 tests of independence were performed to determine differences across person type and category and across textbook domain and category. Results One thousand six hundred sixty-seven people were assessed from 1190 images. Images depicted statistically more persons with light skin tone (86%) assumed to be White (86%), young adults (75%) of average weight (95%), with no body expression diversity (95%). There were no major differences in subject characteristic majorities across person type or textbook domain. Conclusions Like other health care professions, a lack of image diversity was demonstrated within athletic training textbooks. To better recruit diverse students to the athletic training profession, and to prepare professional students to provide culturally competent and patient-centered care, these resources should better represent the diversity of ATs and their patients.

Athletic Training Educators’ Perceptions and Integration of Digital Health

Context Digital health represents a transformative shift in health care, emphasizing patient-centric outcomes over mere technological advancements. Digital health tools include artificial intelligence, telehealth, augmented or virtual reality, wearables and sensors, and electronic health records to enhance patient care and outcomes. However, challenges persist in preparing future health care providers for this evolving landscape, particularly in athletic training programs. Objective To explore current trends in integrating digital health tools within professional athletic training programs. Specifically, we assessed educators’ teaching practices related to digital and computer skills, their anxiety toward technology, and the incorporation of digital health tools in both classroom and clinical settings. Design Cross-sectional study. Setting Online survey. Patients or Other Participants One hundred twenty-eight athletic training educators from Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs. Data Collection and Analysis Between February 2024 and April 2024, participants completed an online survey that explored teaching practices, technology anxiety using the Abbreviated Technology Anxiety Scale, and integration of digital health tools. Descriptive statistics were used for data analysis. Results Findings indicated that a significant portion of educators needed to be teaching foundational computer literacy or digital health equity. Most participants expressed low to mild technology anxiety. Although educators are open to adopting digital health tools, only 45% had previous preparation in digital health, suggesting a need for formal faculty training in this area. Despite this, there was a high level of interest in integrating digital health tools into curricula, though uncertainty remained about expanding Commission on Accreditation of Athletic Training Education standards related to digital health. Conclusions The study highlights a gap between the rapid advancement of digital health technologies and the current educational practices in athletic training programs. Enhanced instructional strategies and continued professional development focused on digital health tools are needed to prepare future providers. Addressing these gaps will ensure that emerging technologies are effectively integrated into athletic training education and future patient care.

Self-powered highly stretchable ferroelectret nanogenerator towards intelligent sports

Self-powered highly stretchable ferroelectret nanogenerator towards intelligent sports

Athletic Training Students’ Use of Evidence-Based Practice Professional Behaviors During Clinical Experiences: A Report From the Association for Athletic Training Education Research Network

With the incorporation of evidence-based practice (EBP) during patient care as a curricular content standard, professional programs must prepare athletic training students (ATSs) for the application of EBP during the delivery of patient care. We aimed to examine ATSs’ implementation of professional behaviors associated with EBP during patient encounters (PEs). Through a multisite panel design, we tracked numerous factors associated with PEs experienced by 363 ATSs of 12 professional athletic training programs. Generalized estimating equation models were used to analyze the likelihood that students included EBP behaviors during 30,522 PEs. Clinical site type (p &lt; .001), student role (p &lt; .001), and encounter length (p &lt; .001) were associated with all three EBP professional behaviors while clinical site type (p &lt; .001) was also associated with whether the ATS asked a question of a clinician, including their preceptor. Program administrators seeking to promote the greatest opportunities for ATSs to implement EBP during patient care should seek clinic-based or other nonacademic site types that promote longer PEs in which students can perform or assist their preceptor.

Sport anxiety and subjective happiness of college athletes: a self-determination theory perspective.

