scholarly journals Promoting Athletic Training Through a General Education Course in Psychosocial Aspects of Sports Injuries

2012 ◽  
Vol 7 (2) ◽  
pp. 70-73
Author(s):  
Alison Marie Gardiner-Shires ◽  
Scott Heinerichs
Keyword(s):  
General Education ◽  
Athletic Training ◽  
Sports Injuries ◽  
Athletic Training Education ◽  
Well Being ◽  
Education Faculty ◽  
Student Body ◽  
Physically Active ◽  
General Education Curriculum ◽  
Athletic Training Educators

Context: A general education course taught by athletic training education faculty has the potential to expose the entire student body to the athletic training profession in a unique way while also meeting requirements of the Commission on Accreditation of Athletic Training Education. Objective: To introduce a detailed case study of a general education course taught by athletic training education faculty. Background: The general education curriculum is designed to enable students to appreciate and understand numerous disciplines. As a helping profession, athletic trainers are skilled at addressing a myriad of issues as they relate to an active individual's physical, psychological, and social well-being. Athletic training educators are ideal individuals to develop and teach courses demonstrating the interrelationships among psychology, sociology, and athletic training. Description: Detailed course topics and relevant supporting literature for the course are presented. Examples of techniques used in the course are provided to aid athletic training educators in the development of their own course. The challenges and rewards of offering a general education course are also outlined. Advantages: This course can expose the general student population to athletic training by fostering, introducing, and increasing collaboration among faculty, nontraditional teaching methods, and department/program productivity. Conclusion: A general education course developed and taught by athletic training education programs has both institutional and curricular value. Athletic training educators have knowledge and expertise with respect to musculoskeletal injury care and a unique understanding of a physically active individual's mindset following injury. These distinctive traits can help the entire student body understand and apply concepts of this course to their everyday lives.

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.

scholarly journals Universal Design for Learning to Support Access to the General Education Curriculum for Students with Intellectual Disabilities

2018 ◽  
Vol 8 (2) ◽  
pp. 66 ◽  
Author(s):  
Adnan Nasser Al Hazmi ◽  
Aznan Che Ahmad
Keyword(s):  
General Education ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Well Being ◽  
Intellectually Disabled ◽  
Students With Special Needs ◽  
Disabled Students ◽  
Learning Abilities ◽  
General Education Curriculum ◽  
Design For Learning

The issue concerned with enhancing support to the intellectually disabled students for enabling them to access thegeneral education has gained significant importance in the recent years all over the world. The intellectually disabledstudents suffer from neurodevelopmental disorders that acts as a barrier to the normal functioning of the brain andslow down the learning abilities and proper development of an individual. The presence of intellectual disabilitiesaffects both the mental and physical well-being of the students by causing issues for them to understand, thinklogically, speak, remembering things, and find solutions to the problems. Many research studies are conducted acrossthe world for finding the ways and designing innovative models that can help in increasing the access to generaleducation for these students with special needs. The universal design for learning framework also aims at providingsupport to the intellectually disabled students for gaining access to general education by enhancing their intellectualfunctioning and ability to adapt.

scholarly journals Athletic Training Education: There's an App for That

2015 ◽  
Vol 10 (2) ◽  
pp. 190-199 ◽  
Author(s):  
Kim Keeley ◽  
Kelly Potteiger ◽  
Christopher D. Brown
Keyword(s):  
Athletic Training ◽  
Classroom Environment ◽  
Athletic Training Education ◽  
Mobile App ◽  
Student Knowledge ◽  
Additional Information ◽  
Generation Z ◽  
Use Of Technology ◽  
Athletic Training Educators ◽  
New Generation

Context Mobile applications (apps) are growing in popularity due to the increased use of smartphones. Many available apps are educational in nature and may provide both students and educators freedom for learning to occur outside of the typical classroom environment. Objective To provide a description of relevant apps along with a brief synopsis of the suggested use by both athletic training educators and students. Additional information that may affect a user's app selection, such as cost, size of the download, and consumer ratings, if available, is also included. Background Applications (apps) are computer programs written specifically for Internet connected mobile phones and tablets. These programs perform specific functions for the user, usually through a touchscreen interface. Synthesis Connected devices are especially popular among the Millennial and Generation Z students now enrolled in various pre-professional healthcare programs. These students were raised with technology inundating their lives; therefore, they tend to desire the use of technology more frequently than older adults. Results Many apps are available, however this article highlights selected apps in the categories of (1) injury evaluation and management, (2) anatomy, and (3) productivity. Recommendation(s) Educators should become knowledgeable in mobile app technology in order to meet the needs of the new generation of students. Conclusion(s) Incorporating apps into athletic training education can enhance the delivery and retention of student knowledge and provide unique educational opportunities.

