Frequency of Leadership Behaviors Among Athletic Trainers in University Settings

2017 ◽  
Vol 12 (3) ◽  
pp. 165-178 ◽  
Author(s):  
Matthew R. Kutz ◽  
Jennifer Doherty-Restrepo
Keyword(s):  
Athletic Training ◽  
Leadership Behaviors ◽  
Survey Design ◽  
Leadership Behavior ◽  
Athletic Trainers ◽  
Demographic Variables ◽  
Training Context ◽  
Paired Samples ◽  
Frequency Of Use ◽  
University Settings

Context: Leadership has been reported to be an important factor in the practice of athletic training. However, no research has identified the frequency in which leadership is practiced by athletic trainers. Objective: To explore and compare the frequency with which athletic trainers practice leadership in their athletic training and non–athletic training roles. Setting: Survey design using athletic trainers in clinical and academic roles. Patients or Other Participants: One hundred one athletic trainers in university settings (69% program directors; 31% university-based clinicians), yielding a 12% response rate and a satisfactory effect size (d = 0.73); mean age of respondents was 41 ± 9.5 years, mean experience was 18 ± 9.0 years, and 98% of respondents had at least a master's degree. Main Outcome Measure(s): Frequency of leadership behavior by athletic trainers was assessed using the Frequency of Leadership in Athletic Training Scale (FLATS). Data on frequency of use were organized by different demographic variables and between athletic training roles and non–athletic training roles. Results: The FLATS psychometric analysis yielded satisfactory internal consistency and validity (α = 0.91 to 0.96; correlations ranged from r = 0.39 to r = 0.87, P ≤ .05; concurrent validity was supported by differences between scale items and selected demographic characteristics). Paired-samples t tests indicated significant differences between practice frequencies of leadership behaviors in athletic training roles when compared with out of athletic training roles (mean = 2.24 ± 0.33 versus 1.98 ± .38, P = .000). Furthermore, mean scores for 44 (of 47) FLATS items were significantly higher for in versus out of athletic training roles (P ≤ .05). Independent t tests showed significant differences between specific item frequencies among different variables (ranges: t43–99 = −3.290 to 3.339, P = .001 to .05). Conclusions: A majority (85%) of leadership behaviors are practiced frequently (often or always) by athletic trainers. Frequency of leadership behavior by athletic trainers decreases when they are not functioning in an athletic training context.

scholarly journals Athletic Trainers' Knowledge Regarding Airway Adjuncts

2015 ◽  
Vol 10 (2) ◽  
pp. 164-169 ◽  
Author(s):  
Jessica R. Edler ◽  
Lindsey E. Eberman ◽  
Leamor Kahanov ◽  
Christopher Roman ◽  
Heather Lynne Mata
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Demographic Variables ◽  
Perceived Knowledge ◽  
Frequency Of Use ◽  
Significant Difference ◽  
The Difference ◽  
National Athletic Trainers Association ◽  
The Relationship ◽  
E Mail

Context Research suggests that knowledge gaps regarding the appropriate use of airway adjuncts exist among various health care practitioners, and that knowledge is especially limited within athletic training. Objective To determine the relationship between perceived knowledge (PK) and actual knowledge (AK) of airway adjunct use and the difference in PK after AK assessment. Design Knowledge assessment. Patients or Other Participants Two thousand athletic trainers received the survey via e-mail; 152 (7.6%) responded. Intervention(s) The AK assessment included 7 items based on the use and implementation of airway adjuncts based on the National Athletic Trainers' Association educational competencies. Perceived knowledge was measured using a well-established PK questionnaire, which also included 1 item to rate likelihood to pursue continuing education (CE). Main Outcome Measure(s) Perceived knowledge was compared pre- and posttest. Our demographic variables assessed how often lifesaving skills were used. We used total scores of the AK assessment to measure AK. We employed dependent t tests to determine the pre- and posttest differences in PK and likelihood to pursue CE. We used a correlation analysis to determine the relationship between PK and AK. We calculated separate analyses of variance to determine differences in AK between the frequencies of lifesaving skill use. Results We identified no significant change (t150 = −0.91, P = .37, 95% confidence interval = −0.17 to 0.06) in likelihood to pursue CE. Greater PK was weakly associated with greater AK (r = 0.36, P < .001). We found a significant difference (F1,145 = 4.63, P = .03, effect size = 0.031, 1 − β = 0.57) between the frequency of use of lifesaving skills and AK. Conclusion We identified a knowledge gap among athletic trainers in the use of airway adjuncts. Although the likelihood to pursue CE score was high, the score did not significantly increase after completing the assessment. Participants who use lifesaving skills more frequently scored higher on the AK assessment, suggesting that the more frequently athletic trainers utilize a skill, the more knowledgeable they are.