Sport anxiety not only impacts the performance of college athletes but also influences their psychological well-being. The psychological well-being of sports students is crucial for both academic performance and competition, as they need to balance their academic performance with professional athletic training. Based on self-determination theory, this study examines the relationship between various factors in sport anxiety (somatic anxiety, worry, and concentration disruption) and subjective happiness, as well as the mediating role of need satisfaction in this relationship. A total of 835 college athletic students participated in the study, completing the Sport Anxiety Scale-2, Basic Psychological Needs Satisfaction Scale-in General, and Subjective Happiness Scale. An analysis of gender differences revealed that female participants scored significantly higher on somatic anxiety (t = -2.21, df = 833, p = 0.028, Cohen's d = -0.155) and worry (t = -3.17, df = 833, p = 0.002, Cohen's d = -0.223) compared to males. In the analysis by sport type, participants engaged in team sports scored significantly higher on somatic anxiety (t = 2.70, df = 833, p = 0.007, Cohen's d = 0.187), Worry (t = 1.97, df = 833, p = 0.049, Cohen's d = 0.136), and concentration disruption (t = 2.73, df = 833, p = 0.007, Cohen's d = 0.189) than those in individual sports. Additionally, in the analysis by grade level, freshman college athletes exhibited significantly lower sport anxiety compared to sophomore athletes [F(4, 830) = 4.06, p = 0.003, =0.019]. The mediation analysis revealed that concentration disruption in sport anxiety is significantly and negatively related to subjective happiness. Additionally, need satisfaction (competence, autonomy, and relatedness) mediates the relationship between worry, as well as concentration disruption in sport anxiety and subjective happiness. Future research should build on the current study by employing longitudinal designs and integrating multiple objective measures to further explore the relationship between sport anxiety and subjective happiness.

Lecture-Based Instruction on Salary Negotiation for Professional Athletic Training Students: An Educational Technique

Context Low salary is a frequently cited reason for attrition from the athletic training profession. Researchers have determined that athletic trainers (ATs) entering the first hiring process, usually newly credentialed graduates of professional athletic training programs (ATPs), are the least likely to negotiate, resulting in lowered earning potential across their careers. It is necessary to instruct athletic training students on the importance of salary negotiation before the completion of their professional preparation. Objective Describe a lecture-based approach to include salary negotiation content into ATPs. Background Employing constructivist learning theory, didactic lecture content with applicable strategies for salary negotiation is sufficient for students to understand which strategies can be used to negotiate for a higher salary during the hiring process. Description Before the didactic experience, second-year graduate ATP students self-assessed their knowledge of, familiarity with, and comfort in negotiating during the hiring process. A single 3-hour lecture on negotiation was provided to students that included reasons to negotiate, financial ramifications of not negotiating, strategies for determining appropriate salaries, example language to use, and a discussion of timing to initiate negotiations. Students reassessed their knowledge, familiarity, and comfort within 1 week of receiving the didactic content. Six months after ATP completion, students reported whether they negotiated during their first hiring process. Educational Advantages Although not required for professional ATPs, the inclusion of content specific to salary negotiation in the hiring process increases future ATs’ understanding of negotiation processes and their comfort level in initiating negotiations earlier in their career. Conclusion Students’ understanding of negotiation during the hiring process and comfort with attempting negotiation increased following the lecture-based technique. If ATs can achieve higher earnings earlier in their career, they can increase their lifetime earning potential, and they may find the profession to be more financially sustainable, thus decreasing professional attrition.

A Roadmap for Sustainable Community-Engaged Partnerships in Athletic Training and Using a Traveling Athletic Training Camp as an Implementation Strategy.

Improving access to athletic trainers and increasing diversity in the profession have been major goals of the Strategic Alliance, with a particular interest in the secondary school setting. Within many marginalized communities, individuals are often faced with a lack of resources, high rates of poverty, and limited access to health care. This social and economic climate often extends to inequitable athletic training services and patterns of disparate health. Widely used and recognized strategies to cultivate diversity and address health inequities include community-engaged partnerships; however, these approaches are not well implemented across the athletic training discipline. Successful community-engaged partnerships link communities and universities, and they are rooted in intentionality to address intermediate and long-term health equity outcomes. Athletic training professionals and scholars frequently encounter gaps in resources and process-oriented methods to participate in community-engaged efforts that could include a roadmap or pathway to follow. To bridge this gap, our aims were 2-fold: (1) to disseminate a roadmap for building sustainable community-engaged partnerships in athletic training with the intent of promoting diversity, equity, inclusion, and social justice across athletic training education, research, and professional service and (2) to demonstrate how the roadmap can be implemented using a community-based athletic training education camp as an example. Implementation of the athletic training camp using the roadmap took place at secondary schools where community-engaged partnerships have been established throughout a geographic region known as the Alabama Black Belt, a region burdened with poor health outcomes, limited athletic trainer presence, and lower quality of life, exacerbated by racial and socioeconomic inequalities. Implementing this roadmap as a strategy to build sustainable community-engaged partnerships offers an innovative, interactive, and effective approach to addressing community needs by exposing secondary school students to the athletic training profession, advancing equitable athletic training research practices, and upholding and promoting the principles of diversity, equity, inclusion, and social justice in athletic training education.

