Athletic Training Programs Research Articles

Implementing Interprofessional Education Into Clinical Experiences: Athletic Training Faculty Perceptions

Context Health care students must be prepared to engage in collaborative practice with one another. Because athletic training programs are preparing students to enter this collaborative world, interprofessional education (IPE) must be integrated into the curriculum. One aspect for consideration is clinical experiences, but little is known about how athletic training programs are implementing IPE during clinical education experiences. Objective To explore how professional, postbaccalaureate athletic training programs are integrating IPE from a clinical education perspective. Design Consensual qualitative research. Setting Phone interviews. Patients or Other Participants Coordinators of clinical education and program faculty who have a role in IPE implementation. A total of 17 faculty engaged in an interview regarding implementing IPE in their respective athletic training programs. Data Collection and Analysis Participants engaged in 30- to 45-minute phone interviews that were audio recorded for accuracy and transcribed verbatim. We used a consensual qualitative research approach to data analysis and developed a codebook collaboratively and continued to code using updated codebooks to ensure codes were accurate. We used member checking, internal auditing, and external auditing to ensure trustworthiness. Results Two main themes emerged from the data, with resulting subthemes for each. The theme of clinical experiences comprised four subthemes including intentional placement, assessment, linking to courses, and organic IPE. The theme of preceptor involvement includes the need for preceptor development, clear objectives, and active facilitation. We also used a frequency count to determine how many faculty indicated that IPE was currently occurring during clinical education in their programs. Conclusions As IPE continues to grow in necessity, athletic training educators should seek opportunities to allow athletic training students to learn about, from, and with other professions. Faculty will need to be intentional about these opportunities and will need to ensure preceptors are trained to integrate IPE and have clear objectives for IPE.

Examining the Professional Identity Development of Professional Master's Athletic Training Students: A Cohort Study

Context Professional identity development in professional master's (PM) athletic training students occurs over time and is influenced by numerous socializing factors. Although socialization processes of athletic training students have been examined, professional identity development related to the Weidman et al graduate and professional student socialization framework [Weidman JC, Twale DJ, Stein EL, et al. Socialization of Graduate and Professional Students in Higher Education: A Perilous Passage? ASHE-ERIC higher education report. Vol 28, No. 3. Jossey-Bass Higher and Adult Education Series; 2001] has never been examined in athletic training. This model values the multiple networks, individuals, and experiences that influence graduate students throughout their program. Objective To assess the lived experiences of 1 cohort of students enrolled in a PM athletic training program and determine what curricular and clinical education factors influence the development of professional identity. Design Qualitative study. Setting Focus group interview. Patients or Other Participants Ten of 12 (83%) students (5 females and 5 males) from a single PM athletic training cohort program participated. Data Collection and Analysis We conducted a focus group interview, which we transcribed verbatim, with participants during the last week of their last semester in the PM athletic training program. Data analysis was deductive and then inductive throughout the coding process, and we reached data saturation at the individual participant and cohort levels. We ensured trustworthiness through multiple analyst triangulation, peer expert review, and multiple data sources. Results Three factors influenced the development of the PM athletic training student's professional identity: (1) their clinical education experiences, (2) the cohort experience, and (3) their school/life balance. Within the clinical education experience, the immersive experience, clinical setting, and patients and preceptors were also influential. Conclusions This study used the Weidman et al socialization model. The experiences of PM athletic training students and their professional identity development are inclusive of the relationship with others throughout the educational experience, as well as their self-reflective practices within the field. It is important for stakeholders to understand the many factors that influence professional identity development.

Do I Need Institutional Review Board Approval? Applying the 2018 Institutional Review Board Revised Common Rule to Athletic Training Educational Research

Do I Need Institutional Review Board Approval? Applying the 2018 Institutional Review Board Revised Common Rule to Athletic Training Educational Research