scholarly journals Address to the Attendees of the 2009 NATA Athletic Training Educators' Conference

2011 ◽  
Vol 6 (1) ◽  
pp. 3-4
Author(s):  
R.T. Floyd
Keyword(s):  
Athletic Training ◽  
Special Section ◽  
Athletic Training Education ◽  
Athletic Training Educators ◽  
Education Journal ◽  
Distinguished Educator ◽  
Educator Award

Editor's Note: There is a great deal to learn from our colleagues who have had critical and noteworthy contributions to athletic training education. We are pleased, therefore, to periodically include the Robert S. Behnke Keynote addresses from recipients of the Sayers “Bud” Miller Distinguished Educator Award in the current and forthcoming issues of the Athletic Training Education Journal. In this issue's special section we present the speech from R.T. Floyd, EdD, ATC, CSCS who received the Distinguished Educator Award in 2007. The wide ranging contributions by Dr. Floyd are found at http://www.nata.org/DEAwinners#2007.

scholarly journals Tenure Track Athletic Training Educators: Are they being set up to fail?

2009 ◽  
Vol 4 (4) ◽  
pp. 144-149 ◽  
Author(s):  
Lori Dewald ◽  
Katie Walsh
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Athletic Training Education ◽  
Future Research ◽  
Tenure Track ◽  
Education Programs ◽  
Allied Health Professions ◽  
Future Developments ◽  
Athletic Training Educators ◽  
Set Up

Issues faced by tenure track AT education faculty are addressed and suggestions for those who are considering appointments as AT faculty are given. Literature and research from other allied health professions are provided as insights to AT faculty. We also suggest future research ideas related to AT educators. Finally, we consider future developments in the movement of athletic training education programs (ATEPs) into departments/schools of allied health and its impact on tenured AT faculty.

scholarly journals Examining the Role Mentorship Plays in the Development of Athletic Training Preceptors

2016 ◽  
Vol 11 (3) ◽  
pp. 127-137 ◽  
Author(s):  
Sara Nottingham ◽  
Jessica L. Barrett ◽  
Stephanie M. Mazerolle ◽  
Christianne M. Eason
Keyword(s):  
Athletic Training ◽  
Clinical Education ◽  
Outcome Measure ◽  
Athletic Trainers ◽  
Athletic Training Education ◽  
Multiple Roles ◽  
Mentoring Relationships ◽  
Athletic Training Educators ◽  
Ongoing Development ◽  
National Athletic Trainers Association

Context: Mentorship has been identified as a contributor to the socialization of athletic training preceptors. Understanding how mentorship occurs and contributes to preceptor development may help athletic training educators facilitate effective mentorship within their athletic training programs. Objective: Examine preceptors' perceptions of mentoring as part of their socialization into this role. Design: Qualitative study. Setting: Commission on Accreditation of Athletic Training Education programs. Patients or Other Participants: Twelve athletic trainers representing 4 National Athletic Trainers' Association districts, including 5 men and 7 women, average age = 32 ± 10.5 years, and average of 5 ± 5.0 years' experience as a preceptor. Main Outcome Measure(s): Participants responded to 14 interview questions regarding their perceptions of mentoring. Two researchers analyzed data using an inductive approach to identify themes and supporting categories. Trustworthiness was established by piloting the interview, using multiple analyst triangulation, and peer review. Results: Four themes emerged from the data: (1) characteristics, (2) processes, (3) mentoring by emulating, and (4) roles of mentoring. Participants identified that communication and commitment are characteristics of effective mentorship. Preceptors learn to mentor by emulating other preceptors, and mentoring relationships develop through both formal and informal processes. Mentoring serves multiple roles for preceptors, including providing a support system and facilitating reciprocal learning for both mentors and protégés. Conclusions: Participants perceive mentoring as beneficial to their initial and ongoing development as preceptors. Preceptors learn to mentor by emulating current and past mentors, emphasizing the importance of modeling for both preceptors and students. Clinical education coordinators can facilitate the mentoring of preceptors by educating them on the benefits of engaging in it as well as connecting experienced preceptors with newer preceptors.

scholarly journals Factors of Persistence Among Graduates of Athletic Training Education Programs

2011 ◽  
Vol 46 (6) ◽  
pp. 665-671 ◽  
Author(s):  
Thomas G. Bowman ◽  
Thomas M. Dodge
Keyword(s):  
Athletic Training ◽  
Education Program ◽  
Athletic Training Education ◽  
Positive Interactions ◽  
Theory Approach ◽  
Education Programs ◽  
Entry Level ◽  
Athletic Training Educators ◽  
National Athletic Trainers Association ◽  
Member Checks

