Motivational congruency and discrepancy between certified athletic trainers and noncertified student athletic trainers in the state of hawaii

In March 1992, a survey to assess motivational preference was sent to all certified athletic trainers who were practicing in the State of Hawaii and all noncertified student athletic trainers who were enrolled in the athletic training curriculum at the University of Hawaii. The return rate was 80% for certified athletic trainers and 100% for student athletic trainers. The findings of the study indicated that a motivational discrepancy exists for the following motivational stems: freedom on the job, job growth, benefits and wages, being appreciated, helping the organization obtain goals, receiving raises, being an integral part of the work team, job security, and feedback on job performance (p <.05). Further, the study indicated differences in rating the importance of motivators between the certified and the student athletic trainers concerning freedom on the job, opportunity for advancement, benefits and wages, and job security (p <.05). The differences in motivational factors between the two groups indicated that the students are more concerned with intrinsic types of motivators and less concerned with extrinsic rewards. Further investigation needs to include mainland populations and students in approved/accredited curriculums.     

Academic preparation of athletic trainers as counselors

Athletic trainers have assumed several roles and responsibilities over the years, but perhaps there is no more important role than that of a counselor. Are they prepared to do so? One hundred and thirty-two modified Revised Wylie Inventories were mailed to college/university athletic trainers to examine their educational preparation and experiences with counseling in various areas. Most athletic trainers surveyed reported that they were predominantly counseling in the areas of injury prevention, injury rehabilitation, and nutrition, and felt academically prepared to do so. However, it was reported that preparation to counsel in other less common areas (eg, family matters, financial matters, etc) was not adequately addressed in academic programs. The athletic trainers surveyed sought continuing education in order to meet the other counseling needs of student-athletes. Although they used several psychological referral services, it was apparent that most athletic trainers frequently served as counselors on many nonorthopedic topics. We suggest that athletic training educators consider incorporating both academic knowledge and clinical experience in a wider variety of counseling areas into their curricula.     

Motivational congruency and discrepancy of hawaiian athletic trainers

Motivation is an integral part of an effective organizational management scheme. In March 1992, we sent a survey designed to assess motivational preference to all certified athletic trainers in the State of Hawaii. The population included: 6 high school athletic trainers, 10 university athletic trainers, and 9 clinic athletic trainers. The surveys were completed and returned by 80% of the population. With the exception of being an integral part of a work team (p<.05), athletic trainers in the State of Hawaii showed little discrepancy in terms of motivation. Further, there are differences among the three groups of athletic trainers in rating the importance of motivators concerning being appreciated, receiving raises, and being an integral part of a team (p< .05) Differences in motivational factors among these three groups could be influenced by the organizational structure in which the athletic trainers operate. Further investigation should include a mainland population that includes athletic trainers in professional sports and the industrial setting.     

Evaluation of professional preparation in athletic training by employed, entry-level athletic trainers

The purpose of this study was to determine the perceived adequacy of professional preparation in athletic training among employed, entry-level certified athletic trainers. Data were gathered by means of a self-reporting questionnaire designed specifically for the study. There were 277 questionnaires mailed, and 183 entry-level certified athletic trainers (66%) responded to the survey. Demographic and employment characteristics of the respondents were examined. Respondents rated their perceptions of adequacy of professional preparation and growth in several academic and clinical task areas. Entry-level athletic trainers felt more prepared in the areas of prevention of athletic injuries/illnesses, evaluation and recognition of athletic injuries/illnesses, and first aid/emergency care. They felt less prepared in the areas of rehabilitation and reconditioning, organization and administration of athletic training programs, counseling and guidance of athletes, and education of athletes. Many entry-level certified athletic trainers were not strongly impressed with the adequacy of the number of clinical hours required or the areas of clinical experiences encountered during their professional preparation programs. Respondents felt that their mentors/certified athletic trainers could have provided more leadership, guidance, and evaluation. According to this study, professional preparation programs in athletic training are adequately preparing entry-level professionals, but certain task areas need increased emphasis.     

An assessment of burnout in graduate assistant certified athletic trainers

Context:

Graduate assistant athletic trainers (GAATs) must balance the demands of clinical care and the academic load of graduate-level students.

Objective:

To examine burnout among GAATs with clinical assistantships at National Collegiate Athletic Association (NCAA) Division I institutions and to identify the personal and situational variables that are related to burnout.

Design:

Cross-sectional study.

Setting:

Division I universities offering graduate assistantship programs.

Patients or Other Participants:

Two hundred one GAATs enrolled at NCAA Division I universities with graduate assistantship positions.

Main Outcome Measures(s):

The Athletic Training Burnout Inventory, which assesses stress and burnout among ATs through 4 constructs: emotional exhaustion and depersonalization, administrative responsibility, time commitment, and organizational support. The 6-point Likert scale is anchored by 1 (never true) and 6 (always true).