LGBTQIA+ Education in Athletic Training Programs: Special Series

LGBTQIA+ Education in Athletic Training Programs: Special Series

TREINAMENTO ESPECIAL PARA ATLETAS VISANDO APRIMORAR SUA CAPACIDADE FÍSICA E ESPORTIVA

ABSTRACT Introduction: Athletes’ physical fitness is an important factor in achieving good results in the game. Exercise and physical skills training are important means of improving competitive sports. No matter the type of sporting event, there are strict regulations on players’ physical fitness. Objective: Analyze the special methods of physical exercise to improve the physical quality of athletes. The results can provide a reference for coaches to formulate more scientifically specific training programs for athletes. Methods: Several athletes with certain sports skills are selected as subjects. The objective of this work is to detect the level of physical fitness of the athletes. And based on this, a statistical analysis of their motor function was performed. Finally, an empirical study is conducted using mathematics and statistics. Results: The difference between the athletes was statistically significant (P<0.05). There were significant differences in athletic ability, physical attractiveness, and body mass among the special exercises for athletic ability (P<0.05). Conclusion: The methods for improving physical quality in male and female athletes were successful in athletes of different disciplines. Level of evidence II; Therapeutic studies - investigation of treatment outcomes.

Preceptor Education on the Use of Clinical Teaching Models in Clinical Education

Context Preceptor training is designed to provide instruction on preceptorship, an overview of athletic training program processes, and preceptor professional development. Preceptors generally do not have formal training on how to be educators. Most preceptor training occurs at the institutional level, with content, frequency, and delivery at the discretion of the institution. Objective Investigate preceptors' perceptions of how preceptor training prepares them for using clinical teaching models and how preceptor training can be improved. Design Concurrent mixed methods. Setting Web-based survey and virtual semistructured interviews. Patients or Other Participants One hundred sixty-five preceptors (average of 10 ± 9 years of preceptorship experience) completed the survey. Ten participants (4 male, 6 female) participated in interviews (average of 12 ± 10 years of preceptor experience). Data Collection and Analysis Surveys were dispersed via Qualtrics, and virtual interviews were recorded using Zoom. The χ2 test for independence determined if any relationships existed between years of experience, type of preceptor training, and clinical teaching models used. A phenomenological approach of inquiry was used to analyze the interview data. Trustworthiness was established with member checking, triangulation using 2 data collection methods and independent data analysts, and external peer review. Results Participants reported preceptor training focuses on programmatic administration rather than clinical teaching. In our study, 68% of preceptors had completed institutional preceptor training related to clinical teaching, and 24% had completed the Master Preceptor level 1 training program. Preceptors desire training that incorporates active engagement regularly to educate them on clinical teaching models. Conclusions The content and frequency of institutional preceptor training should be reassessed, as it provides foundational knowledge to preceptors on clinical teaching. Most preceptors have little formal preparation in clinical teaching and believe preceptor training does not adequately prepare them to educate students using the best clinical teaching practices for the profession.

Development of coordination abilities of fencers aged 10-12 years living in the territory of martial law

Background and purpose. Success in sports activities is determined by various criteria, among which the level of development of coordination abilities stands out. The initial stage of training young athletes is important for the development of coordination abilities. At the same time, the martial law in the territory of residence of the athletes entails the need to ensure the safety conditions of life. Forced relocation of young athletes to safer places of residence presents coaches and parents with other training conditions. The purpose of the research is to identify opportunities for the development of special coordination abilities of young fencers aged 10-12 years in crisis situations caused by martial law. Material and methods. Young fencers (n=16, age – 10-12 years, Kharkiv, Ukraine) took part in the study. The participants were divided into 2 groups – the experimental group (EG, n=8) and the control group (CG, n=8). The selection of groups took place depending on the possibility of compact accommodation of at least 8 athletes in one place and the possibility of training. The groups studied three times a week for 3 hours. The control group studied according to the standard program of the fencing department of the sports school. The experimental group studied according to the author’s program. The study lasted 6 months. Parents gave their consent for their children to participate in the experiment. Results. The extremely difficult conditions of conducting the research had a significant impact on the result. The effectiveness of the developed program for improving the level of coordination abilities of 10-12-year-old fencers has been proven. At the end of the study, positive changes occurred in both groups. Conclusions. It is recommended to use video media of communication to correct plans for preparing and performing tests. The focus of the training program for athletes should be focused on increasing the amount of load that can be performed at home. Ensuring safety conditions for young athletes and coaches is a mandatory condition for training.