scholarly journals Deaflympians' Satisfaction With Athletic Training Services at the 2013 Deaflympic Summer Games

2017 ◽  
Vol 52 (7) ◽  
pp. 708-718 ◽  
Author(s):  
Matthew Paul Brancaleone ◽  
René Revis Shingles ◽  
Nailya DeLellis
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Demographic Data ◽  
Age Groups ◽  
Collegiate Athletes ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Frequency Of Use ◽  
Or Team ◽  
Training Services

Context:  Athletic trainers have the opportunity to treat unique populations. Determining athletes' satisfaction with the athletic training services supplied can offer insights into how to improve the health care provided to athletes. Objective:  To explore Deaflympians' satisfaction with athletic training services at the 2013 Deaflympic Summer Games. Design:  Cross-sectional survey. Setting:  The 2013 Deaflympic Summer Games in Sofia, Bulgaria. Patients or Other Participants:  Of the 115 Deaflympians contacted, 55 completed the questionnaire, for a 48% response rate (women = 33, men = 22). Main Outcome Measure(s):  The Medical Interview Satisfaction Survey–Athletic Training was used. The questionnaire gathered demographic data and included 25 Likert-scale items that assessed 6 components of athletic training. Descriptive statistics were calculated as normalized scores to adjust for the different numbers of questions for each item. On a 5-point scale, the scores ranged from 3.82 (management) to 4.24 (environment), with an overall satisfaction score of 3.89. We conducted comparison tests to assess possible differences in overall satisfaction and satisfaction components. Satisfaction with frequency of use of the athletic training room and knowledge were the only areas that showed statistically significant differences. Other differences were in perceptions of medical coverage among age groups and management between sexes. Results:  Satisfaction with the athletic training services provided was lower among these Deaflympians than among collegiate athletes in other studies. However, we observed no differences in overall satisfaction scores by age, sex, race, previous Deaflympic experience, or individual or team sport. Deaflympians who used and visited the athletic training facility more often had higher overall satisfaction scores than individuals who used and visited the facility less. Conclusions:  Deaflympians were satisfied with the athletic training services provided at the 2013 Deaflympic Summer Games.

scholarly journals Mindfulness Matters: Utilization and Perceptions of Mindfulness Practices Among Athletic Trainers

2021 ◽  
Author(s):  
Ashley Goodman ◽  
Jennifer Howard
Keyword(s):  
Athletic Training ◽  
Athletic Trainers ◽  
Self Care ◽  
Well Being ◽  
Mindfulness Practice ◽  
Rank Test ◽  
Cross Sectional ◽  
Client Care ◽  
Frequency Of Use ◽  
Mindfulness Practices