Results:

The GAATs who traveled with athletic teams (4.051 ± 0.895) and those who provided classroom instruction (4.333 ± 1.16) reported higher levels of stress due to time commitment than those who did not travel (3.713 ± 1.22) or teach (3.923 ± 0.929). We also found a difference in administrative responsibility across clinical settings (F_6,194  =  3.507, P  =  .003). The results showed that GAATs in NCAA Division I clinical settings (44.55 ± 13.17 hours) worked more hours than those in NCAA Division III clinical settings (33.69 ± 12.07 hours) and those in high school settings (30.51 ± 9.934 hours).

Conclusions:

Graduate assistant ATs are at risk for burnout because of the time necessary to complete their clinical and academic responsibilities and their additional administrative responsibilities. Graduate assistants who work in the Division I clinical setting are at greater risk for burnout than those in the secondary school setting because of the large number of hours required.     

Job marketability survey for athletic trainers in selected midwestern States

This study was conducted to determine job availability for athletic trainers in school and/or clinic settings in western Kansas, western Nebraska, western Oklahoma, and eastern Colorado. A survey was sent to 109 physical therapy (PT) clinics and 194 public schools to determine the major factors associated with job marketability. Of the 194 questionnaires mailed to the public schools, 119 were returned for a 61% response rate. Of the 109 questionnaires mailed to PT clinics, 57 were returned for a 52% response rate. Very few school districts (13%) hired their own trainer due to financial restrictions; therefore, the National Athletic Trainers' Association (NATA) athletic trainer would increase his/her likelihood of being hired if he/she was also teacher-certified. Most of the clinics responding would hire an NATA-certified athletic trainer if that individual was also licensed as a physical therapist, whereby, the trainer without PT licensure could be used for outreach programs for the local high schools. Essential factors identified by both the public school and clinic personnel for increasing the marketability of athletic trainers were: 1) NATA certification, 2) acquisition of an additional certification such as a teaching endorsement or a PT degree, and 3) willingness to provide services jointly to the schools and/or clinic with either being the primary hiring agent.     

Professional role complexity and job satisfaction of collegiate certified athletic trainers

CONTEXT: Whenever professionals have multiple role obligations in the workplace, they face potential professional role complexities. OBJECTIVE: To examine whether certified athletic trainers (ATs) employed at the collegiate level experienced professional role complexities, and if so, what effect those complexities had upon their job satisfaction and intent to leave a current position or the profession. DESIGN: Survey. SETTING: We used Internet survey methods to gather information from 1000 randomly selected collegiate ATs regarding the amount of stress they felt due to role complexities. PATIENTS OR OTHER PARTICIPANTS: We obtained a random sample of e-mail addresses for 1000 collegiate ATs in the United States and contacted these individuals with an invitation to participate. A total of 348 usable responses were received, for a 36% response rate. MAIN OUTCOME MEASURE(S): The role complexity aspect of the survey consisted of 45 questions addressing role ambiguity, role overload, role incongruity, role incompetence, and role conflict. The job satisfaction portion consisted of global questions regarding overall job satisfaction and intent to leave the job or profession. RESULTS: A total of 38% of respondents experienced moderate to high stress levels from role overload, whereas 23% and 22% had moderate to high levels of stress from role ambiguity and role conflict, respectively. Clinicians and joint appointees who reported moderate to high levels of stress from role complexity issues had lower job satisfaction and more frequent thoughts of leaving than did their faculty counterparts. CONCLUSIONS: The majority of collegiate ATs experienced low levels of professional role complexities and were relatively satisfied with their jobs. However, collegiate ATs began to experience less job satisfaction and more thoughts of leaving when moderate to high stress levels occurred due to role ambiguity, overload, incongruity, incompetence, and conflict. Lessening the stress due to role complexities is critical to positive employment experiences for ATs employed in higher education.     

A survey of athletic trainers as health care advocates for testicular and breast self-examination in athletic populations

There have been no previous studies of athletic trainers' educational practices regarding breast or testicular cancer, so we surveyed athletic trainers regarding: 1) the incidence of cancer among athletes, 2) educational practices concerning breast/testicular cancer, 3) educational practices regarding breast/testicular self-examination, 4) breast/testicular concerns of athletes, 5) breast self-examination and testicular self-examination among athletic trainers. A researcher-developed questionnaire was randomly distributed to athletic trainers at the 1994 NATA convention, and SPSS-X was used to analyze results, using Chi-square. One alarming finding was that 28% of athletic trainers surveyed had worked with an athlete who had cancer. Twenty-two percent of the athletic trainers surveyed reported that a female athlete had brought a breast concern to them, and 51% reported that a male athlete had brought a testicular concern to them. Most of the athletic trainers surveyed do not educate athletes about breast or testicular cancer and do not teach athletes about self-examination procedures, but do perform breast self-examination or testicular self-examination on themselves. Acting as a role model is an important step toward the education of athletes in our care, but more must be done. As health care professionals, athletic trainers must become more proactive, rather than reactive, when dealing with cancer prevention.     