Psychological Wellbeing and Perceived Fatigue in Competitive Athletes after SARS-CoV-2 Infection 2 Years after Pandemic Start: Practical Indications

The COVID-19 pandemic deeply affected sports and athletes, influencing performance and psychological wellbeing. In order to provide useful guidelines for coaches, a web-based survey was conducted. Three web-based questionnaires were administered during the last phase of the Omicron wave to a total of 204 Italian athletes (age 24.96 ± 9.82): an informative questionnaire to collect sociodemographic data and infection symptoms information, the Fatigue Severity Scale (FSS) and the General Health Questionnaire-12 (GHQ-12). No differences between infection sequels of different variant typologies were found over the long term after the infection. The most frequently declared symptoms included cough (50%), muscular skeletal impairments (48%) fatigue (43%) and fever (43%). Results showed that female athletes have a higher risk of developing post-COVID-19 symptoms, GHQ-12 worse results (p = 0.005) and greater fatigue (p = 0.0002) than males. No significant difference in infection incidence between high- and low-level athletes was found. Endurance athletes showed greater perceived fatigue than anaerobic sports athletes (p = 0.045). Conclusions: These results suggested the need for specific approaches and continuous updating to differentiate training programs for different athletes during the return to play. Medical controls and daily monitoring of athletes of all levels after the infection could be advisable.

Grit and Academic Success in Graduate Masters-Level Athletic Training Programs

: A construct termed grit, a non-cognitive personality trait, defined as the perseverance and passion for achieving long-term goals, was introduced by Duckworth et al. Grit entails working tirelessly to reach goals while maintaining determination and interest despite obstacles that hinder progress. Although grit-scale surveys are included as part of the application process in other healthcare professional education programs, no published literature cites grit-scale surveys as part of the applications process in Masters-level athletic training (MSAT) programs. The problem addressed is the current lack of gritscale utilization during the admission process to MSAT programs as a non-cognitive tool to contribute to identifying applicants who will be academically successful. The National Athletic Trainers’ Association Research Survey Service was utilized to send a web-based survey to over 1000 email addresses. Data was analyzed using the most current version of SPSS (26.0) and was analyzed over four stages. All variables in the study were examined using descriptive statistics. Examples of descriptive statistical analysis used were mean and standard deviation, nominal/ordinal level frequency and percentage of categorical variables, and interval and ratio levels of values for continuous variables. Results of the study uncovered that Grit-S scores were higher in participants who attempted to complete the BOC exam more than once. Grit-S scores were lower in participants who had experienced severe human suffering. No demographic variable (age, racial and ethnic identity, gender) was found to correlate with the Grit-S score. Although the first-time pass rate of the BOC exam was not positively correlated with a higher grit score, Grit continues to reveal itself as a positive indicator of academic success. To maintain and increase alignment with other healthcare professional education programs, the use of Grit-S assessments during the admissions process as an identifier of applicants who will maintain determination and interest, despite failures, setbacks, and plateaus is recommended.

Grit and Academic Success in Graduate Masters-Level Athletic Training Programs

Grit and Academic Success in Graduate Masters-Level Athletic Training Programs

An evidence-based approach to assessing the effectiveness of training regimen on athlete performance: Youth soccer as a case study.

Athletic performance data are modeled in an effort to better understand the relationship between both hours spent training and a measurement of "commitment" to that training, and improvements in performance. Both increased training time and greater commitment were predicted to produce larger increases in performance improvement, and commitment was predicted to be the more important determinant of improvement. The performance of 108 soccer players (ages 9-18) was quantified over a 10-week training program. Hours spent training ranged from 16 to 90 during the course of the study, while commitment scores ranged from 0.55 to 2.00, based on a scale from 0.00 to 2.40. A model selection approach was used to discriminate among models specifying relationships between training hours and improvement, and commitment and improvement. Despite considerable variability in the data, results provided strong evidence for an increase in performance improvement with both training hours and commitment score. The best models for hours and commitment were directly compared by computing an evidence ratio of 5799, indicating much stronger evidence favoring the model based on commitment. Results of analyses such as these go beyond anecdotal experience in an effort to establish a formal evidentiary basis for athletic training programs.