Context: Mindfulness practices are effective for injury/illness recovery, decreasing stress and anxiety, and strengthening emotional resilience. They are also beneficial for healthcare professionals' well-being and improved patient outcomes and safety. However, mindfulness has not been studied in athletic trainers. Objective: To investigate athletic trainers' utilization of mindfulness practices and their perceptions on its importance for self- and patient/client-care. Design: Cross-sectional study. Setting: All athletic training practice settings. Patients and Other Participants: A total of 547 athletic trainers who are currently practicing completed the survey. Main Outcome Measure(s): We developed an 18-item survey that measured utilization (1(Never) to 6(Very Frequently)) and perceptions (1(Strongly Disagree) to 7(Strongly Agree)) of mindfulness practices. Mann-Whiney U or Kruskal-Wallis tests with post-hoc pairwise comparisons were performed to assess differences in utilization (p<0.05). A related samples Wilcoxon-signed-rank test was performed to assess differences in participants' perceptions between self- and patient/client-care. Results: Overall, 86% (n=471) of respondents reported participating in some form of mindfulness practice with females (Median(IQR) 4(2-5) vs. 3(2–4);p<0.002), those not in a committed relationship (4(2-5) vs. 3(2-4);p=0.048), and those without children in the home (4(2-5) vs. 3(2-4);p=0.040) reporting the highest frequency of use for self-care. Females (4(2-4) vs. 3(2-4);p<0.001), those without children in the home (3(2-4) vs. 3(2-4);p=0.036), and those in emerging (4(2-4);p=0.003) or collegiate settings (3(2-4);p=0.006) most frequently incorporated mindfulness into patient/client-care. Overall, frequency of use for self-care was higher than for patient/client-care (4, ‘occasionally' (2-4) vs. 3, ‘rarely' (2-4);p<0.001). Mindfulness practices were perceived as more important for self- than patient/client-care (6(5-7) vs. 5(5-6); p<0.001). Conclusions: Athletic trainers perceived mindfulness practices as more important for personal well-being and they utilized it, albeit occasionally, more for self-than for patient/client-care. Differences in gender, relationship status, children and setting were observed. Mindfulness-based interventions on athletic trainer well-being and patient-centered care and implementation barriers should be explored.

A Review and Conceptual Framework for Integrating Leadership into Clinical Practice

2012 ◽  
Vol 7 (1) ◽  
pp. 18-29 ◽  
Author(s):  
Matthew R. Kutz
Keyword(s):  
Health Care ◽  
Clinical Practice ◽  
Leadership Development ◽  
Conceptual Framework ◽  
Athletic Training ◽  
Leadership Behaviors ◽  
Clinical Skills ◽  
Leadership Behavior ◽  
Data Sources ◽  
Leadership Research

Context: The purpose of this review is to assess leadership education and practice in athletic training. Leadership is a critical component of athletic training and health care. Leadership research in athletic training is dramatically behind other health care professions. Objective: To develop a model for integrating leadership behavior and education into clinical practice and athletic training education that is based on review of leadership literature within athletic training and to introduce a conceptual framework from which to base future dialogue and by which to describe and assess the demonstration of leadership within athletic training. Data Source: PubMed and CINAHL served as the data sources for the allied health fields and were limited to athletic training and nursing. Other data sources included EBSCO Business Source Complete, ERIC, and leadership and management texts. Data Synthesis: The role and presence of leadership behaviors and skills in athletic training journals were reviewed and summarized. A general overview of the various leadership theories is presented. Conclusions: Leadership behavior can facilitate the transfer of professional behavior and performance from classroom to clinical practice; however, leadership may be perceived to be less important than clinical skills. A model for integrating leadership into athletic training is presented with implications for practice. As athletic training continues to evolve, the need to formalize leadership development for athletic trainers may be warranted. Focusing on the structure and function of leadership behaviors and content may help advance athletic training and align it with other health professions relative to leadership research.

Perceived Leadership Behaviors among Multigenerational Managers

2020 ◽  
Vol 11 (1) ◽  
pp. 164-164
Author(s):  
Yanki Hartijasti ◽  
Dodi Wirawan Irawanto ◽  
Asri Laksmi Riani
Keyword(s):  
Organizational Performance ◽  
Baby Boomer ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Multigenerational Workforce ◽  
Generational Diversity ◽  
Gen Y ◽  
Perceived Leadership ◽  
Behavior Description ◽  
The One

