The purpose of this study was to determine if prophylactic ankle tape and/or ankle braces improve dynamic stability in TTS measure. All subjects were healthy and had no prior history of ankle injuries. Data collection consisted of each subject performing a single leg jump-landing with ankle tape, ankle brace, combination of the two, and control (no tape or brace) conditions. Dynamic stability was assessed with time to stabilization force plate measure. Significant plane by ankle tape interaction (p=0.045) was found. No significant plane by ankle tape by ankle brace interaction (p=0.637), no significant ankle tape by ankle brace interaction (p=0.483), or plane by ankle brace interaction (p=0.697) were found. A notable finding was that subjects took longer to stabilize in the anterior/posterior direction than medial/lateral direction. In conclusion ankle tape, ankle brace, and the combination of ankle tape and ankle brace did not statistically improve dynamic stability in healthy ankles.

TECHNIQUE PROBLEMS IN WOMEN COMBINED EVENTS Objectives: The aim of this work is to describe and find out the mistakes of technique in each technical event of heptathlon. The next goal of this analysis was estimating technical levels of competitress's technical performance with attempt about correction of technical performance. Targets: Gathering of required documentation - letters and records of athletic training and previous seasons' competitions. (training diaries, videorecordings and analysis completed with own memories and experiences.) Further is a formation and comparison of photo sequences made from loaded videorecordings. Methods: In our thesis we used a method of analysis and a method of comparison. We apllied the method of analysis in each event and the method of comparison in comparing of the photo sequences in one event or searching of common signs and mistakes of technical performance. Results: We found out the mistakes in competitress's technical performance of heptathlon's events. We confirmed that the discipline with smallest efficiency contain biggest (basic) mistakes in technical performance, and this discipline was trained in youth infrequently. We found out similar mistakes of technique, that are detect in all disciplines. We found out low differentiation in competitress's...

The use of the squat exercise (and its derivatives) in gym-based settings is widespread owing to perceived functional performance enhancing effects. In particular, there has been preponderance amongst practitioners with loads that maximise power outputs (Pmax) based on a perception that mechanical peak power is directly related to explosive functional performance such as sprinting ability. The optimal muscular quality associated with squats remains elusive though, mostly due to methodological limitations in the research. The four experimental studies in this thesis sought to quantify the kinetic and kinematic outputs of a machine squat-jump and their relationship to sprinting ability, both descriptively and across a training period. First, an analysis of the kinetic and kinematic outputs of a machine squat-jump across a spectrum of loads was performed, with an emphasis on power output. Then, the relationship of these outputs with sprint ability was investigated. Correlations do not imply cause and effect, thus a training intervention was undertaken to quantify the relationships of the change in performance measures over time, and allow a comparison of different training protocols. Specifically, one training group was prescribed training loads based on individually determined peak power outputs, and the other based on traditional maximal strength training loads. Because the intention of this thesis was to enhance our knowledge of best strength training practice for elite sporting performance, highly trained athletes were specifically chosen as subjects, cognizant of the population specific nature of training adaptation. In study one, it was determined that the point on the power-load spectrum where peak and mean power occurred in the machine squat-jump was 21.6 ± 7.1 %1RM (mean ± SD) and 39.0 ± 8.6 %1RM respectively although there was considerable individual variation in these points. A broad plateau in power outputs was evident for most subjects with at most a 9.9% (90% confidence limits ±2.4%) difference in peak or means power at loads up to 20 %1RM either side of the peak. Studies two and three established that, of the multiple kinetic and kinematic measures investigated, only 1RM strength, work and impulse (all relative to body mass) provided any indication of useful kinetic / kinematic outputs that were potentially worthwhile developing for enhancing sprint performance, albeit with only moderate correlations (r = ~ -0.3). Additionally, the intercorrelations between maximal strength and explosive kinetic and kinematic measures were only moderate (r = ~0.3), casting doubt on the common practice of pursuing high 1RM strength with the intention of improving explosive muscle performance. The training study provided evidence that training at the load that maximised individual peak power output was no more effective for improving sprint ability than training at heavy loads and the changes in kinetic and kinematic outputs were not usefully related to changes in sprint ability.