High-fidelity simulation for graduate athletic training students and impact on students’ learning experience

High-fidelity simulation can contribute to healthcare education as an adjunct to real-world simulated experiences in a safe learning environment. While high-fidelity simulation has been widely used in healthcare for training and professional education, application in athletic training education remains primarily at the undergraduate level. Using an interpretive phenomenological approach, the purpose of this paper is to gain a further understanding of entry-level master athletic training students’ perceptions following high-fidelity simulation when used to amplify real-world student educational experiences. Focus group interviews were conducted and gathered students’ perceptions of the experience. Eighteen participants (17 female, 1 male) completed focus group interviews. Data were analyzed through reading transcriptions, then summarizing data into codes which formed categories leading to the themes of master athletic training students’ perception of the high-fidelity educational experience. Trustworthiness was established using informal member-checking, prolonged engagement, rich thick description, and investigator triangulation. Four themes emerge from the participants’ experience: (1) skill application; (2) learning environment; (3) competence challenge; (4) communication and collaboration. High-fidelity simulation can be a valuable adjunct to an athletic training program’s skill practice and development leading to improvements in students’ confidence, communication and self-efficacy.

The structure of the annual training cycle of gymnasts in sports aerobics with various psychophysiological and functional features

The purpose of the research is to develop a structure for building a training process in the annual training cycle of qualified gymnasts in sports aerobics.
 Material and methods. 24 gymnasts took part in the ascertainment experiment. 46 qualified gymnasts took part in the formative experiment.
 The following research methods were used to solve the tasks: analysis of literary data; evaluation of the results of competitive activities; determination of functional and psychophysiological state, physical development and physical fitness, vestibular stability; pedagogical testing; methods of mathematical statistics using multivariate analysis and computer programs "ESXEL" and "SPSS".
 The results. Factor analysis made it possible to identify 4 factors in the structure of gymnasts' preparedness: "Parasympathicotonia", "Mobility of the nervous system", "Strength", "Sense of time". The individual factor structure of preparedness was also revealed. As a result of summarizing the obtained experimental data and the theoretical foundations of individualization, we developed training programs for athletes taking into account their individual characteristics, which included basic and variable components.
 Conclusions. After the experiment, a significant increase in most of the studied indicators of special physical fitness was found in the experimental group. Athletes of the experimental group also had a more significant increase in competitive performance

Flexible and Wearable Optical System Based on U‐Shaped Cascaded Microfiber Interferometer

AbstractFuture wearable devices for health monitoring, robotics, and ultraprecise industrial positioning necessitate flexible optical systems. Here, an optical microfiber interferometer‐based wearable system is demonstrated with wavelength interrogation that overcomes the limits of commonly reported electrical, optical, and material‐based flexible devices. The microfiber in a finely tuned configuration is enclosed in polydimethylsiloxane (PDMS) thin film to provide a means of controlling interference between fundamental and higher‐order modes. Using this approach, it is possible to create a simple, adaptable, and cost‐effective optical device with a direction recognizable bending sensitivity of up to 1.01 nm per degree, and remarkable temperature sensitivity of −3.07 nm °C−1. The ultrahigh sensitivity, mechanical robustness, and outstanding flexible and biocompatible nature make this sensor system a leading candidate for wearable medical devices for elder‐care facilities, physiological monitoring, athletic training, and rehabilitation programs.

The Experiences of Professional Master's Athletic Training Students with Sexual Harassment During Clinical Education

Context Sexual harassment is a concern in health care professions and on college campuses nationwide. Athletic trainers are health care professionals who work in close conjunction with athletes, coaches, officials, and other stakeholders, predisposing them to potential sexual harassment occurrences. Objective To examine the experiences of sexual harassment of professional master's ATSs during their clinical education experiences. Design Mixed-method study. Setting Online questionnaire. Patients or Other Participants Eighty-seven athletic training students (68 women, 19 males; age = 23.40 ± 1.85 years; 44 first-year students, 43 second-year students) currently enrolled in Commission on Accreditation of Athletic Training Education (CAATE)–accredited professional master's athletic training programs. Data Collection and Analysis We sent an online questionnaire to CAATE-accredited professional master's athletic training program directors, along with a recruitment email encouraging program directors to send the questionnaire to students currently enrolled in the programs they lead. We validated the questionnaire using expert and peer review. We used a general inductive approach to analyze the results and used multi-analyst triangulation and peer review to ensure credibility. Results Our study revealed that 28.70% of participants reported they felt as though they were subjected to sexual harassment behaviors during clinical education. Themes reported through recipients' accounts of sexual harassment defined a timeline that started when sexual harassment most commonly manifested through inappropriate comments, followed by ATSs having to adjust after incidents instead of the perpetrators, and finally ended with insufficient resolution in which victims felt the situations should have been handled differently. Conclusions Sexual harassment affects some professional master's ATSs in clinical education settings. Athletic training program administrators should educate students on clearly defined policies and procedures that will lead to resolution when sexual harassment occurs during athletic training clinical education.