Managing four generations with different set of beliefs, values and attitudes is a critical challenge for an organization. Intergenerational conflict may emerge from diverse preferences and misinterpretation of words and actions. For instance, in the digital era tech-savvy millennials wanted to have flexible work schedules (Clendon & Walker, 2012) and less interaction with their managers (Schultz & Schwepker, 2012). Meanwhile, Baby Boomer managers preferred direct communication (Holian, 2015) because they wanted to have face-to-face discussion. Additionally, in many organizations Baby Boomer managers were still implementing command-and-control management (Faller & Gogek, 2019), while Gen Y and Gen Z workforce favored constructive feedbacks (Anderson & Buchko, 2016). For young workforce, specifically Gen Z, if their managers practice the traditional boss-subordinate relationship, they prefer to quit and move to another company. On the one hand generational diversity is an advantage, but on the other hand it can be disastrous if not handled well. Leaders are expected to minimize workplace miscommunication and conflict arising from multigenerational differences between staff and managers to attain organizational performance. To date, many leadership styles have been researched, however Leadership Behavior Description Questionnaire XII has been the most widely used to measure how a leader should behave to reduce conflict in the multigenerational work environment, criticize poor work of older-generation followers, and emphasize on high levels of performance (Littrell et al., 2018). The objectives of this study are to investigate the perceived leadership behaviors and the differences in perceived leadership behavior among multigenerational managers. Keywords: Gen Y, Indonesia, LBDQ-XII, Multigenerational Workforce, Perceived Leadership Behavior

The Importance of Similarity: How Gender Congruence Matters for the Impact of Leadership Training

2021 ◽  
pp. 009539972110642
Author(s):  
Trine H. Fjendbo ◽  
Christian B. Jacobsen ◽  
Seung-Ho An
Keyword(s):  
Leadership Training ◽  
Large Scale ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Female Gender ◽  
Perceived Leadership ◽  
Scale Field ◽  
Before And After ◽  
Large Scale Field ◽  
The Impact

Leadership training is key to promoting more active leadership, but the effects of leadership training can depend on the gender context. Gender congruence between manager and employee can affect how the manager employs leadership behaviors adapted from training and how employees perceive leadership behavior. Quantitative data on 474 managers’ 4,833 employees before and after a large-scale field experiment with leadership training enable us to examine changes in employee-perceived leadership following training. The results show that gender congruence between manager and employee is associated with stronger leadership training effects on employee-perceived leadership behaviors. Female gender congruence shows the most pronounced effects.

Athletic Trainers’ Viewpoints of Patient-Centered Care

2021 ◽  
Author(s):  
Carly J. Wilson ◽  
Lindsey E. Eberman ◽  
Ansley S. Redinger ◽  
Elizabeth R. Neil ◽  
Zachary K. Winkelmann
Keyword(s):  
Athletic Training ◽  
Task Force ◽  
Athletic Trainers ◽  
Core Competency ◽  
Principal Component ◽  
Patient Centered Care ◽  
International Classification Of Functioning ◽  
Patient Centered ◽  
Centered Care ◽  
Icf Model

Abstract Background The core competency of patient-centered care (PCC) states that for positive patient outcomes, the provider must respect the patient’s views and recognize their experiences. The Athletic Training Strategic Alliance Research Agenda Task Force identified a profession-wide belief that examining the extent to which athletic trainers (ATs) provide PCC in their clinical practice would benefit the profession. To first address this line of inquiry, we must study the subjectivity of how ATs view PCC. Methods We used Q methodology to allow participants to share their viewpoints while simultaneously exploring the study aim from a quantitative and qualitative perspective. A total of 115 (males = 62, females = 53, age = 37 ± 10 y, experience = 13 ± 10 y) ATs dispersed between 11 job settings volunteered for this study. Participants were asked to pre-sort (agree, disagree, neutral) 36 validated statements representing the 8 dimensions of PCC. The participants completed a Q-sort where they dragged-and-dropped the pre-sorted statements based on perceived importance in providing PCC. The Q-sorts were analyzed using QMethod software. A principal component analysis was used to identify statement rankings and factors. Factors were determined by an Eigenvalue > 1 and analyzed using a scree plot. The 6 highest selected statements per factor were assessed to create the distinguishing viewpoints. Results Two distinguishing viewpoints emerged from the Q-sorts. The statement “ATs treat patients with dignity and respect” appeared as a high ranked statement in both distinguishing viewpoints. The lowest ranked statement from viewpoint 1 was “ATs integrate the International Classification of Functioning, Disability, and Health (ICF) model as a framework for delivery of patient care.” The lowest ranked statement from viewpoint 2 was “Appointment scheduling is easy.” Conclusions ATs value patient’s preferences. However, a lack of importance was identified for incorporating the ICF model, which is a core competency and adopted framework by the NATA since 2015.

