This study is a combination of three research studies that evaluated multiple aspects of the expectations, efficacy, and level of preparation of new Athletic Trainers (AT) in disordered eating and eating disorders prevention, recognition, and intervention. The first study analyzed the expectations and efficacy of new ATs in the management of disordered eating and eating disorders. This was evaluated from the perspective of National Collegiate Athletic Association (NCAA) Athletics Administrators, Athletic Training Education Program (ATEP) Directors, and new ATs. The results indicate high expectations for ATs but low levels of efficacy in these specific areas. The second study investigated the relationship between a variety of teaching methods and the efficacy of new ATs in the management of disordered eating and eating disorders. The findings demonstrated an increase in levels of preparation and efficacy when alternative teaching methods were used. These methods included teaching in a clinical setting, using role-play scenarios, and implementing real-life scenarios. A combination of these methods and lecture also increased the levels of preparation and efficacy. These results were in-line with Vygotsky's sociocultural learning theory and confirmed the benefits of learning in a social context. The third study examined the need to determine what types of support existed in NCAA athletics departments to assist ATs in fulfilling these responsibilities. Article three evaluated the existence of eating disorder policies, specific guidelines for prevention, recognition, and intervention, and the presence of disordered eating management in the AT job description. The NCAA athletics departments with the above three items were better prepared to handle disordered eating and eating disorder situations and offered more continuing education opportunities to ATs. However, these departments demonstrated increased levels of perceived prevalence of disordered eating among their student-athletes. Overall, these three articles provide a greater understanding of the expectations and efficacy of new ATs. The articles demonstrated low levels of efficacy in the management of disordered eating and eating disorders, discontinuing with the appropriate teaching methods, and an overall lack of support for ATs in disordered eating and eating disorder management.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-1076 |
| Date | 01 January 2012 |
| Creators | Baker, Jolene E. |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
| Rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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