Implementing Green Zone Training into an Athletic Training Curriculum

Context Diversity, equity, and inclusion training in academic programming has evolved in recent years to address racial minority and lesbian, gay, bisexual, transgender, and queer populations; an additional special population that merits inclusion in this type of programming is the military-affiliated population. Objective Introduce the Campus Green Zone training workshop as an option to incorporate cultural competency for the military-affiliated patient or client population in athletic training programs. Background Commission on Accreditation of Athletic Training Education standards identify the need for students to engage with clients or patients who participate in nonsport activities such as those in the military. The Campus Green Zone training program focuses on educating individuals about military-affiliated culture. One athletic training program requested a tailored version of the training for graduate students to prepare them for interacting with military-affiliated patients. Description Staff from the institution's Office of Military Affairs presented the training to 2 classes of athletic training graduate students, working in collaboration with the athletic training program's clinical education coordinator, to develop a version of the Campus Green Zone training that would help students reflect on the potential for interaction with clients representing the military-affiliated communities. Clinical Advantage(s) By importing a training workshop that is already in use on campus, the instructor saved time researching and deploying cultural sensitivity materials related to the military-affiliated population. By collaborating closely with the staff of the Office of Military Affairs, the training was improved and expanded upon to better serve the needs of the athletic training students. Conclusion(s) Athletic training instructors may meet the standard of cultural awareness in part by incorporating Campus Green Zone workshops and materials into their curriculum for graduate-level preservice students.

Incorporating Interfaith Concepts in Education on Patient-Centered Care

Context Many topics related to diversity, equity, and inclusion are receiving attention in the popular media and in literature. However, religious, spiritual, and secular identities and how these relate to culturally competent patient-centered care have received considerably less attention. Objective Encourage athletic training educators to enhance their curriculum related to providing culturally competent patient-centered care by including content on interfaith patient care and offer guidance on foundational concepts and practical strategies. This paper provides a framework for providing education on quality patient care with respect to patients' religious, spiritual, and secular identities: (1) create a foundation of understanding, (2) establish a rationale for content inclusion, and (3) provide practical strategies for teaching and the provision of quality patient-centered care with respect to religious, spiritual, and secular identities. Background Religious, spiritual, and secular identities are often an important part of a patient's self-concept, and thus need to be considered when providing culturally competent patient-centered care. The Board of Certification Standards of Professional Practice and the Commission on the Accreditation of Athletic Training Education standards for professional athletic training programs both address patient care with specific language related to cultural competence. Although athletic trainers recognize the importance of considering religious, spiritual, and secular identities of patients, many athletic trainers may not feel equipped to address these identities when providing culturally competent patient-centered care. Description Students should be better prepared to provide a more complete holistic approach to culturally competent patient-centered care. Educational Advantage A framework for addressing this content in an athletic training curriculum includes providing foundational concepts and a rationale for the inclusion of this content and then offering practical strategies for considering religious, spiritual, and secular identities in patient-centered care. Conclusion(s) Athletic training educational programs should include education on religious, spiritual, and secular identities for culturally competent patient-centered care.