The use of the squat exercise (and its derivatives) in gym-based settings is widespread owing to perceived functional performance enhancing effects. In particular, there has been preponderance amongst practitioners with loads that maximise power outputs (Pmax) based on a perception that mechanical peak power is directly related to explosive functional performance such as sprinting ability. The optimal muscular quality associated with squats remains elusive though, mostly due to methodological limitations in the research. The four experimental studies in this thesis sought to quantify the kinetic and kinematic outputs of a machine squat-jump and their relationship to sprinting ability, both descriptively and across a training period. First, an analysis of the kinetic and kinematic outputs of a machine squat-jump across a spectrum of loads was performed, with an emphasis on power output. Then, the relationship of these outputs with sprint ability was investigated. Correlations do not imply cause and effect, thus a training intervention was undertaken to quantify the relationships of the change in performance measures over time, and allow a comparison of different training protocols. Specifically, one training group was prescribed training loads based on individually determined peak power outputs, and the other based on traditional maximal strength training loads. Because the intention of this thesis was to enhance our knowledge of best strength training practice for elite sporting performance, highly trained athletes were specifically chosen as subjects, cognizant of the population specific nature of training adaptation. In study one, it was determined that the point on the power-load spectrum where peak and mean power occurred in the machine squat-jump was 21.6 ± 7.1 %1RM (mean ± SD) and 39.0 ± 8.6 %1RM respectively although there was considerable individual variation in these points. A broad plateau in power outputs was evident for most subjects with at most a 9.9% (90% confidence limits ±2.4%) difference in peak or means power at loads up to 20 %1RM either side of the peak. Studies two and three established that, of the multiple kinetic and kinematic measures investigated, only 1RM strength, work and impulse (all relative to body mass) provided any indication of useful kinetic / kinematic outputs that were potentially worthwhile developing for enhancing sprint performance, albeit with only moderate correlations (r = ~ -0.3). Additionally, the intercorrelations between maximal strength and explosive kinetic and kinematic measures were only moderate (r = ~0.3), casting doubt on the common practice of pursuing high 1RM strength with the intention of improving explosive muscle performance. The training study provided evidence that training at the load that maximised individual peak power output was no more effective for improving sprint ability than training at heavy loads and the changes in kinetic and kinematic outputs were not usefully related to changes in sprint ability.

The Graston Technique® is a common treatment that combines a warm-up, Instrument Assisted Soft Tissue Mobilization (IASTM), stretching, and strengthening protocols. The treatment is commonly chosen by clinicians to treat musculoskeletal injuries. The purpose of this study was to determine how the Graston Technique® is used in clinical practice by certified athletic trainers to compare to recommendations made by the Graston Technique®. Factors such as time, expense, lack of training in the Graston Technique®, availability of resources, and an overall lack of evidence-based recommendations may have influenced inconsistencies in clinical practice. Although the technique is not always performed according to recommendations, these findings suggest both clinicians and patients report objective and subjective improvements when treating musculoskeletal pathologies regardless of the techniques used.

Type I diabetes in athletes is a relatively rare condition and as a certified athletic trainer it is critical to know how to manage all aspects of this disease in an athlete. Current National Athletic Trainers’ Association (NATA) guidelines exist for developing a basic plan for management and care of an athlete with Type I Diabetes, but there is room to improve current guidelines, using evidence-based practice. Purpose: to address: medical management of a type I diabetic athlete as a case study, obtain first person observations from the athlete’s perspective, and provide additional evidence based practice recommendations to athletic trainers based on the findings. Methods: case study narrative with one subject, a 22-year-old male collegiate soccer player was performed. Data were collected via open-ended questionnaire, open-ended interview, and subject’s submission of pertinent medical information and records. Results: The NATA Position Statement on Type I Diabetes and other peer review articles informed this study. While NATA guidelines created a good general baseline for how to approach providing diabetic athlete care; additional recommendations are suggested based on the findings of this case study. These recommendations include: Creating safe pre-participation blood glucose ranges to prevent hypoglycemia during exercise, establishing greater knowledge about the technology the patient uses, what medical supplies the patient should be responsible for versus the athletic trainer, developing a relationship with the patient’s endocrinologist or primary care physician, and administration of insulin by an athletic trainer. These additional suggested recommendations inform athletic trainers to attain a better understanding of how to manage and care for a patient with Type I Diabetes, and increase the likelihood of both streamlining patient care and preventing metabolic crisis.

No description available.

