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

Dissertation (Ed.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Aug. 14, 2009). Directed by Jolene Henning; submitted to the Dept. of Exercise and Sport Science. Includes bibliographical references (p. 93-104).

Thesis (M.S.)--Ohio State University, 2005. / Includes bibliographical references (leaves [79-81]). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Ohio State University, 2005. / Includes bibliographical references (leaves [79-81]).

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

This MFA thesis document investigates the experience of teachers participating in a trainer of trainers (TOT) professional development model in drama-based instruction in K-12 schools. This document explores a two-phase research study in which teachers attended an Advanced Summer Institute and then took on the role of teacher trainer in their school context. The mixed-methods study uses narrative thematic analysis of interview data as well as quantitative scales to describe the experiences of the drama-based instruction teacher trainers. Throughout, this document argues for more effective, sustainable professional development practices that draw on the instructional knowledge of teachers. The findings suggest organizational support largely determines the amount of participation of teacher trainers in their school context. The document concludes with a discussion of how to better support teachers as teacher trainers on their campuses as part of a larger effort to build capacity and sustain ongoing drama-based instructional practice in K-12th grade schools. / text

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Athletes are striving to achieve an edge over their opponents. Instead of focusing on dietary practices to enhance their performance, athletes often resort to supplements. Creatine is one of the most common supplements used by athletes. Inconsistencies exist in the literature regarding recommended dosage, benefits, and short and long-term health consequences of creatine supplementation. In addition, athletes are bombarded with inaccurate information concerning proper nutritional practices. Athletic trainers are educated in nutrition and are expected to play a role in educating athletes regarding their dietary habits. The purpose of this study was to investigate the methods athletic trainers use to educate athletes in nutrition, to determine what methods they believe are most effective, and to reveal athletic trainers' attitudes and beliefs regarding creatine supplementation. The subjects consisted of athletic trainers from 52 out of 118 colleges and universities in New England for a 44% institutional return rate. Eighty-one athletic trainers participated in the study. Quantitative and qualitative data was collected through a survey and interviews. Athletic directors provided additional information to corroborate athletic trainers' responses. Athletic directors from 66 schools out of 118 in New England responded to a questionnaire for a 56% return rate. Findings indicate athletic trainers believe they are responsible for nutrition education and they have the ability to influence athletes. The most used educational methods identified were individual meetings, handouts, and team meetings. Athletic trainers rated individual meetings, guest speakers, and lectures by the athletic training staff as the most effective educational strategies. Findings suggest educational efforts are minimal and inconsistent within and between institutions. Athletic trainers believe they are ineffective and inadequate in educating athletes. The primary reasons cited for their ineffectiveness are "time" and "lack of staff." Other major findings indicate athletic trainers do not support the use of creatine by athletes and are in support of the NCAA ban on creatine distribution by member institutions. Qualitative analysis exposed a number of issues surrounding creatine supplement use by athletes and the NCAA ban on creatine distribution. / 2031-01-01

Personal trainers are paid fitness professionals who curate exercise programs for their clients, bridging the gaps between health, commerce, and fitness. This study seeks to identify specific attributes of personal trainers associated with success, using a crosssectional design. An online survey was used to evaluate career success and levels of emotional intelligence using a convenience sample of certified, working personal trainers (N = 225). Two instruments were developed to capture the concepts of emotional intelligence and career success. Characteristics thought to be most pertinent in the field of personal training are those associated with Emotional Intelligence, as measured by the Emotional Intelligence in Personal Trainers [EIPT] instrument, developed as part of the study. Career success is measured by evaluating career satisfaction, professional progression and professional development using the Success as a Personal Training [SAAPT] instrument, also developed as part of the study. Demographic and work-related items measured variables like weekly productivity, location of training session, type of education, and certification to capture additional characteristics of the sample. The validated Career Success Survey [CSS] was used alongside the EIPT and the SAAPT. It was hypothesized that there would be a positive relationship between emotional intelligence and success. In addition, it was hypothesized that weekly productivity and years of experience would be related to success. Regression analysis findings show that although work-related variables are significant predictors of success, accounting for 19% of the variance in success, Emotional Intelligence accounts for variance in success above and beyond work-related variables, accounting for nearly 49% of additional variance in total success scores (p < .001). This result supports the hypothesis that EI is a significant predictor of success in addition to those work related factors like how many sessions are performed and years of employment.

This study investigated items which influence career advancement of male and female head athletic trainers. Past evidence suggests willingness/ability to relocate, child rearing, an established network, and the "glass ceiling" phenomenon (positions of power that can be seen, but not achieved) affected career advancement. A questionnaire was mailed to 184 female and 75 male NCAA Division I, II and III head athletic trainers. There was a response rate of 70.2% (n=129) females and 86.7% (n=65) males. Major findings included significant (p<_.05) differences between gender in demographics (age, marital status, etc.), and athletic training experience (sport assignments, years a certified athletic trainer, etc.). A large percentage of male head athletic trainers desired change in position title or Division level. Twenty percent of female respondents indicated a career goal to leave the athletic training profession. Female respondents indicated gender did not effect career advancement, and willingness to relocate somewhat helped. Conclusions were that many of the barriers associated with female career advancement were not found to be associated with the profession of head athletic trainer. However, the high percentage of single female head athletic trainers and the lack of female head athletic trainers not experiencing a sport commonly worked by the head athletic trainer are areas of concern. / School of Physical Education

Continuing education requirements in all fields and professions are intended to promote continued competence, to develop current knowledge and skills, and to enhance professional skills and judgment beyond the levels required for entry-level practice. The idea of enhancing one’s knowledge and the ability to stay current with the newest updates in one’s profession is vital to the success of an individual and his/her profession. The profession of athletic training is no different. Being a part of the allied health field, the profession of athletic training continues to evolve. All professionals continue their education through experiences, formal schooling or continuing education systems. How can continuing professional education be most effective in enhancing the certified athletic trainer (ATC) in the ever evolving allied health field? The purpose of the study was to examine and then determine the most preferred method of continuing professional education (CPE) for certified athletic trainers (ATC). The research study evaluates the most effective instructional method to disseminate the content, context and the process of the athletic training profession to its members through continuing education activities. Continuing education requirements are intended to promote continued competence, development of current knowledge and skills, and enhancement of professional skills and judgment beyond the levels required for entry-level practice. The governing body of the National Athletic Trainers’ Association (NATA) requires its members to participate in continuing education activities for these reasons. The study involved 287 certified athletic trainers (ATC) and their responses through a survey instrument. The survey instrument was sent to every certified athletic trainer in Indiana through the Internet and their responses were collected by Ball State University’s Research Design and Analysis Services. The ATCs responded to a multitude of questions concerning their view of continuing education, impediments to continuing education and their demographics. After reviewing the data, certified athletic trainers responses resulted in showing a strong preference to hands-on and interactive opportunities as being the best perceived delivery system to provide the profession and its members with continuing education experiences. / Department of Educational Leadership