A Practical Approach to Health Literacy: A Primer for Athletic Training Educators

Context The Commission on Accreditation of Athletic Training Education has an educational standard to address the need for competence in health literacy. Objective The purpose of this paper is to introduce foundational health literacy knowledge and evidence-based tools to apply in athletic training and present examples of assignments to instruct and assess health literacy from a model professional athletic training program. Background Health literacy is “the degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.”1 Most patients will experience moments of poor health literacy; therefore, clinicians should use health literacy universal precautions to improve patient decisions and outcomes. These health decisions range from practicing health promotion behaviors, understanding when and how to use health services, and participating in shared decision-making about treatments or procedures. These same health decisions apply to athletic training patient populations. Athletic trainers (ATs) should demonstrate effective health literacy skills; therefore, professional athletic training programs must instruct athletic training students on essential concepts and tools. Description Examples of how one professional athletic training program instructs and assesses health literacy across the curriculum are discussed; including didactic lessons, rubric criteria development, a comprehensive health literacy project, and learning objectives for simulation-based experiences. Clinical Advantage Education drives clinical practice. Incorporating health literacy through didactic presentation and assessment of application may develop health literacy competence and prepare athletic training students to provide optimal care when transitioning to practice. Conclusion Health literacy universal precautions are recommended for all health care professionals to provide quality care. Introducing and assessing these concepts during education will prepare future ATs for successful integration of health literacy into clinical practice. Furthermore, these concepts and tools should be shared with preceptors to reinforce during student clinical experiences.

Characteristics of Athletic Training Students' Patient Encounters During Immersive and Nonimmersive Clinical Experiences: A Report From the Association for Athletic Training Education Research Network

Context The 2020 Standards for the Accreditation of Professional Athletic Training Programs from the Commission on Accreditation of Athletic Training Education require programs to include at least one immersive clinical experience (ICE) in their clinical education curricula. Yet, it is unknown whether ICEs provide more opportunities and benefits than nonimmersive clinical experiences (N-ICEs). The purpose of this study was to compare characteristics of patient encounters (PEs) that occurred during ICEs and N-ICEs. Design Multisite panel design. Setting Twelve professional programs (5 undergraduate, 7 graduate). Patients or Other Participants Three hundred thirty-eight athletic training students logged PEs in the E*Value system. Main Outcome Measures For each PE, students reported clinical experience type (ICE, N-ICE), clinical site type, student role (observed, assisted, performed), diagnoses reported, and procedure(s) performed. Descriptive statistics were used to summarize PE characteristics. Generalized estimating equations were used to compare student role and clinical site type during PEs in ICEs and N-ICEs (P < .05). Results A total of 10 999 PEs occurred at ICEs and 18 228 PEs occurred at N-ICEs. Sixty-four percent of ICEs and 67.2% of N-ICEs occurred at collegiate settings. Students performed 70.6% of reported PEs during ICEs, and 72% of PEs at N-ICEs. Participants averaged 0.80 ± 0.64 diagnoses and 1.35 ± 1.12 procedures per PE during ICEs, compared with 0.82 ± 0.63 diagnoses and 1.33 ± 1.04 procedures per PE during N-ICEs. No significant differences between ICEs and N-ICEs were found in either student role (P = .50) or clinical site type (P = .71). Conclusion(s) Programs may intend to use ICEs later in their curricula to demonstrate progressive clinical autonomy; however, we found no statistically significant differences in student role for ICEs versus N-ICEs. The ICEs examined in this study may have been implemented without specific objectives, which may explain the lack of characteristic differences between the clinical experience types.

Obstacles and Regulation Deconstruction of Athletes’ Psychological Training Based on Machine Learning Algorithm in Physical Education Teaching

In sports, players had differences in psychological training principles, sports characteristics, and personal athletic ability due to differences in sports plans. At the same time, the winning and losing rules of various competitions would also limit the psychological training and tactical ability of players. The current problem with mental training for athletes was that it is impossible to accurately understand the mentality of athletes and make a reasonable adjustment plan. Therefore, this paper adopted a machine learning algorithm and used the methods of psychological testing and questionnaire research to carry out extensive research on the training and regulation of remote sports psychology. The possible psychological barriers and adjustment methods of athletes are supplemented, focusing on the comparison of four aspects: psychological endurance before training, control accuracy, anxiety score before psychological training, and the effects of before and after adjustment. And after in-depth research on the problem of athletes’ psychological training, the conclusion showed that the psychological tolerance value of athletes has increased by 18.9%, the accuracy of control of athletes’ psychological problems had increased by 13%, the psychological anxiety of students had also been alleviated and improved, and the overall score had increased by 12.5%. A more systematic mental training program for athletes was introduced in order to provide a basis for improving the effectiveness of mental training for athletes.