This study sought to understand effective and ineffective instructional practices in clinical settings and to identify problem-solving strategies used by students and instructors. Three research questions were addressed: where in the undergraduate athletic training education program do students learn, or fail to learn, particular skills; "what instructional methods are of most worth" in teaching these skills, as perceived by the students; and what are the problem-solving strategies used by novice, experienced non-expert, and expert athletic trainers when confronted with novel situations. The subjects were nine students ("novices") and ten Approved Clinical Instructors (ACI's) from three programs in the Southeast United States. Five ACI's were categorized as "experienced non-experts" and five as "experts". All subjects were videotaped while performing various tasks. Each subject was required to think-aloud while they performed typical tasks expected of an entry-level certified athletic trainer, as designated by the NATA Education Council. Subjects then performed a stimulated-recall session, with analysis adapted from Ericsson and Simon (1993). The main findings of this study supported the well-respected teaching notion of "first teach them, then show them, then have them do it". Most concepts were first taught via lecture in the classroom; however, participants believed the "method of most worth" to be hands-on strategies displayed in clinical settings and labs. This study confirmed and disconfirmed aspects of prior research on problem solving. Experts: offered the most verbal comments, used their self-talk to stay on task, displayed intimate rapport with the models, and used various problem-solving strategies based upon the task at hand. Experienced non-experts: tended to drift in their verbal comments, felt the need to justify their answers, spoke mostly with verbal commands, and used several problem solving strategies. Novices: provided the fewest verbal comments, apologized throughout their sessions, often found the problem statement to be the problem itself, and used basic problem solving strategies. Demographics revealed that close relationships, balanced with manageable ACI's and clinical sites, created the most successful programs. Based on the findings of this study, future research must focus on how to best design the curriculum to take advantage of these "methods of most worth".

Assessment in athletic training education is an evolutionary process that is determined by each individual Athletic Training Education Program. The autonomy authorized by national accreditation standards allows academic programs to determine the appropriate assessment practices that facilitate the meeting of student learning outcomes. Even with autonomy, formative and summative techniques are to be employed in both the didactic and clinical arenas of athletic training education programs. The major objective of athletic training education is to prepare students for entry-level practice in athletic training. The purpose of this study was to assess interrater reliability of athletic training faculty and approved clinical instructors in their rating of athletic training student performance on four psychomotor skills. A total of 115 individuals participated in this study. Thirty two faculty and 83 approved clinical instructors completed the online survey The results of this study indicate that the overall reliability was high for the entire population as well as the subgroups analyzed. Even though the overall reliability was high, three specific criteria out of a total of 29 criteria had lower reliability scores. These findings may indicate that there may be a high degree of agreement between academic faculty and approved clinical instructors in the rating of athletic training students in their performance of psychomotor skills.

Qualitative research conducted in athletic training in the last two decades has increased but still lacks depth and breadth in pedagogy and education. This is especially evident in the multifaceted clinical education environment where diverse and alternative teaching techniques are necessary. Storytelling is one such teaching technique. It was the purpose of this study to uncover and illustrate the phenomenon of storytelling and its relationship to athletic training students' perceptions of their clinical education experience. Eight athletic training students were selected from a Northern California university undergraduate athletic training education program. The research data consisted of transcriptions from a series of three individual interviews. Athletic training students believed that stories influenced their experience in the clinical education environment in a variety of ways. In the analysis of the research data the following themes emerged: “The Environment and Shaping a Learning Community”, “Connections and Relationships of Shared Experience”, and “Defining and Developing Identity”. The theme “The Environment and Shaping a Learning Community” referred to the ability of shared experience presented in story to affect the clinical education environment through the perpetuation of the hierarchy of experience, the establishment of social norms and maintenance of the language. Respondents explained story's ability to shape the learning community by bringing together students for a collective purpose; through the establishment of relationships, and the sharing of common experience. The theme “Connections and Relationships of Shared Experience” referred to the capacity of story to build connections to learning and knowledge and cultivate human relationships. Respondents expressed that story encouraged learning as a process of self reflection, provided listeners with the opportunity to actively participate and to live vicariously through another's experience and connect didactic knowledge to the practical skills often used in the athletic training room. The theme “Defining and Developing Identity” referred to story's ability to create and reaffirm an athletic training student's personal and professional identity. This study has shown that the pedagogical technique of storytelling impacted athletic training students' clinical education experiences. Additionally, the shared experience improved the learning climate, made learning meaningful and created positive perceptions of student experience. Lastly, the findings from this study offer storytelling as a viable and useful pedagogical technique to the clinical education environment.