Pervasive sensing for athletic training

2014 ◽  
pp. 53-62 ◽  
Author(s):  
Lo ◽  
Vadgama ◽  
Crewther ◽  
Spehar-Deleze ◽  
Drawer ◽  
...  
Keyword(s):  
Athletic Training ◽  
Pervasive Sensing

scholarly journals Achievement Goal Orientation for Athletic Training Education: Preparing for Lifelong Learning

2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer
Keyword(s):  
Student Achievement ◽  
Student Engagement ◽  
Lifelong Learning ◽  
Goal Orientation ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Clinical Settings ◽  
Athletic Training Educators

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.

Changes in selected locomotor skills of young runners after one athletic season: Influence of sex and age

2021 ◽  
pp. 174795412110066
Author(s):  
Josune Rodriguez-Negro ◽  
Iñaki Llodio ◽  
Daniel Castillo ◽  
Estibaliz Romaratezabala ◽  
Javier Yanci
Keyword(s):  
Athletic Training ◽  
Countermovement Jump ◽  
Training School ◽  
Change Of Direction ◽  
Age And Sex

The aim of the present research was to describe the changes in the locomotor competence [i.e. sprint, change of direction ability (CODA) and jump capacity] of young runners from an athletic training school after one season, according to runners’ sex and age. Two hundred and forty-one young runners from an athletic training school were divided by sex (boys, n = 107, and girls, n = 134) and age [under 8 years old (U8, n = 70), under 10 years old (U10, n = 68), under 12 years old (U12, n = 45), under 14 years old (U14, n = 39) and under 16 years old (U16, n = 19)]. At the start of the training season (PRE) and at the end of the season (POST), the runners performed different tests in order to assess their locomotor competence. The results showed that boys and girls improved their performance during the season in the 5 m sprint ( p = 0.000, ES = -0.58 to -0.74) and horizontal countermovement jump (HCMJ) ( p = 0.000, ES = 0.51 to 1.02), and decreased it in the 15 m sprint test ( p = 0.011 or p = 0.006, ES = 0.27 to 0.31), and only girls improved in change of direction ability (CODA) ( p = 0.000, ES = -0.22 to -0.27). In addition, with respect to age categories, all groups improved their performance in the HCMJ ( p = 0.000 - 0.005, ES > 0.40) and the 5 m sprint tests ( p = 0.000 - 0.002, ES = -0.68 to -1.24). Although in the 505 test no group improved its result ( p = 0.184 - 0.314, ES = -0.25 to 0.01), the U8 and U10 groups improved in the modified agility test (MAT) ( p = 0.000 or p = 0.003, ES = -0.38 to -0.41). In conclusion, there are differences in the changes in the locomotor competence according to runners’ sex and age, so perhaps age- and sex-dependent specialization in training is necessary.

The Use of Discovery Learning in Athletic Training Education

2009 ◽  
Vol 14 (4) ◽  
pp. 32-35 ◽  
Author(s):  
Robert E. Ryan ◽  
Steven R. Murray ◽  
Malissa Martin
Keyword(s):  
Athletic Training ◽  
Athletic Training Education ◽  
Discovery Learning

scholarly journals Gaining Access to Providing Medical Care to Male Sport Teams: The Female Athletic Trainer Perspective

2017 ◽  
Vol 52 (10) ◽  
pp. 946-954
Author(s):  
Alicia Pike ◽  
Stephanie M. Mazerolle ◽  
Jessica L. Barrett
Keyword(s):  
Medical Care ◽  
Athletic Training ◽  
Ncaa Division I ◽  
National Collegiate Athletic Association ◽  
Division I ◽  
Professional Relationships ◽  
Sport Team ◽  
Sport Teams ◽  
Job Access ◽  
The University

Context:  Female athletic trainers (ATs) can face barriers to employment within the profession. Although there is evidence for an increasing percentage of women in athletic training, the portion providing medical care to male sport teams within the professional sport and collegiate settings continues to be small. Objective:  To investigate the experiences of female ATs when seeking employment with male sport teams within the Division I setting. Design:  Qualitative study. Setting:  National Collegiate Athletic Association (NCAA) Division I. Patients or Other Participants:  A total of 15 NCAA Division I female ATs providing medical care to a male sport team participated in our study. Their mean age was 33 ± 9 years, and they had a mean of 11 ± 9 years of overall clinical experience. Data Collection and Analysis:  All participants completed one-on-one phone interviews, which were recorded and transcribed. Analysis of the data followed thematic analysis using a phenomenologic approach. Credibility was established through credibility checks, peer review, and researcher triangulation. Results:  Factors that played a role in women gaining employment with male sport teams were (1) preexisting professional relationships, (2) prior experience with a male sport, and (3) perseverance. Participants in our study were most attracted to their current positions because of (1) the environment of the collegiate setting and (2) the location of the university. Conclusions:  Job access for female ATs in this study was not viewed as a challenge. Familiarity through previous connections with the university and staff and commitment to career goals helped these women obtain the positions they held. The desire to work in male sports was not a primary contributing factor to the decision-making process. Progress continues for women in athletic training, as evidenced by the reported ease of job access with male sport teams.

Sign in / Sign up

Export Citation Format

Share Document