Thesis (M.S.)--California University of Pennsylvania, 2005. / Typescript. Includes bibliographical references and abstract. Thesis available as PDF via the Internet.

Thesis (Ed. D.)--Illinois State University, 2003. / Title from title page screen, viewed November 1, 2005. Dissertation Committee: Kenneth Jerich (chair), Todd McLoda, Adel Al-Bataineh, Joe Nwoye. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.

Thesis (Ed. D.)--University of California, Davis, 2004. / Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)

Thesis (Ed. D.)--University of the Pacific, 2005. / Includes bibliographical references (leaves 160-177). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ed. D.)--University of the Pacific, 2005. / Includes bibliographical references (leaves 160-177).

No description available.

Many reforms in athletic training education requirements have been taking place in order to strengthen the profession. This research project may help make educational institutions aware of the current changes and requirements in clinical education. The purpose of this study was to determine the current practices in athletic training clinical education at National Collegiate Athletic Association (NCAA) institutions and accredited versus non-accredited athletic training institutions.The participants (N = 93) consisted of a purposeful sample of head athletic trainers representing accredited and non-accredited athletic training education programs in the three divisions of the NCAA. The on-line survey instrument developed for this study, Current Practices in Athletic Training Clinical Education, obtained information about the demographics, clinical education of athletic training students, and the certified athletic trainer coverage of sports at NCAA institutions. The instrument was posted on an Internet website through the inQsit computer program. The respondents consisted of 28 (30.4%) head athletic trainers from Division I, 34 (37.0%) from Division II, and 30 from Division III (32.6%). Thirty-four (38.2%) respondents represented accredited athletic training education programs, 20 (22.5%) from athletic training programs in candidacy, and 35 (39.3%) from non-accredited or internship programs. Data was analyzed through percentages and frequency counts, and trend analysis and nonparametric Pearson chi square analyses. Pearson chi-square analyses revealed that Division I permits athletic training students to cover individual skill sessions and informal summer workouts unsupervised more often than the other NCAA divisions. Chi-square analyses also found that athletic training students at accredited athletic training education programs were more likely to possess CPR and first-aid certification and education on the prevention of disease transmission. A trend analysis was performed to determine the amount of time freshmen, sophomores, juniors, and seniors spent in direct clinical supervision, supervised field experience, and unsupervised field experience. A linear relationship was found with respect to direct clinical supervision, and quadratic relationships were found with respect to supervised and unsupervised field experience. The results also revealed that athletic training programs that are accredited or candidacy were more likely to respond to 81 to 100% of the moderate risk sports within four minutes or less than those programs that are internship. The common perception of many athletic trainers regarding clinical education and the misuse of athletic training students is inconsistent with the current practices. Overall, athletic training students were seldom unsupervised for team practices and home events. In conclusion, the results of this study indicate that collegiate athletic trainers have adjusted well to the recent changes in clinical education requirements and to the medical health care coverage recommended guidelines. Future research should address athletic training student and athletic training program director responses relative to their head athletic trainers' responses. / 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

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Diane Gill; submitted to the Dept. of Exercise and Sport Science. Title from PDF t.p. (viewed May 5, 2010). Includes bibliographical references (p. 84-90).

Idag börjar personliga tränare kännas igen som en stor del av friskvården och har nu uppmärksammats vara en resurs för att främja hälsa. Syftet med detta arbete är att studera personliga tränares erfarenhet av hälsa när det kommer till utbildning, sin egen hälsa och hälsa i relation till sitt yrke. Det genomfördes fem individuella intervjuer med personliga tränare för att samla in material. Intervjuerna transkriberades och resultatet tematiserades där kärncitat valdes ut för att illustrera var tema. Resultatet analyserades och diskuterades utifrån dessa teman med en teoretisk utgångspunkt komponerad genom begrepp av Pierre Bourdieu. Resultatet av intervjuerna visar på en helhetsyn av hälsa. Hälsan ses som en resurs för att kunna leva livet. Den hälsa de olika personliga tränarna upplever är något som formats under livs- och yrkeserfarenhet. Under sina utbildningar till PT (personlig tränare) upplevde ingen av informanterna att deras syn på hälsa förändrades. Det fanns även en frånvaro i utbildningarna av vad hälsa är. Det framgår att hälsoarbetet är en strävan efter att må bra. Detta genom att finna det som gör att en mår bra men även finna det som skapar ohälsa och behandla detta. Personliga tränare jobbar med ett helhetsperspektiv på hälsa. Det framgår även att de under sina respektive utbildningar inte erhöll något lärande i vad hälsa är eller innebär. Under utbildningarna förändrades inte heller deras syn på hälsa. I arbetet med sina klienter framgår det att de både jobbar utifrån vad som skapar hälsa respektive ohälsa, men att det som skapar hälsa är i fokus. Den breda synen på hälsa kan bidra i hälsoarbetet då den erbjuder möjligheten att lättare identifiera påverkningsfaktorer av hälsa respektive ohälsa hos kunderna.