The purposes of this study were to determine the current formal educational background of certified athletic trainers (ATCs) in sport psychology and psychological aspects of injury, and to identify attitudes of ATCs regarding the implementation of formal sport psychology education. A survey instrument was developed for the purposes of this study and sent to all 13,000 NATABOC ATCs with e-mail addresses registered with the NATA as of December 2001, with 2499 responding (19.2%). Of the respondents, 1326 (53.7%) were educated via the internship route to certification and 1142 (46.3%) were educated via the curriculum route to certification. Descriptive statistics were computed for information regarding the amount and type of formal sport psychology education participation by ATCs, perceived importance of sport psychology when caring for athletes, and availability of sport psychology professionals.Results indicated that 46.2% (n = 1098) and 30.0% (n = 667) of ATCs who responded have participated in at least one formal sport psychology undergraduate and graduate course, respectively. Results indicated that 62.6% (n = 1473) and 29.1% (n = 644) had participated in at least one psychological aspects of injury undergraduate and graduate course, respectively. Three hundred and thirty-nine (14.5%) have participated in sport psychology CEUs and 85 (3.7%) have attended sport psychology conventions/seminars. Responses supported previous research, showing the opinion that sport psychology is an important tool when caring for athletes. Results indicated that low numbers of ATCs currently have formal training in formal sport psychology interventions (32.7%, n = 818), but more utilize them in their athletic training settings then are formally trained (56.7%, n = 1426). Respondents indicated limited access to sport psychology professionals as 31.4% (n = 776) reported access to full, part time, or a referral base service.Multiple t-tests were used to determine if significant differences were present between internship route ATCs' and curriculum route ATCs' participation in and perceptions of formal sport psychology and psychological aspects of injury education. No significant differences were found between routes to certifications. Low percentages of ATCs with formal sport psychology education, high perceived importance of sport psychology skills, and limited access to sport psychology professionals requires further attention and action in order to provide athletes with the best comprehensive care. / School of Physical Education

Continuing education (CE) is intended to promote professional growth and development and enhance one's professional practice. The purpose of this investigation was to determine Certified Athletic Trainers' (ATs) preferred types/formats and related barriers regarding formal (i.e., approved for CE credit) and informal (i.e., not approved for CE credit) CE activities. Furthermore, what is perceived to impact of CE on athletic training practice with regards to improving knowledge, improving clinical skills/abilities, changing attitudes toward patient care, and improving patient care.The population consisted of a geographic stratified random sample of 1,000 ATs. A total of 427 (42.7%) ATs completed the Survey of Formal and Informal Athletic Training Continuing Education Activities (FIATCEA) developed for this investigation and administered electronically. The FIATCEA survey consisted of demographics/characteristic items and Likert scale items (1 = strongly disagree, 5 = strongly agree) regarding CE participation and perceived impact on practice, preferred types/formats of CE activities, and barriers to CE participation. Cronbach's alpha determined internal consistency for items within each of the three sections at .945, .638, and .860 respectively. Descriptive statistics were computed for all items. An analysis of variance (ANOVA) and dependent t-tests determined differences between AT demographics/characteristics and participation in CE and the perceived impact on practice, preferred type/format of CE, and barriers to CE participation. The alpha level was set at .05.Informal CE activities were completed more than formal CE activities, t(3) _ -114.182,p > .001. Formal CE activities were perceived to enhance knowledge, t(414) _2.559, p = .001, and informal CE activities were perceived to improve clinical skills/abilities, t(409) = -2.754, p = .006, and attitudes toward patient care, t(407) = -3.630,p < .001. The cost of attending CE (M= 4.13, SD = 0.994) and distance required to travel to CE activities (M = 4.15, SD = 0.958) were bathers to CE participation.A majority of respondents completed informal CE, but formal CE activities were preferred. Barriers to CE participation included cost and related travel. Both formal and informal CE activities were perceived to enhance athletic training professional practice. Informal CE activities should be explored and considered for CE credit. / Department of Educational Studies

Objective: The purpose of this study was to ascertain the perceptions of entry-level certified athletic trainers on the helpfulness of proposed standards for athletic training clinical education settings.Design and Setting: A 22 item questionnaire was developed based on 12 proposed standards for clinical education settings. The questionnaire was mailed to entry-level certified athletic trainers (those certified in 1997). The individuals in this sample were chosen due to their relatively recent education and work experience. Subjects were asked to rate the helpfulness of each standard. Using an open-ended question, subjects were also asked to identify the aspects of clinical education which prepared them best to fulfill employment responsibilities.Measurements: Frequency counts were computed for the degree of compliance with each clinical education setting standard, time devoted to clinical experience (hours and semesters) and clinical experience settings. Mean scores were computed from respondents' perceptions of helpfulness of clinical education setting standards and the role of clinical education in professional development of these athletic trainers. Chisquare with a significance level set at .05 was used to compare demographic and experience information to the perceived helpfulness of each clinical education setting standard.Results: Compliance with the proposed standards was high (mean = 89.9%, range 75.2% - 99.2%). Standards were perceived as "very helpful" (mean = 4.17/5.0). Only standards # 8 Single Coordinator of Clinical Education (mean = 3.58) and # 11 Professionally Active Clinical Instructor (mean = 3.96) were perceived as less than "very helpful.” Chi-square analyses revealed very little interaction between independent demographic variables and preparation for employment as an entry-level athletic trainer.Conclusions: The proposed standards for selecting and evaluating athletic training clinical education setting are helpful and should be considered for implementation in an athletic training education program. The standards can be used by all students and program administrators to evaluate a current or potential clinical education setting.Key Words: compliance, selection, evaluation, clinical experience, clinical instruction / Department of Educational Leadership