Interprofessional Collaborative Practice in Professional and Residency Athletic Training Programs: A Report from the Association of Athletic Training Education Research Network

Context Interprofessional collaborative practice (IPCP) is a required component of athletic training education, yet more needs to be learned about how professional and residency programs integrate IPCP into their curricula. Objective Identify current strategies used in the integration, assessment, and quality of IPCP clinical experiences in athletic training programs. Design Cross-sectional survey. Patients or Other Participants Forty-two of the 288 (14.6% response rate) invited individuals participated. All reported being faculty members affiliated with a professional or residency athletic training program. Data Collection and Analysis The IPCP implementation and assessment was e-mailed to all accredited professional and residency program directors to evaluate: (1) institutional or organizational support for and integration of IPCP; (2) faculty, learner, or preceptor preparation for IPCP engagement; and (3) tools for assessment and quality of IPCP experiences. Survey instrumentation was validated through peer and expert review. Descriptive statistics were calculated for quantitative data, and open coding was used to analyze open-ended questions. Results Respondents reported favorable support from their institution or organization (administrative, financial, and organizational structure) to integrate IPCP experiences. The most common methods for IPCP implementation included clinical simulations (n = 22, 22.9%), grand rounds (n = 13, 13.5%), morbidity and mortality conferences (n = 3, 3.1%), journal clubs (n = 6, 6.3%), direct patient care (n = 14, 14.9%), and intentional clinical education experiences (n = 28, 29.2%). Respondents reported formal IPCP training for faculty (n = 7, 16.7%) and learners (n = 23, 54.8%) but not for preceptors (n = 25, 73.5%). While programs assess their learners’ IPCP experiences (n = 25, 59.5%), the quality of those experiences is not formally captured (n = 19, 45.2%). Conclusion(s) Interprofessional collaborative practice experiences within athletic training education continue to evolve. As such, in this study, we highlight the need for formalized training in IPCP for faculty, learners, and preceptors. Additionally, program faculty should consider implementing quality assessments of IPCP experiences to assess the quality and degree to which learners experience interprofessional collaboration.

An Exploratory Case Study: Examining the Design of Clinical Immersion from the Preceptors’ Perspective

Context The clinical immersion experience is a key part of the socialization of the professional athletic training student. Clinical immersion offers the student the chance to experience the totality of the role of the athletic trainer. Programmatic autonomy allows many athletic training educators the opportunity to be creative in the implementation of clinical immersion(s). Objective Examine clinical immersion from the preceptors’ perspective to understand their opinions regarding the structure of the experience and preferences they may have surrounding clinical immersion structure. Design Qualitative exploratory case study design. Setting Individual one-on-one video-conference interview. Patients or Other Participants Eight athletic training preceptors (6 female, 2 male) completed one-on-one interviews and were 38 ± 6 years old with 10 ± 3 years of experience as a preceptor and 14 ± 7 years of experience as a certified athletic trainer. Data Collection and Analysis Semistructured interviews were conducted with all preceptors. Interviews were recorded and transcribed using a video-conferencing software. An iterative approach with principles of phenomenological research was used to code the data. Data saturation guided recruitment and cessation of new interviews. Basic member checks, reflexivity, and multiple analyst triangulation were used to determine trustworthiness. Results The following four major themes emerged: (1) preceptors prefer the clinical immersion experience to be longer than the minimum accreditation requirement, (2) preceptors prefer to supervise second-year students in the immersion experience, (3) immersion allows for meaningful relationship development between the preceptor and student, and (4) preceptors treat immersions as a transition to practice mechanism. Conclusions Preceptors perceived the clinical immersion experience to be a facilitator of strong preceptor-student relationships and a facilitator of transition to practice. They believed that the clinical immersion should be longer than 4 weeks and occur late in the athletic training curriculum.