National collegiate athletic association division and primary job title of athletic trainers and their job satisfaction or intention to leave athletic training

Context:

Membership in the National Athletic Trainers'' Association (NATA) has declined in recent years, generating much debate about professional commitment.

Objective:

To compare the contributing factors of job satisfaction and intention to leave athletic training of certified athletic trainers (ATs) employed in National Collegiate Athletic Association (NCAA) institutions.

Design:

Cross-sectional study.

Setting:

A link to a Web-based questionnaire containing the Spector Job Satisfaction Survey (JSS) and an original Intention to Leave Survey (ITLS) was distributed by e-mail to 1003 certified members of the National Athletic Trainers'' Association.

Patients or Other Participants:

A total of 191 certified members of the NATA employed in a college or university setting in a primarily clinical capacity; representing all NCAA divisions; and having the job title of head athletic trainer, associate/assistant athletic trainer, or graduate assistant/intern athletic trainer.

Main Outcome Measure(s):

We used separate 3 × 3 factorial analyses of variance to compare the mean scores of each JSS subscale and of the ITLS with NCAA division and job title. A stepwise multiple regression was used to determine the strength of the relationships between the JSS subscales and the ITLS.

Results:

We found differences for job title in the subscales of Fringe Benefits (F_2,182 = 7.82, P = .001) and Operating Conditions (F_2,182 = 12.01, P < .001). The JSS subscale Nature of Work was the greatest indicator of intention to leave (β = −0.45).

Conclusions:

We found a strong negative correlation between various facets of job satisfaction and intention to leave athletic training. The NCAA division seemed to have no effect on an individual''s job satisfaction or intention to leave the profession. In addition, only Fringe Benefits and Operating Conditions seemed to be affected by job title. The ATs had similar levels of job satisfaction regardless of NCAA division, and their job titles were not a major factor in job satisfaction.     

Perceptions of clinical athletic trainers on the spiritual care of injured athletes

Context:

Treating both the body and the mind of an injured or ill patient is accepted as necessary for full healing to occur. However, treating the spiritual needs of the patient has less consensus.

Objective:

To determine the perceptions and practices of certified athletic trainers (ATs) working in the college/university setting pertaining to spiritual care of the injured athlete.

Design:

Cross-sectional study.

Setting:

A survey instrument was e-mailed to a stratified random sample of 2000 ATs at 4-year colleges and universities.

Patients or Other Participants:

Five hundred sixty-four participants (296 men, 234 women; 34 did not specify sex).

Main Outcome Measure(s):

We measured the ATs'' perceptions and practices related to spiritual care for athletes.

Results:

We found that 82.4% of respondents agreed that addressing spiritual concerns could result in more positive therapeutic outcomes for athletes; however, 64.3% disagreed that ATs are responsible for providing the spiritual care. Positive correlations were found between personal spirituality and items favoring implementing spiritual care.

Conclusions:

Athletic trainers have a conceptual appreciation of the importance of spiritual care for athletes, but the practicalities of how to define, acquire skills in, and practice spiritual care are unresolved.     

Work-family conflict, part I: Antecedents of work-family conflict in national collegiate athletic association division I-A certified athletic trainers

CONTEXT: Work-family conflict (WFC) involves discord that arises when the demands of work interfere with the demands of family or home life. Long work hours, minimal control over work schedules, and time spent away from home are antecedents to WFC. To date, few authors have examined work-family conflict within the athletic training profession. OBJECTIVE: To investigate the occurrence of WFC in certified athletic trainers (ATs) and to identify roots and factors leading to quality-of-life issues for ATs working in the National Collegiate Athletic Association Division I-A setting. DESIGN: Survey questionnaire and follow-up, in-depth, in-person interviews. SETTING: Division I-A universities sponsoring football. PATIENTS OR OTHER PARTICIPANTS: A total of 587 ATs (324 men, 263 women) responded to the questionnaire. Twelve ATs (6 men, 6 women) participated in the qualitative portion: 2 head ATs, 4 assistant ATs, 4 graduate assistant ATs, and 2 AT program directors. DATA COLLECTION AND ANALYSIS: Multiple regression analysis was performed to determine whether workload and travel predicted levels of WFC. Analyses of variance were calculated to investigate differences among the factors of sex, marital status, and family status. Interviews were transcribed verbatim and then analyzed using computer software as well as member checks and peer debriefing. The triangulation of the data collection and multiple sources of qualitative analysis were utilized to limit potential researcher prejudices. RESULTS: Regression analyses revealed that long work hours and travel directly contributed to WFC. In addition to long hours and travel, inflexible work schedules and staffing patterns were discussed by the interview participants as antecedents to WFC. Regardless of sex (P = .142), marital status (P = .687), family status (P = .055), or age of children (P = .633), WFC affected Division I-A ATs. CONCLUSIONS: No matter their marital or family status, ATs employed at the Division I-A level experienced difficulties balancing their work and home lives. Sources of conflict primarily stemmed from the consuming nature of the profession, travel, inflexible work schedules, and lack of full-time staff members.