scholarly journals Statistical Primer for Athletic Trainers: Understanding the Role of Statistical Power in Comparative Athletic Training Research

2018 ◽  
Vol 53 (7) ◽  
pp. 716-719
Author(s):  
Monica R. Lininger ◽  
Bryan L. Riemann
Keyword(s):  
Sample Size ◽  
Athletic Training ◽  
Treatment Effect ◽  
Statistical Power ◽  
Athletic Trainers ◽  
A Priori ◽  
Significant Treatment ◽  
Training Research ◽  
Α Level

Objective: To describe the concept of statistical power as related to comparative interventions and how various factors, including sample size, affect statistical power.Background: Having a sufficiently sized sample for a study is necessary for an investigation to demonstrate that an effective treatment is statistically superior. Many researchers fail to conduct and report a priori sample-size estimates, which then makes it difficult to interpret nonsignificant results and causes the clinician to question the planning of the research design.Description: Statistical power is the probability of statistically detecting a treatment effect when one truly exists. The α level, a measure of differences between groups, the variability of the data, and the sample size all affect statistical power.Recommendations: Authors should conduct and provide the results of a priori sample-size estimations in the literature. This will assist clinicians in determining whether the lack of a statistically significant treatment effect is due to an underpowered study or to a treatment's actually having no effect.

scholarly journals Factors Affecting Student Persistence into Athletic Training Programs

2019 ◽  
Author(s):  
Heather Hudson ◽  
Valerie Herzog
Keyword(s):  
Training Program ◽  
Athletic Training ◽  
Clinical Education ◽  
Student Persistence ◽  
Athletic Trainers ◽  
Athletic Training Students ◽  
Clinical Integration ◽  
Factors Affecting ◽  
Introductory Course ◽  
Athletic Training Program Directors

Purpose: The purpose of this study was to examine the factors that contribute to student persistence and gauge prospective athletic training students' perceptions of experiences that contributed to their persistence. Method: The Athletic Training Student Persistence-Revised Survey was developed to gather data about program attributes, social, academic, clinical integration, and program commitment. Institutional demographics, program demographics, and program attributes were collected during interviews. Surveys were administered online through SurveyMonkey. Survey data were returned anonymously by designated contact persons (Athletic Training Program Directors or Clinical Education Coordinators) for all freshmen prospective athletic training students enrolled in the athletic training introductory course/s. Descriptive statistics and non-parametric differences and correlations were calculated. The inductive process was used in coding open-ended data. Results: The Mann Whitney U test and Spearman Rho analysis demonstrated significant results. Program attributes along with clinical integration had the weakest correlations (r = -0.36 and r = -0.32, respectively), while academic integration and program commitment had the strongest (r = -0.58 and r = -0.76, respectively). No predictive variables were found. Qualitatively, persisters and non-persisters managed the pre-application period differently. Additionally, the rapport between athletes and athletic trainers serving as preceptors, the relationships between prospective athletic training students and extant athletic training students, and the mentorship displayed by athletic training students were all contributors to persistence. Conclusions: Communication between the athletic training program director and prospective athletic training students is vital, but the core of the study revealed that what transpires during clinical observation hours, within the introductory course/s, between athletic trainers and athletes, and between athletic training students/preceptors and prospective athletic training students are of even greater importance. The findings demonstrated that decisions to persist are the result of all parties and components associated with the athletic training program, not just one.

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