Development and Validation of an Active Educational Resource to Address Quality Gaps Regarding Clinical Documentation

Context Athletic trainers (ATs) have self-reported inadequate documentation of patient encounters and a desire for more educational resources to inform their documentation practices. However, continuing education opportunities regarding clinical documentation are limited and not easily accessible by all ATs. Objective To develop and validate a comprehensive educational resource on clinical documentation using an established personalized learning pathway (PLP) framework. Design Multiphase development process consisting of consensus development, subject matter expert content validation, and pilot implementation. Setting Asynchronous, web-based educational resource. Participants Three subject matter experts thoroughly reviewed the educational resource for face and content validity. Ten ATs and 23 professional athletic training students participated in pilot implementation. Main Outcome Measure(s) Through a consensus process, the research team developed a comprehensive educational resource regarding clinical documentation in athletic training. The clinical documentation PLP includes 7 overarching topic areas that are necessary for a comprehensive understanding of clinical documentation. A variety of learning formats were used to help engage learners, and content was curated and delivered by members of the research team, 14 practicing ATs, and 2 content area experts. Results Subject matter experts considered the content of the Clinical Documentation PLP and the delivery mechanism of the learning resource to be excellent; minor feedback to enhance the overall face and content validity was implemented as suggested by the subject matter experts. All 10 ATs and 23 professional athletic training students completed the PLP in its entirety. Minor feedback to enhance the overall user experience was implemented as suggested by the pilot participants. Conclusions The Clinical Documentation PLP was developed based on central principles of adult learning theory and cognitive load theory to provide comprehensive knowledge and best-practice recommendations regarding clinical documentation to ATs. The PLP is relatable, cost-free, continuously available, and conveniently accessible from any location or device.

Examining Physiological Changes during Counter-Strike: Global Offensive (CS:GO) Performance in Recreational Male Esports Players

While the training of professional sports athletes and the factors determining sports success are based on well-established scientific research, esports training and markers of esports performance are not yet fully recognized or explored. Knowledge of the psychophysiological responses of the athlete’s body to esports competition is the necessary foundation for rational training management. The aim of the present study was to evaluate physiological stress while playing Counter-Strike: Global Offensive (CS:GO). Selected cardiovascular, hormonal, and biochemical indices were monitored to assess differences in stress responses between winners and losers. Twenty-two male players participated in the study (age 22.0 ± 2.0 years, CS:GO training experience 7.0 ± 2.2 years, training load 24.6 ± 11.5 h per week). Each player played two games during the CS:GO competition. The CS:GO tournament induced an increase in heart rate (HR), systolic blood pressure, and blood cortisol levels (C), and a decrease in the nonlinear heart rate variability (HRV) index based on the fractal correlation properties, called alpha1, of detrended fluctuation analysis (DFA-alpha1). In contrast, no changes were observed in blood levels of testosterone (T) and lactate (BLa). It was found that changes in physiological indices in players while playing CS:GO did not differentiate between winners and losers. The changes in the physiological parameters recorded during play indicate that CS:GO tournaments induce significant physiological arousal and can be considered a stressor.

Negotiation Practices of Athletic Training Educators

Context Low salary is often cited as one of the primary motivations for professional attrition in athletic training. The employer usually determines the salary range; however, negotiation can also influence the final salary and benefits of a given position. It is unclear to what extent, if any, athletic training educators negotiate salary or other terms of employment during the hiring process. Objective To explore the negotiation practices of athletic training educators during the hiring process. Design Cross-sectional. Setting Web-based survey. Patients or Other Participants A total of 174 athletic training educators who have held at least one full-time employed position. Main Outcome Measures Demographic factors as well as the current salary range served as independent variables, and participants’ responses to questions about salary and terms of employment negotiation questions were the dependent variables. All variables were characterized using summary statistics, and multiple chi-square analyses (P &amp;lt; .05) were conducted to determine significant relationships between independent variables on negotiation practices. Results Most athletic training educators attempted to negotiate their salary (64.4%) and terms of employment (54%) during the hiring process. The most commonly negotiated terms of employment were moving expenses (58.5%), research-related start-up costs (45.7%), and continuing education funding/reimbursement (42.6%). The influence of demographic factors on the decision to negotiate salary or terms of employment and the relative success of that negotiation varied, with significant findings for previous employment, gender, race, relationship status, number of dependents, age, salary range, and highest degree earned. Conclusions Lack of negotiation disproportionately occurred in those athletic training educators with less work experience, and women inexplicably had less success in negotiation attempts. Widespread training in negotiation strategies is warranted across the athletic training profession, including its educators, and our findings suggest that such training would specifically benefit early-career and women athletic training educators.