Context: Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs. Objective: To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs. Design: Qualitative study. Setting: Postprofessional education program accredited by the NATA. Patients or Other Participants: Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. Data Collection and Analysis: We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing. Results: Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence. Conclusions: Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic.

scholarly journals Employment Characteristics, Educational Histories, and Pedagogical Training of Educators in CAATE-Accredited Athletic Training Education Programs

2009 ◽  
Vol 4 (4) ◽  
pp. 131-138 ◽  
Author(s):  
Valerie Rich
Keyword(s):  
Higher Education ◽  
Athletic Training ◽  
Athletic Training Education ◽  
Assistant Professor ◽  
Rapid Expansion ◽  
Pedagogical Practices ◽  
Pedagogical Training ◽  
Athletic Training Educators ◽  
Educational Histories ◽  
Employment Characteristics

Context: With the rapid expansion of ATEPs in the last decade, the demand for doctoral-trained athletic training educators has increased exponentially. As more athletic training educators enter higher education, it is important to fully understand how well prepared these educators are for life in academe. Objective: To describe employment characteristics, educational histories, and pedagogical training of athletic training educators. Design: Descriptive study. Setting: Entry-level undergraduate and graduate ATEPs Patients or Other Participants: The Demographic and Educational History Questionnaire (DEHQ) was distributed to 338 program directors (PDs) of CAATE accredited ATEPs. Twenty-four potential respondents were eliminated from the study due to incomplete responses. Thirty percent of PDs (n=102) completed the survey in its entirety. PDs were also asked to forward the DEHQ to other educators in their respective ATEPs, which resulted in the inclusion of 72 additional individuals, for a total of 174 participants. Main Outcome Measures: Questionnaire items were analyzed using descriptive statistics. Results: Participants included 92 men (53%) and 82 women (47%). Sixty-seven percent held the rank of assistant professor or instructor, and forty-six percent held a doctorate. A total of 22 different undergraduate majors, 18 minors, 16 graduate content areas, and 24 postgraduate areas of study were reported. On average, athletic training educators completed 8 collegiate courses and attended 8 professional workshops based on improving pedagogical practices throughout their career. Conclusions: Contemporary athletic training education is now fully integrated into higher education, with junior faculty members leading the way. Athletic training educators in this study predominantly held the assistant professor rank, possessed degrees across a variety of disciplines, and had completed some form of pedagogical training.

scholarly journals An Exploration of Mosston’s Spectrum of Teaching Styles in Athletic Training Education

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Dominique Ross ◽  
Aimee Pascale
Keyword(s):  
Athletic Training ◽  
Teaching Styles ◽  
Athletic Training Education ◽  
Clinical Settings ◽  
Practical Application ◽  
General Introduction ◽  
Pedagogical Strategies ◽  
Athletic Training Educators ◽  
Spectrum Of Teaching Styles ◽  
Enhance Student Learning

Athletic training educators teach in didactic, laboratory and clinical settings, all requiring an array of pedagogical strategies to effectively instruct students. Mosston’s Spectrum of Teaching Styles is a theoretical framework to support pedagogical decision making in physical education. The purpose of the commentary is to examine teaching styles from Mosston’s Spectrum in the context of athletic training education. A general introduction, review of comparative literature and practical application to athletic training education is provided for each of the eleven teaching styles. The examination and application of educational theory from other disciplines may provide athletic training educators additional resources to enhance student learning.

scholarly journals Incorporating Foundational Evidence-Based Practice Concepts and Skills Across an Athletic Training Education Program

2010 ◽  
Vol 5 (3) ◽  
pp. 119-125 ◽  
Author(s):  
Lisa S. Jutte ◽  
Stacy E. Walker
Keyword(s):  
Athletic Training ◽  
Medical Practice ◽  
Education Program ◽  
Evidence Based Practice ◽  
Athletic Training Education ◽  
Evidence Based ◽  
Athletic Training Educators ◽  
Clinical Advantage

Objective: The purpose of this article is to provide an example of how to develop and implement an evidence-based practice (EBP) concepts and skills plan in an athletic training education program (ATEP). Background: Evidence-based practice is an integral part of medical practice today. As stated in the Athletic Training Educational Competencies 4th edition, athletic training educators are expected to develop their students' abilities to engage in EBP. However, foundational concepts and skills are needed to effectively practice EBP. Description: To eliminate redundancy and better prepare our students for EBP, a plan based on incorporating foundational concepts and skills concepts in small, sequential doses in our ATEP was devised and implemented. Clinical Advantage(s): Exposure to foundational EBP concepts and skills is necessary for students to actively engage in EBP. Conclusion(s): Despite the challenges for both students and faculty, the plan ensures we expose our students to EBP concepts and skills, therefore better enabling them to engage in EBP.

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