Exploring the Agreement Between Perceived Rankings and Outcome Data Rankings for Professional Athletic Training Programs

Context The U.S. News &amp; World Report college ranking system is used to describe the best graduate programs in the country. Rankings of graduate programs are based solely on perceived ratings of quality by directors and/or deans. Athletic training is not listed by U.S. News &amp; World Report; however, the Commission on Accreditation of Athletic Training Education (CAATE) reports key metrics such as the Board of Certification pass rate and program graduation rate, which could be helpful to create rankings. Objective To evaluate and rank CAATE-accredited professional athletic training (PAT) programs using 2 models: (1) perceived rating of academic quality by program directors (PDs) and (2) CAATE outcome data. Design Cross-sectional with survey and retrospective data. Setting Web-based survey. Patients or Other Participants One hundred fifty-five PDs and 230 CAATE-accredited PAT programs. Main Outcome Measure(s) The perceived rating survey for the PDs resembled the U.S. News &amp; World Report system using a 5-point Likert scale to assess the academic quality of each program. For the CAATE outcome data, we used publicly available information for each PAT program on the CAATE website. We ranked all PAT programs using the data from each model. A Cohen κ was performed to explore the agreement between the PDs’ perceived ranking and the CAATE outcome data rankings. Results No agreement was found between the perceived peer assessment and CAATE outcome data rankings (κ = −0.003, P = .401). Conclusion Perception by PDs did not align with objective data reported by CAATE. The lack of agreement between the 2 ranking systems highlights concerns about using the U.S. News &amp; World Report system for graduate health programs. We suggest exploring a more robust and comprehensive formula including overall pass rate and graduation rate to identify top-ranked programs in athletic training.

Athletic Training Students’ Mental Health Recognition and Referral Skills, Part 2: Perceptions of Pedagogical Strategies

Context The increased prevalence of mental health conditions and the use of telehealth for patient care have exposed gaps in athletic training professional and continuing education. Here, we explore athletic training students’ perceptions of virtual pedagogical strategies for the delivery and application of concepts related to mental health recognition and referral, which may help educators determine best practices. Objective To examine students’ experiences and perceptions of Mental Health First Aid (MHFA) training, case-based learning, and standardized patient encounters. Design Qualitative portion of a sequential, explanatory mixed-methods design. Setting Individual interviews via video conference. Patients or Other Participants A convenience sample of graduate athletic training students from Commission on Accreditation of Athletic Training Education-accredited professional athletic training programs who participated in the MHFA training and secondary encounters were recruited. Twenty-two participants (11 from each intervention group; 45.5% male, 54.5% female; age = 24.59 ± 2.3) were interviewed. Data Collection and Analysis Interviews were recorded using Zoom and then transcribed. The Qualitative Analysis Guide of Leuven method was used to analyze the data to determine emergent themes. Strategies to enhance trustworthiness included an audit trail, member checks, and peer debriefing. Results Five higher order themes emerged from the interview data, as follows: (1) perceived value of MHFA training, (2) engaged learning and facilitated feedback, (3) capability, (4) comfort and confidence, and (5) authenticity. These themes were organized into the following 3 overarching dimensions: knowledge, skills, and pedagogy. Participants described how the opportunity to apply their knowledge and practice their skills with an athletic training-specific scenario helped them feel more equipped for future patient care. Conclusions Regardless of simulation strategy, the opportunity to practice influenced participants’ knowledge and feelings of confidence and capability. The MHFA training and simulated encounters were engaging techniques that incorporated feedback and provided elements of authentic patient interaction.